Running head: APA WRITING
1
APA WRITING 2
APA writing
Christina Ferrer
Walden University
Today, students are faced with problems and purpose in their studies. The problems that students encounter in their studies include lack of enough research materials, improper and unreliable learning resources and lack of adequate staff (Linder Van Berschot, Jennifer, 2014). However, students have a purpose of their study, and therefore they have to work hard to enhance success amongst themselves. Students only need a kind of guidance in all they do; enough teachers, books in the libraries, and also a conducive environment (Mazer & Pfohl, 2015). When all these are provided to the students, their inner drive to gain more knowledge is enhanced. Students will tend to concentrate more on classwork when all they need is availed at the time they need it (Linder Van Berschot, Jennifer, 2014).
On the other hand, the students have adopted a centred approach on how to comfortably work on their class work. This is an approach that helps the students concentrate on their class work and hence improve their performance, (Linder Van Berschot, Jennifer, 2014). Students have come up with group discussions which make them learn more on their own. When in groups, the students remember more since they keep in mind what their friends say than the teachers.
The description of the course is a program that helps the students access the content of their classwork. It helps them gain the necessary knowledge on and ensures that students retain the focus of what they want to study. The course is the guide to the students’ learning. When the course is given to the students in good time, it will even make the students learn more and read ahead of the teacher (Linder Van Berschot, Jennifer, 2014). Students tend to drive themselves ahead of their teachers when they already know the kind of objectives they are to meet at the end of every course. They will try to get at least something ahead which they think their teachers still do not know. In the long run, they get to educate themselves more.
References
Mazer, J. P., Thompson, B., Cherry, J., Russell, M., Payne, H. J., Kirby, E. G., & Pfohl, W.
(2015). Communication in the face of a school crisis:
Examining the volume and content of social media
mentions during active shooter incidents. Computers in
Human Behavior, 53, 238-248.
Wilson, Brent G.; Linder Van Berschot, Jennifer,(2014). Canadian Journal of Learning an
Technology
Evaluating 19-Channel Z-score Neurofeedback:
Addressing Efficacy in a Clinical Setting
Submitted by
Nancy L. Wigton
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Philosophy
Grand Canyon University
Phoenix, Arizona
May 15, 2014
All rights reserved
INFORMAT ...
This is a presentation about the importance of Evidence Based Medicine and how it acts as a crucial tool in decision making to empower the quality of medical services for better patient outcomes.
It highlights the steps in EBM process, how to identify the parts of a well built clinical question, resources for literature search, critical appraisal of the evidence, and how to apply the evidence to the patient.
This presentation focuses on informed decision making in clinical practice making use of evidence based practice. It addresses the use of PICO to formulate clinical question, searching the evidence/literature, critically appraising the evidence, and application of the evidence to improve the quality of clinical practice
Published Research, Flawed, Misleading, Nefarious - Use of Reporting Guidelin...John Hoey
Much published health sciences literature is misleading and biased
Efforts to correct this include use of reporting guidelines- criteria for doing science and reporting the results properly
Also discussion of conflicts of interest - how to report them.
The study of supershrinks (Chow, 2014)Scott Miller
Dissertation by Daryl Chow studying the difference between top performing and average psychotherapists. The study documents the role that deliberate practice plays in the effectiveness
Running head: APA WRITING
1
APA WRITING 2
APA writing
Christina Ferrer
Walden University
Today, students are faced with problems and purpose in their studies. The problems that students encounter in their studies include lack of enough research materials, improper and unreliable learning resources and lack of adequate staff (Linder Van Berschot, Jennifer, 2014). However, students have a purpose of their study, and therefore they have to work hard to enhance success amongst themselves. Students only need a kind of guidance in all they do; enough teachers, books in the libraries, and also a conducive environment (Mazer & Pfohl, 2015). When all these are provided to the students, their inner drive to gain more knowledge is enhanced. Students will tend to concentrate more on classwork when all they need is availed at the time they need it (Linder Van Berschot, Jennifer, 2014).
On the other hand, the students have adopted a centred approach on how to comfortably work on their class work. This is an approach that helps the students concentrate on their class work and hence improve their performance, (Linder Van Berschot, Jennifer, 2014). Students have come up with group discussions which make them learn more on their own. When in groups, the students remember more since they keep in mind what their friends say than the teachers.
The description of the course is a program that helps the students access the content of their classwork. It helps them gain the necessary knowledge on and ensures that students retain the focus of what they want to study. The course is the guide to the students’ learning. When the course is given to the students in good time, it will even make the students learn more and read ahead of the teacher (Linder Van Berschot, Jennifer, 2014). Students tend to drive themselves ahead of their teachers when they already know the kind of objectives they are to meet at the end of every course. They will try to get at least something ahead which they think their teachers still do not know. In the long run, they get to educate themselves more.
References
Mazer, J. P., Thompson, B., Cherry, J., Russell, M., Payne, H. J., Kirby, E. G., & Pfohl, W.
(2015). Communication in the face of a school crisis:
Examining the volume and content of social media
mentions during active shooter incidents. Computers in
Human Behavior, 53, 238-248.
Wilson, Brent G.; Linder Van Berschot, Jennifer,(2014). Canadian Journal of Learning an
Technology
Evaluating 19-Channel Z-score Neurofeedback:
Addressing Efficacy in a Clinical Setting
Submitted by
Nancy L. Wigton
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Philosophy
Grand Canyon University
Phoenix, Arizona
May 15, 2014
All rights reserved
INFORMAT ...
This is a presentation about the importance of Evidence Based Medicine and how it acts as a crucial tool in decision making to empower the quality of medical services for better patient outcomes.
It highlights the steps in EBM process, how to identify the parts of a well built clinical question, resources for literature search, critical appraisal of the evidence, and how to apply the evidence to the patient.
This presentation focuses on informed decision making in clinical practice making use of evidence based practice. It addresses the use of PICO to formulate clinical question, searching the evidence/literature, critically appraising the evidence, and application of the evidence to improve the quality of clinical practice
Published Research, Flawed, Misleading, Nefarious - Use of Reporting Guidelin...John Hoey
Much published health sciences literature is misleading and biased
Efforts to correct this include use of reporting guidelines- criteria for doing science and reporting the results properly
Also discussion of conflicts of interest - how to report them.
The study of supershrinks (Chow, 2014)Scott Miller
Dissertation by Daryl Chow studying the difference between top performing and average psychotherapists. The study documents the role that deliberate practice plays in the effectiveness
The Therapeutic Alliance, Ruptures, and Session-by-Session FeedbackScott Miller
Chris Laraway's doctoral dissertation presents a thorough review of the literature on the link between the therapeutic alliance and outcome, and how session by session feedback can be used to repair ruptures in the therapeutic relationship.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
The given slide deck was presented on the 2017 Festival of Genomics in London, UK. It depicts how latest in-memory database technology supports clinicians in finding the best treatment options incorporating genetic data.
Exam Questions1. (Mandatory) Assess the strengths and weaknesse.docxtheodorelove43763
Exam Questions:
1. (Mandatory) Assess the strengths and weaknesses of Divine Command Theory. Give a strong, well-supported argument in favor of (or opposed to) DCT for ethical decision-making.
1. (Mandatory) Explain the ethical theory of Thomas Hobbes, David Hume,
or
Immanuel Kant, primarily concerning morality and justice. Include contextual/background factors that shaped the theory. Also, tell why you agree or disagree with it, providing a present-day illustration to support your position.
Choose
either
3 or 4:
1. Analyze the strengths and weaknesses of Utilitarianism and Ethical Egoism. Provide an argument in favor of (or opposed to) either Utilitarianism or Ethical Egoism, using an illustration from history or personal experience.
2. Compare and contrast rationalism and empiricism, including one or more key figures representing each perspective. Focus primarily on the impact of these knowledge theories on ethical thinking (Christian or otherwise), both in the liberal arts and Western culture.
Each question must be answered with 250-300 words. Make sure to write as clearly and specifically as possible. Use your own words and include in-text citation, and provide references
.
Evolving Leadership roles in HIM1. Increased adoption of hea.docxtheodorelove43763
Evolving Leadership roles in HIM
1. Increased adoption of health information technology is opening innovative leadership pathways for HIM professionals. Four areas of opportunity based on the HIT roadmap created by the Office of the National Coordinator for Health Information Technology include privacy and security, adoption of information technology, interoperability, and collaborative governance. Choose one of these to explore, listing the challenges and opportunities for HIM professionals.
2. Take one of the challenges you presented and address it by using the 3 I’s Leadership Model for e-HIM that AHIMA adapted.
3. Postulate how earning an AHIMA credential can prepare you for leadership opportunity.
AHIMA. 2016a. e-HIM Overview and Instructions. AHIMA Leadership Model. http://library.ahima. org/xpedio/groups/public/documents/ahima/bok1_042565.pdf
AHIMA. 2016b. Why Get Certified. Certification. http://www.ahima.org/certification/whycertify Zeng, X., Reynolds, R., and Sharp, M. 2009. Redefining the Roles of Health Information Management Professionals in Health Information Technology. Perspectives in Health Information Management. (6). http://perspectives.ahima.org/redefining-the-roles-of-health-information-managementprofessionals-in-health-information-technology/#.VfWxFNJVhBc
.
Evolution of Terrorism300wrdDo you think terrorism has bee.docxtheodorelove43763
Evolution of Terrorism
300wrd
Do you think terrorism has been on the rise over the past few years?
Why do you think so?
Analyze and explain how contemporary terrorism is different from historical terrorism. Explain this with a focus on how terrorist groups have adapted their methods to take advantage of modern advancements, such as the Internet and modern modes of transportation.
Can you think of any other modern developments that have been utilized by terrorists?
Analyze and explain why people become and remain involved in a terrorist movement?
What do they hope to achieve?
Define terrorism and explain in your own words how it is practiced. Elucidate if you think terrorism is a criminal act or an act of war. Support your answers with appropriate research and reasoning.
Briefly describe a terrorist incident (Orlando Florida night club shooting jun12 2016) from the past five years (from anywhere in the world). Describe the act and explain how those responsible for this act were identified. Analyze if the goal of the terrorist or the terrorist group was achieved.
.
Evidence-based practice is an approach to health care where health c.docxtheodorelove43763
Evidence-based practice is an approach to health care where health care professionals use the best evidence possible or the most appropriate information available to make their clinical decisions. Research studies are gathered from the literature and assessed so that decisions about application can be done so with as much insight as possible. Not all research is able to be taken into the clinical practice that is why assessing the literature and determining if it is possible to carry out in a safe and effective manner is important. The steps that make up the evidence-based practice is first to ask a question which pertains to your clinical practice, then search for research and literature that will help solve your question. Third step is to evaluate the evidence and determine if it can be used safely and effectively in your clinical practice, then you must apply the information to your clinical experience and with your patient’s values. Finally, you must evaluate the outcome and determine if the desired effect is being reached. (LoBiondo-Wood, 2014)
The nursing process is drilled into our education as nurses and with good reason. The nursing process is used countless times throughout our practice. I was taught the acronym ADPIE which stands for assessment, diagnosis, planning, implementation, and evaluation. When assessing it is important to gather as much information on the patient whether it be subjective or objective findings. After we make a nursing diagnosis based on our assessment and then we plan on how to best care for our patient, and what our goals and their goals are for their care. Once the plan is made and the patient consents to the care plan then we can implement the plan. After we implement, we evaluate whether our goals and the patient’s goals are being reached. If not, we begin the nursing process all over again. (LoBiondo-Wood, 2014) In my own practice I use the nursing practice on every patient and even do it multiple times. When a patient enters the emergency room they are immediately being assessed and then once the physical and interview assessments are done the nurse creates a nursing diagnosis. The nurse creates a care plan that is based on evidence-based practice and goes over it with patient to gain consent.
The difference between these two processes is how they begin. The nursing process begins by gathering as much information as possible to then give a nursing diagnosis. While evidence-based practice begins by posing a question first and then gathering as much information as possible. They do have similarities especially when it comes to the end of the processes. Evaluating whether the care plan is working in the nursing process or whether the research and literature brought out a successful new take on the clinical practice. They both need to make the outcomes are as expected and if they are not it is back to the beginning of the process.
References
LoBiondo-Wood, G., & Harber, J. (2014). Nursing Research. St.
Evidence-Based EvaluationEvidence-based practice is importan.docxtheodorelove43763
Evidence-Based Evaluation
Evidence-based practice is important in the field of public health. Discuss the connection between evidence-based practice and program evaluation. Using the Capella Library, find two articles using
evidence-based
as key words. Use the two articles you found and discuss evidence-based practices in public health, explaining how the evidence was obtained. Discuss the population that benefited from the program or project mentioned in the articles.
.
More Related Content
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The Therapeutic Alliance, Ruptures, and Session-by-Session FeedbackScott Miller
Chris Laraway's doctoral dissertation presents a thorough review of the literature on the link between the therapeutic alliance and outcome, and how session by session feedback can be used to repair ruptures in the therapeutic relationship.
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
The given slide deck was presented on the 2017 Festival of Genomics in London, UK. It depicts how latest in-memory database technology supports clinicians in finding the best treatment options incorporating genetic data.
Exam Questions1. (Mandatory) Assess the strengths and weaknesse.docxtheodorelove43763
Exam Questions:
1. (Mandatory) Assess the strengths and weaknesses of Divine Command Theory. Give a strong, well-supported argument in favor of (or opposed to) DCT for ethical decision-making.
1. (Mandatory) Explain the ethical theory of Thomas Hobbes, David Hume,
or
Immanuel Kant, primarily concerning morality and justice. Include contextual/background factors that shaped the theory. Also, tell why you agree or disagree with it, providing a present-day illustration to support your position.
Choose
either
3 or 4:
1. Analyze the strengths and weaknesses of Utilitarianism and Ethical Egoism. Provide an argument in favor of (or opposed to) either Utilitarianism or Ethical Egoism, using an illustration from history or personal experience.
2. Compare and contrast rationalism and empiricism, including one or more key figures representing each perspective. Focus primarily on the impact of these knowledge theories on ethical thinking (Christian or otherwise), both in the liberal arts and Western culture.
Each question must be answered with 250-300 words. Make sure to write as clearly and specifically as possible. Use your own words and include in-text citation, and provide references
.
Evolving Leadership roles in HIM1. Increased adoption of hea.docxtheodorelove43763
Evolving Leadership roles in HIM
1. Increased adoption of health information technology is opening innovative leadership pathways for HIM professionals. Four areas of opportunity based on the HIT roadmap created by the Office of the National Coordinator for Health Information Technology include privacy and security, adoption of information technology, interoperability, and collaborative governance. Choose one of these to explore, listing the challenges and opportunities for HIM professionals.
2. Take one of the challenges you presented and address it by using the 3 I’s Leadership Model for e-HIM that AHIMA adapted.
3. Postulate how earning an AHIMA credential can prepare you for leadership opportunity.
AHIMA. 2016a. e-HIM Overview and Instructions. AHIMA Leadership Model. http://library.ahima. org/xpedio/groups/public/documents/ahima/bok1_042565.pdf
AHIMA. 2016b. Why Get Certified. Certification. http://www.ahima.org/certification/whycertify Zeng, X., Reynolds, R., and Sharp, M. 2009. Redefining the Roles of Health Information Management Professionals in Health Information Technology. Perspectives in Health Information Management. (6). http://perspectives.ahima.org/redefining-the-roles-of-health-information-managementprofessionals-in-health-information-technology/#.VfWxFNJVhBc
.
Evolution of Terrorism300wrdDo you think terrorism has bee.docxtheodorelove43763
Evolution of Terrorism
300wrd
Do you think terrorism has been on the rise over the past few years?
Why do you think so?
Analyze and explain how contemporary terrorism is different from historical terrorism. Explain this with a focus on how terrorist groups have adapted their methods to take advantage of modern advancements, such as the Internet and modern modes of transportation.
Can you think of any other modern developments that have been utilized by terrorists?
Analyze and explain why people become and remain involved in a terrorist movement?
What do they hope to achieve?
Define terrorism and explain in your own words how it is practiced. Elucidate if you think terrorism is a criminal act or an act of war. Support your answers with appropriate research and reasoning.
Briefly describe a terrorist incident (Orlando Florida night club shooting jun12 2016) from the past five years (from anywhere in the world). Describe the act and explain how those responsible for this act were identified. Analyze if the goal of the terrorist or the terrorist group was achieved.
.
Evidence-based practice is an approach to health care where health c.docxtheodorelove43763
Evidence-based practice is an approach to health care where health care professionals use the best evidence possible or the most appropriate information available to make their clinical decisions. Research studies are gathered from the literature and assessed so that decisions about application can be done so with as much insight as possible. Not all research is able to be taken into the clinical practice that is why assessing the literature and determining if it is possible to carry out in a safe and effective manner is important. The steps that make up the evidence-based practice is first to ask a question which pertains to your clinical practice, then search for research and literature that will help solve your question. Third step is to evaluate the evidence and determine if it can be used safely and effectively in your clinical practice, then you must apply the information to your clinical experience and with your patient’s values. Finally, you must evaluate the outcome and determine if the desired effect is being reached. (LoBiondo-Wood, 2014)
The nursing process is drilled into our education as nurses and with good reason. The nursing process is used countless times throughout our practice. I was taught the acronym ADPIE which stands for assessment, diagnosis, planning, implementation, and evaluation. When assessing it is important to gather as much information on the patient whether it be subjective or objective findings. After we make a nursing diagnosis based on our assessment and then we plan on how to best care for our patient, and what our goals and their goals are for their care. Once the plan is made and the patient consents to the care plan then we can implement the plan. After we implement, we evaluate whether our goals and the patient’s goals are being reached. If not, we begin the nursing process all over again. (LoBiondo-Wood, 2014) In my own practice I use the nursing practice on every patient and even do it multiple times. When a patient enters the emergency room they are immediately being assessed and then once the physical and interview assessments are done the nurse creates a nursing diagnosis. The nurse creates a care plan that is based on evidence-based practice and goes over it with patient to gain consent.
The difference between these two processes is how they begin. The nursing process begins by gathering as much information as possible to then give a nursing diagnosis. While evidence-based practice begins by posing a question first and then gathering as much information as possible. They do have similarities especially when it comes to the end of the processes. Evaluating whether the care plan is working in the nursing process or whether the research and literature brought out a successful new take on the clinical practice. They both need to make the outcomes are as expected and if they are not it is back to the beginning of the process.
References
LoBiondo-Wood, G., & Harber, J. (2014). Nursing Research. St.
Evidence-Based EvaluationEvidence-based practice is importan.docxtheodorelove43763
Evidence-Based Evaluation
Evidence-based practice is important in the field of public health. Discuss the connection between evidence-based practice and program evaluation. Using the Capella Library, find two articles using
evidence-based
as key words. Use the two articles you found and discuss evidence-based practices in public health, explaining how the evidence was obtained. Discuss the population that benefited from the program or project mentioned in the articles.
.
Evidence Table
Study Citation
Design
Method
Sample
Data Collection
Data Analysis
Validity
Reliability
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 1
DESIGN AND IMPLEMENTATION OF PERFORMANCE MANAGEMENT SYSTEMS,
KPIs AND RESPONSIBILITY CENTRES
CASE WRITE-UP – OUTLINE
LAURA MATTOS | SHRUTI KODANDARAMU | ASHA BORA
Ottawa University EMBA | Organizational Behavior Theory
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 2
Our consulting team, RAL Consulting, was hired by TechEdge to evaluate its current
organization structure and behavior, identify areas of needed improvement, point out a list of
actionable items for the company to improve its performance and how to implement those. This
case outlines our team’s consulting process to produce a final case write-up.
CASE OUTLINE
1. Introduction (at least 1 but no more than 2 pages)
Overview and history of TechEdge (one or two paragraphs)
TechEdge offered technology consulting service to other business, in a B2B business model.
According to Prabhu & Hedgei, the company structure was divided into sales, consulting,
support and services, back office operations, finance and software. All these departments were
led by vice presidents who reported to the CEO. The VPs assisted the managers, who led their
teams independently in their departments.
TechEdge: Main Organizational Behavior issues (half - 1 page)
The case presented a summarized list of challenges faced by TechEdge. (For next assignment,
List 5 major reasons listed on the case on page 5). Our consulting team identified a few
behaviors that might be driving these 5 major issues. These are:
§ HR v. VP responsibilities
o HRs responsibilities limited to recruiting while VPs were managing, training and
evaluating performance of the employees.
o HR not assisting with people management issues.
§ Team leader v. VP responsibilities
o Team leaders were responsible for team performance, but each team member
reported to their respective VP.
TECHEDGE CASE STUDY WRITE-UP - OUTLINE 3
o Lack of unity and shared objectives
§ Group v. Team structure.
o Different departments working together as temporary teams without a clear
common objective. Each department was more focused on their own tasks.
§ General sense of unaccountability between teams:
o All teams felt they didn’t receive adequate support from the operations
department
o Dissatisfaction from Operations VP: Complaints about overload of work,
dependency on external factors, and not enough time to fulfil other teams’
expectations
o Finance team complained about not having enough funds due to bad performance
of the sales team
§ General feeling that the company was understaffed
§ HR team couldn’t hire the best employees offering low wages
Among all items listed, our consulting team considers the following the m.
Evidence SynthesisCritique the below evidence synthesis ex.docxtheodorelove43763
Evidence Synthesis
Critique the below evidence synthesis exemplar to address the following.
Patient falls with injury and fall prevention remain complex phenomena in the acute care setting as well as a major challenge for healthcare professionals (Gygax Spicer, 2017). Patient falls are considered one of the leading adverse events occurring in acute care settings such as hospitals and nursing homes, with the detrimental impact to the patient ranging from mild to severe bruising, fractures, trauma, and even death (de Medeiros Araújo et al., 2017). Falls are common phenomena in older adults, with roughly one out of three people age 65 years and older who suffers from at least one fall per year due to multiple factors including environmental, social, and physiological factors either alone or in conjunction (Gygax Spicer, 2017). The etiology is that patients are attempting to get out of bed without assistance from nursing staff. Several of the causative factors include illness, impulsiveness, urgency, medications, or being in an unfamiliar environment. Lastly, there has been an increase in the amount of turnover in staffing, thus reducing the amount of available nursing staff in the practice setting.
Does the author clearly identify the scope of the evidence synthesis? Explain your rationale.
Are strong paraphrased sentences included that are supported by contemporary sources of research evidence? Explain your rationale.
Are the facts related to the practice problem presented in an objective manner? Explain your rationale.
Does the author use sources to support ideas and claims, and not the other way around? Explain your rationale.
Based on your appraisal, is this exemplar a true synthesis of the evidence? Or is it a summary of the evidence? Explain your rationale.
Instructions:
Use an
APA 7 style and a minimum of 250 words
. Provide
support from a minimum of at least three (3) scholarly sources.
The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (
published within the last 5 years), and 4) an in-text citation.
citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which
APA style
standards apply.
• Textbooks are not considered scholarly sources.
• Wikipedia, Wikis, .com website or blogs should not be used.
.
Evidence Collection PolicyScenarioAfter the recent secur.docxtheodorelove43763
Evidence Collection Policy
Scenario
After the recent security breach, Always Fresh decided to form a computer security incident response team (CSIRT). As a security administrator, you have been assigned the responsibility of developing a CSIRT policy that addresses incident evidence collection and handling. The goal is to ensure all evidence collected during investigations is valid and admissible in court.
Consider the following questions for collecting and handling evidence:
1. What are the main concerns when collecting evidence?
2. What precautions are necessary to preserve evidence state?
3. How do you ensure evidence remains in its initial state?
4. What information and procedures are necessary to ensure evidence is admissible in court?
Tasks
Create a policy that ensures all evidence is collected and handled in a secure and efficient manner. Remember, you are writing a policy, not procedures. Focus on the high-level tasks, not the individual steps.
Address the following in your policy:
§ Description of information required for items of evidence
§ Documentation required in addition to item details (personnel, description of circumstances, and so on)
§ Description of measures required to preserve initial evidence integrity
§ Description of measures required to preserve ongoing evidence integrity
§ Controls necessary to maintain evidence integrity in storage
§ Documentation required to demonstrate evidence integrity
Required Resources
§ Internet access
§ Course textbook
Submission Requirements
§ Format: Microsoft Word (or compatible)
§ Font: Times New Roman, size 12, double-space
§ Citation Style: APA
§ Length: 2 to 4 pages
Self-Assessment Checklist
§ I created a policy that addressed all issues.
§ I followed the submission guidelines.
.
Everyone Why would companies have quality programs even though they.docxtheodorelove43763
Everyone: Why would companies have quality programs even though they cost money to implement?
Everyone: Define and explain three of the iPhone features in measurable terms.
Everyone: Referring to the leading causes of death, explain how you would develop an action plan.
#2. Explain how you would measure quality when buying a car wash.
.
Even though technology has shifted HRM to strategic partner, has thi.docxtheodorelove43763
Even though technology has shifted HRM to strategic partner, has this change resulted in HRM losing sight of its role towards employee resource and support? While companies are seeing the value in moving to a technological based business, how might HRM technology impact the "human" side of "human resource"?
.
Even though people are aware that earthquakes and volcanoes typi.docxtheodorelove43763
Even though people are aware that earthquakes and volcanoes typically occur in consistent regions, many make their homes in these locations. Unfortunately, history shows that it is only a matter of time before the next occurrence.
Perform some research on earthquake and volcano incidents that had a negative effect on people in a region. Select a disaster event where, despite the loss of life and property, the residents choose to rebuild rather than abandon the region.
For your initial post:
In your initial post, address the following:
Describe the event you selected, including:
the type and magnitude of the event
where it occurred
when it occurred
the various ways in which people were affected
whether that type of disaster affects the region repeatedly
State your opinion regarding the following questions:
Why do you think people continue to make the known dangerous area their home?
Should governments allow people to live in known risk areas?
Should insurance companies allow claims for damages incurred in known risk areas?
.
Evaluative Essay 2 Grading RubricCriteriaLevels of Achievement.docxtheodorelove43763
Evaluative Essay 2 Grading Rubric
Criteria Levels of Achievement
Content 70% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
Analysis
30 points 30 to27 points
o Thesis statement provides a clear, strong analysis, responding to the topic prompt.
o Paper demonstrates exceptional critical thinking skills.
o Logical presentation of information, body supports the thesis statement.
26 to 21 points
o Thesis statement is clear but could be stronger.
o Paper demonstrates good critical thinking skills.
o Logical presentation with good connections, but could be stronger.
OR
o Thesis statement does not provide a clear analysis.
o OR Thesis statement is evident but misplaced (located somewhere other than the end of the introduction).
o Evidence of critical thinking skills, but analysis could be stronger or more evident.
o Weak logic, or missing connections.
20 to 1 points
o Missing thesis statement.
o Focus of paper is more informative than analytical, with details focusing on the what rather than the why or how.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Support
30 points 30 to 27 points
o Draws from assigned sources for supporting details.
o Provides specific, detailed support.
o Clear connections are made throughout the writing to show how supporting documents prove the main argument.
o No outside sources were consulted or used.
26 to 21 points
o Draws from assigned sources for supporting details, but support could be more specific.
o Connections are made between supporting details and main argument, but these could be more clear.
OR
o Supporting details are provided but connections are largely missing between the supporting details and the main argument.
20 to 1 points
o To include any of the following:
o Supporting details drawn primarily from textbook/lectures, instead of assigned sources.
o OR
o Supporting details merely informative and do not show clear connection to the thesis.
o OR
o Outside sources used in support.
0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Biblical Evaluation
10 points 10 to 9 points
o Clear, Biblical evaluation provided, drawing from specific Scripture for support.
8 to 7 points
o Biblical evaluation is evident, and some use of Scripture is given for support.
OR
o Attempt at Biblical evaluation is provided, but support could be stronger.
6 to 1 points
o Christian worldview is evident in the writing, and some examples or details may be given, but a specific Biblical evaluation is not evident/clear.
o No Scriptural support
o OR
o Scripture included but connections to evaluation are not evident.
o 0 points
o Does not meet minimum requirements for the assignment.
**See instructor feedback for specifics.
Structure 30% Advanced 90-100% (A) Proficient 70-89% (B-C) Developing 1-69% (< D) Not present
.
Evaluation Title Research DesignFor this first assignment, .docxtheodorelove43763
Evaluation Title: Research Design
For this first assignment, you will analyze different types of research. To begin, please read and view the following materials:
Rice University. (2017).
2.2 Approaches to research (Links to an external site.)Links to an external site.
. in,
Psychology
. OpenStax. [Electronic version]
University of Minnesota Libraries Publishing. (2010).
2.2 Psychologists use descriptive, correlational, and experimental research designs to understand behavior (Links to an external site.)Links to an external site.
. In Introduction to Psychology. [Electronic version]
Select one research design from column A
and
column B.
Describe the design.
Discuss the strengths and weaknesses of the design.
Give an example of a study completed using this design.
This information is all available in the Unit 1 Learning Content. There are also resources available online to further your understanding.
Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignment must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
.
Evaluation is the set of processes and methods that managers and sta.docxtheodorelove43763
Evaluation is the set of processes and methods that managers and stakeholders use to determine whether the program is successful. Success is determined by multiple parameters such as financial viability of the program as well as the administrative and clinical impact of the program on the community’s or organization’s mission. Today’s programs are also expected to proactively address healthcare disparities and inequities in all levels of communities and demonstrate measureable reductions in inequities in diverse patient/client populations.
For this milestone, you will create an evaluation plan that will include the financial aspects of your proposed program as well as your evaluation methods. In your submission, be sure to include the following:
Proposed Program :to establish a department in IGM to facilitate holistic care of pediatric patients. This holistic care will require patients to be monitored before, during, and after a clinical procedure. The program will be flexible to ensure that each patient receives customized care at a subsidized fee.
Financial Aspects
o What specific resources would you suggest for use in your program? For example, what staffing and equipment suggestions would you make?
Be sure to explain your rationale.
o What is the impact on the community’s or organization’s current budget? In other words, will the program fit into the existing budget, or willconcessions need to be made?
o What recommendations would you make for ensuring the program is financially sustainable? Are there measurable expense reductions for the community/organization that cover the costs of the program? Does the program create new sources of revenue for the community or organization to offset the costs of the program?
Evaluation
o What will you measure (such as benchmarks, patient outcomes, or other measurable data) in order to evaluate the effectiveness of the program implementation? Focus on both administrative and clinical measures. Include multiple levels of measurement, including the patients/clients served, populations of patients/clients served, and community environmental measures.
o What tools will you use to measure the effect of your program on reducing the incidence of healthcare disparities?
o How will these evaluation tools tell you whether the program is successful?
o To what extent will the program help ensure healthcare equity across diverse populations? Be sure to justify your reasoning.
Guidelines for Submission: Your paper for this milestone must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and proper APA formatting. Include at least three peer-reviewed, scholarly resources.
.
Evaluation Plan with Policy RecommendationAfter a program ha.docxtheodorelove43763
Evaluation Plan with Policy Recommendation
After a program has been created, it must be evaluated in order to determine its success. For this assignment, complete the following:
Incorporate the changes to address the feedback received.
Use the feedback from your instructor to address pertinent sections for errors or insufficiencies. Implementing this feedback will help you draft this assignment and your course project.
Discuss the program to be introduced to the selected population to address the specific public health problem or issue.
Assess population needs, assets, and capacities that affect communities' health through epidemiological records and literature reviews. Explain activities and resources to be introduced and used for this program to change behaviors and health outcomes and why they are selected.
Describe the projected goals for the program.
Based on past studies and available data, analyze the projected expected effects of the program.
Identify the engaged stakeholders.
Describe those involved, those affected, and the primary intended users.
Gather credible evidence to substantiate the need for the program.
Identify past programs similar to the proposed program and the outcomes for those past programs.
Explain past study results and epidemiological data for similar programs implemented.
Justify conclusions on the past programs and provide lessons learned for implementing this program.
Analyze how data will be collected from program participants and other relevant stakeholders to determine program effectiveness.
Identify what instruments will be used to collect data, such as surveys, focus group interviews, or key informant interviews.
Determine who will analyze the data and how the data will be analyzed.
Propose policy recommendations.
Evaluate policies for their impact on public health and health equity. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.
Discuss dissemination and communication suggestions for the evaluation results both in writing and through oral presentation.
Explain how the results will be shared with key stakeholders and the community.
Identify how the results will inform future programs and how they can improve health outcomes.
View the scoring guide to ensure you fulfill all grading criteria.
Additional Requirements
Length:
A minimum of 10–12 double-spaced pages, not including title and reference pages.
Font:
Arial, 12 point.
References:
Cite at least eight references from peer-reviewed journals.
Format:
Use current APA style and formatting.
Resources
Evaluation Plan with Policy Recommendation Scoring Guide
.
APA Style Paper Tutorial [DOCX]
.
APA Style Paper Template [DOCX]
.
Capella Writing Center
.
Public Health Intervention Plan.
Capella University Library.
State Policy Guide: Using Research in Public Health Policymaking
.
Public Health Masters Research Guide
.
Pub.
Evaluate the history of the Data Encryption Standard (DES) and then .docxtheodorelove43763
Evaluate the history of the Data Encryption Standard (DES) and then how it has transformed cryptography with the advancement of triple DES. You are also required to post a response to a minimum of two other student in the class by the end of the week. You must use at least one scholarly resource. Every discussion posting must be properly APA formatted.
.
Evaluate the Health History and Medical Information for Mrs. J.,.docxtheodorelove43763
Evaluate the Health History and Medical Information for Mrs. J., presented below.
Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.
Health History and Medical Information
Health History
Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.
Subjective Data
1. Is very anxious and asks whether she is going to die.
2. Denies pain but says she feels like she cannot get enough air.
3. Says her heart feels like it is "running away."
4. Reports that she is exhausted and cannot eat or drink by herself.
Objective Data
1. Height 175 cm; Weight 95.5kg.
2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.
Intervention
The following medications administered through drug therapy control her symptoms:
1. IV furosemide (Lasix)
2. Enalapril (Vasotec)
3. Metoprolol (Lopressor)
4. IV morphine sulphate (Morphine)
5. Inhaled short-acting bronchodilator (ProAir HFA)
6. Inhaled corticosteroid (Flovent HFA)
7. Oxygen delivered at 2L/ NC
Critical Thinking Essay
In 750-1,000 words, critically evaluate Mrs. J.'s situation. Include the following:
1. Describe the clinical manifestations present in Mrs. J.
2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
3. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
4. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the inte.
Evaluate the environmental factors that contribute to corporate mana.docxtheodorelove43763
Evaluate the environmental factors that contribute to corporate management’s need to manage corporate earnings to align with market expectations, indicating the potential long-term risks to financial performance and sustainability. Why are these factors important in evaluating the financial performance of an organization?
Please provide one citation or reference for your initial posting that is not your textbook.
.
Evaluate assumptions and premises used in developing marketing str.docxtheodorelove43763
Evaluate assumptions and premises used in developing marketing strategy:
(add some introduction of 7-8 lines on marketing strategy)
1) Adjusted the sales force depending on when it increased in the market and we used consumer shopping survey to understand where the customers like to purchase (10-11lines)
2) Due to our high price in the market and the inflation increasing… we didn’t change our prices and further decreased by few cents……. But later as we were going into loss in this inflation period, we increased our prices but kept them reasonable compared to our competitors. (reasons and add few more relevant points to make it big)
3) Advertising- initially we concentrated on aches and chest congestion. Write about targeting audience
4) Brand relevance:
5) Consumer feedback.. coupons…
6) Attractive tagline:
7) Easy to find….(few lines)…. Changed the packing- got positive reviews from customers
8) Introducing new products: a) Allround: aches, chest congestion
b) Allroundplus: nasal congestion, aches, allergy symptoms, runny nose(introduced in 4th year)
c) Allright
9) we took the decision to drop alcohol for children and young adults…. Non-drowsy and can driving safe
10) introduced 12hr multi symptom relief: instead of using tablet every 2hr or 4 hrs… it works for a long time.. less hectic, easy to carry and for journeys.
Running head: INSERT FIRST 50 CHARACTERS OF TITLE 1
SAMPLE PAPER
Identifying the Best Practices in Strategic Management
Gertrude Steinbeck
ORG500 – Foundations of Effective Management
Colorado State University – Global Campus
Dr. Stephanie Allong
August 6, 2015
Page numbers
should be inserted
in the top right
corner.
The Running head is required for CSU-Global
APA Requirements. The title page should
have the words, Running head: followed by
the first 50 characters of the title in all caps.
Use the template paper located in the
Library under the “APA Guide & Resources”
link for a paper that is already formatted in
APA.
Papers should be
typed in a 12 pt,
Times New Roman
font with 1 inch
margins on all 4
sides. The entire
paper is double
spaced.
Information on the Title
Page is centered in the
top half of the paper. All
major words should be
capitalized and not bold.
IDENTIFYING THE BEST PRACTICES IN STRATEGIC 2
Identifying the Best Practices in Strategic Management
Strategic management and corporate sustainability are two important dynamics of
modern-day organizations. It is important for organizational leaders to have an understanding of
the theoretical applications of strategic management as a means of addressing corporate
sustainability. The purpose of this paper is to provide definitions and an understanding of
strategic management and corporate sustainability. An overview of the Walgreen Company, the
organization of study, is also provided in order to understand how the company has utilized
strategic management to implement susta.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Evaluating 19-Channel Z-score Neurofeedback:
Addressing Efficacy in a Clinical Setting
Submitted by
Nancy L. Wigton
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Philosophy
Grand Canyon University
Phoenix, Arizona
4. Peer-reviewed literature is lacking regarding empirical-based
evaluation of 19ZNF. The
purpose of this quantitative research study was to evaluate the
efficacy of 19ZNF, in a
clinical setting, using archival data from a Southwest NF
practice, with a retrospective
one-group pretest-posttest design. Each of the outcome
measures framed a group such
that 19ZNF was evaluated, as it relates to the particular
neuropsychological constructs of
attention (n = 10), behavior (n = 14), executive function (n =
12), as well as
electrocortical functioning (n = 21). The research questions
asked if 19ZNF improves
these constructs. One-tailed t tests performed, compared pre-
post scores for included
clinical assessment scales, and selected quantitative
electroencephalographic (QEEG)
metrics. For all pre-post comparisons, the direction of change
was in the predicted
direction. Moreover, for all outcome measures, the group means
were beyond the
clinically significant threshold before 19ZNF, and no longer
clinically significant after
5. 19ZNF. All differences were statistically significant, with
results ranging from p = .000
to p = .008; and effect sizes ranging from 1.29 to 3.42. Results
suggest 19ZNF improved
attention, behavior, executive function, and electrocortical
function. This study provides
beginning evidence of 19ZNF’s efficacy, adds to what is known
about 19ZNF, and offers
an innovative approach for using QEEG metrics as outcome
measures. These results may
lead to a greater acceptance of 19ZNF, as well as foster needed
additional scientific
research.
Keywords: Neurofeedback, QEEG, z-score neurofeedback,
19ZNF, EEG biofeedback
v
Dedication
This dissertation is dedicated to my Lord and Savior, Jesus.
From my first
thoughts of considering a doctoral program being divinely
6. inspired and directed, through
to the last step I will take across a graduation stage, the Father,
Son, and Holy Spirit are
always the center point, the anchor. To that end, three Bible
passages capture the
experience of my journey.
The way of God is perfect, the Lord’s word has stood the test;
He is the shield of
all who take refuge in Him. What god is there but the Lord?
What rock but our
God? – the God who girds me with strength and makes my way
blameless, who
makes me swift as the deer and sets me secure on the
mountains (Psalms 18:30-
33, New English Bible).
“Commit your life to the Lord; trust in Him and He will act. He
will make your
righteousness shine clear as the day and the justice of your
cause like the sun at noon”
(Psalms 37:5-6).
“Not to us, O Lord, not to us, but to thy name ascribe the glory,
for thy true love
and for thy constancy” (Psalms 115:1).
7. vi
Acknowledgments
It is only through the Lord’s strength and wisdom that this
dissertation came to
fruition. Next, I acknowledge the man with whom the Lord has
made me one, my
husband. You are truly the wind beneath my wings, and without
you I would not have
had the wherewithal to complete this endeavor. Thank you for
all your support and
sharing your perseverance for my good. I also wish to
acknowledge, with unbounded
gratitude, the most perfect dissertation committee possible for
this journey.
To my chair, Dr. Genomary Krigbaum, words are insufficient to
fully express the
depth and breadth of my appreciation for your support,
guidance, and direction. When I
8. first read descriptions of what the ideal chair would be, with
characteristics inclusive of
mentor, advocate, role model, teacher, defender, guide,
supervisor, coach, encourager,
and friend, I wondered if it would ever be possible to find all
those elements in one
person. Yet in you, I found them all, and more. Por siempre
agradecida. Moreover, thank
you for encouraging me to build on the methodology you
started. To Dr. Daniel Smith, I
am grateful that you joined my dissertation team. I knew I could
count on you for your
statistical expertise, and you did not disappoint. Thank you for
the many conversations
prior to my dissertation journey, and in helping to pave the way
for the best committee
possible. To Dr. Genie Bodenhamer-Davis, as a most respected
neurofeedback
practitioner and educator, I am humbled and honored that you
were willing to assist me in
my dissertation journey. Thank you, so much, for your counsel
over the last 3 years. To
Dr. Ron Bonnstetter, thank you for your support in being my
adjunct dissertation reader.
9. Thank you for your compliments on my writing and your
assurance I have what it takes
to succeed as a scholar.
vii
Table of Contents
List of Tables
...............................................................................................
...................... xi
List of Figures
...............................................................................................
.................... xii
Chapter 1: Introduction to the Study
....................................................................................1
Introduction
...............................................................................................
.....................1
Background of the Study
...............................................................................................
2
Problem Statement
...............................................................................................
10. ..........4
Purpose of the Study
...............................................................................................
.......5
Research Questions and Hypotheses
.............................................................................6
Advancing Scientific Knowledge
..................................................................................8
Significance of the Study
...............................................................................................
9
Rationale for Methodology
..........................................................................................10
Nature of the Research Design for the Study
...............................................................11
Definition of
Terms.....................................................................................
.................13
Assumptions, Limitations, Delimitations
....................................................................19
Summary and Organization of the Remainder of the Study
........................................22
Chapter 2: Literature Review
.............................................................................................2
3
11. Introduction and Background to the Problem
..............................................................23
Historical overview of EEG and QEEG.
.......................................................24
Historical overview of NF
.............................................................................25
How problem/gap of 19ZNF research evolved into current form
.................28
Theoretical Foundations and/or Conceptual Framework
.............................................31
Foundations of EEG and QEEG
....................................................................31
viii
Learning theory as applied to
NF...................................................................31
Traditional/amplitude-based models of NF
...................................................33
QNF model of NF
..........................................................................................35
ZNF model of
NF..........................................................................................
12. .38
Review of the Literature – Key Themes
......................................................................39
QNF in the literature
......................................................................................39
4ZNF in the
literature.................................................................................
....47
19ZNF in the
literature.................................................................................
..50
Outcome measures for ZNF research
............................................................53
Summary
...............................................................................................
.......................59
Chapter 3: Methodology
.......................................................................................... .....
.....61
Introduction
...............................................................................................
...................61
Statement of the Problem
.................................................................................... .........6
1
Research Questions and Hypotheses
17. xi
List of Tables
Table 1.1. Research Questions and Variables
......................................................................8
Table 4.1. Descriptive Data for All Groups
...................................................................... 91
Table 4.2. Shapiro-wilk Results for Difference Scores
.................................................... 95
Table 4.3. Summary of Results - All
Groups...................................................................104
xii
List of Figures
Figure 1.1. Formation of Sample Groups
......................................................................... 13
Figure 4.1. IVA Group Pre-Post
18. Scores............................................................................ 97
Figure 4.2. DSMD Group Pre-Post Scores
....................................................................... 99
Figure 4.3. BRIEF Group Pre-Post Scores
..................................................................... 101
Figure 4.4. QEEG Group Pre-Post Scores
..................................................................... 102
1
Chapter 1: Introduction to the Study
Introduction
Neurofeedback (NF) is an operant conditioning brainwave
biofeedback technique,
which is also referred to as electroencephalographic (EEG)
biofeedback. This modality,
dating back to the 1970s (Lubar & Shouse, 1976; Sterman,
LoPresti, & Fairchild, 2010),
19. trains electrical signals of targeted frequencies and involves
recording EEG data from
scalp sensors with an amplifier, which is subsequently
processed by computer software.
The software provides visual and sound display feedback to the
trainee, thereby
providing a reward stimulus when the brain is functioning in the
target range. This
reward process generates learning such that the brain’s
functioning is conditioned in the
intended manner.
Over the years, new models of NF have been developed, and the
most current
iteration is a style of NF which is termed z-score NF (ZNF).
ZNF is different from more
traditional NF models in that it incorporates into the NF session
real-time quantitative
EEG (QEEG) z-score metrics making it possible to combine
operant conditioning with
real-time assessment using a normative database (Collura,
Thatcher, Smith, Lambos, &
Stark 2009; Thatcher, 2012). In 2006, a 4-channel ZNF (4ZNF)
technique was
20. introduced, which in 2009 was expanded to include all 19 sites
of the International 10-20
System (of electrode placement) to allow for a 19-channel ZNF
(19ZNF). To date, case
study and anecdotal clinical reports within the field indicate
this new 19ZNF approach is
an improvement over traditional NF models (J. L. Koberda,
Moses, Koberda & Koberda,
2012a; Wigton, 2013). However the efficacy of this new model
has not yet been
established from empirical studies. This research is different
from prior qualitative
2
studies; it has been completed as a quantitative analysis of pre-
post outcome measures
with group data, and thus, it is a beginning in establishing
empirical evidence regarding
19ZNF.
The remainder of this chapter formulates this dissertation
through a review of the
study background, problem statement, purpose and significance,
21. and how this research
advances the scientific knowledge. Moreover the research
questions and hypotheses are
presented, together with the methodology rationale and the
nature of the research design.
An extended Definition section is included to review the many
technical terms germane
to this research. Readers unfamiliar with NF or QEEGs may
find it helpful to review the
definitions first. Finally, to establish the scope of the study, a
list of assumptions,
limitations, and delimitations are included.
Background of the Study
In recent years NF has seen increasing acceptance as a
therapeutic technique.
Current literature includes reviews and meta-analyses which
establish a recognition of
NF as effective for the specific condition of attention deficit
hyperactivity disorder
(ADHD) (Arns, de Ridder, Strehl, Breteler, & Coenen 2009;
Brandeis, 2011;
Gevensleben, Rothenberger, Moll, & Heinrich, 2012; Lofthouse,
Arnold, Hersch, Hurt, &
22. DeBeus, 2012; Niv, 2013; Pigott, De Biase, Bodenhamer-Davis,
& Davis, 2013).
However, the type of NF covered in these reviews is limited to
the oldest NF model
(theta/beta ratio) and/or slow cortical potential NF. Yet of note
are reports in the literature
of a different NF model which is informed by QEEG data. This
QEEG-guided NF (QNF)
is reported to be used for a much wider range of conditions; not
only ADHD, but also
behavior disorders, cognitive dysfunction, various mood
disorders, epilepsy,
3
posttraumatic stress disorder, head injuries, autism spectrum
disorders, migraines,
learning disorders, schizophrenia, and mental retardation (Arns,
Drinkenburg, &
Kenemans, 2012; Breteler, Arns, Peters, Giepmans, &
Verhoeven, 2010; Coben &
Myers, 2010; J. L. Koberda, Hillier, Jones, Moses, & Koberda
2012; Surmeli, Ertem,
23. Eralp, & Kos, 2012; Surmeli & Ertem, 2009, 2010, 2011;
Walker, 2009, 2010b, 2011,
2012b).
Yet, all the aforementioned models are limited in their use of
only one or two
electrodes and they also require many sessions to achieve good
clinical outcomes. For the
above-cited studies the reported average number of sessions was
40.5. Moreover,
Thatcher (2012, 2013) reports 40 to 80 sessions to be the
accepted norm for these older
style models; thus leading to a sizeable cost to access this
treatment. However, one of the
newest ZNF models shows promise to bring about positive
clinical outcomes in
significantly fewer sessions (Thatcher, 2013). With 4ZNF there
have been reports of
successful clinical outcomes with less than 25 sessions (Collura,
Guan, Tarrant, Bailey, &
Starr, 2010; Hammer, Colbert, Brown, & Ilioi, 2011; Wigton,
2008); whereas clinical
reviews and recent conference reports (J. L. Koberda, Moses,
Koberda, & Koberda,
2012b; Rutter, 2011; Wigton, 2009, 2010a, 2010b, 2013;
24. Wigton & Krigbaum, 2012)
suggest 19ZNF can result in positive clinical outcomes, as well
as QEEG normalization,
in as few as 5 to15 sessions. Therefore a NF technique which
shows promise to bring
clinical improvement in fewer sessions – thereby reducing
treatment cost – deserves
empirical study.
Currently in the peer-reviewed published literature, there are a
couple of
descriptive and clinical review articles about the 19ZNF model
(Thatcher, 2013; Wigton,
4
2013) and two single case study reports (Hallman, 2012; J. L.
Koberda et al., 2012a);
however rigorous scientific studies evaluating 19ZNF have not
been found, which poses
a gap in the literature. Therefore, before the question of
efficiency and number of
sessions is examined, first its efficacy should be established.
NF and ZNF efficacy has
25. been discussed in the literature as having the desired effect in
terms of improved clinical
outcomes (La Vaque et al., 2002; Thatcher, 2013; Wigton,
2013), a definition that fits
well within the scope of this research. In this study, there are
two types of clinical
outcome measures; one type (clinical assessments) is a set of
psychometric tests designed
to measure symptom severity and/or improvement, the other
type (QEEG z-scores)
provides a representative measure of electrocortical dysfunction
and/or improvement.
Thus, this dissertation is intended to address efficacy of 19ZNF
in a clinical setting,
through a retrospective evaluation of clinical outcomes, as
measured by clinical
assessments and QEEG z-scores.
Problem Statement
It is not known, by way of statistical evaluation of either
clinical assessments or
QEEG z-scores, if 19ZNF is an effective NF technique. This is
an important problem
because 19ZNF is a new NF model currently in use by a
26. growing number of practitioners,
yet scientific research investigating its efficacy is lacking.
According to an Efficacy Task
Force, established by the two primary professional
organizations for NF and biofeedback
professionals,
1
anecdotal reports (regardless of how many) are insufficient as a
basis for
1
The primary professional societies for neurofeedback and
biofeedback are the International
Society for Neurofeedback and Research (ISNR; www.isnr.org)
and the Association for Applied
Psychophysiology and Biofeedback (AAPB; www.aapb.org).
5
determining treatment efficacy, and uncontrolled case studies
are scientifically weak (La
Vaque et al., 2002). Therefore, scientific evidence of efficacy
for 19ZNF is needed.
The identified population for this study is made up of those
27. seeking NF services
(both adults and children), and those who become NF clients.
These individuals may
have an array of symptoms, which adversely affect their daily
functioning; they may also
have previously diagnosed mental health disorders. When
seeking NF services these
individuals must choose among a variety of NF models.
However the dearth of scientific
literature regarding 19ZNF limits the information available to
inform that decision-
making process. Therefore, it is vital that both NF clinicians
and clients have empirically
derived information regarding the clinical value and efficacy of
this new NF technique.
Consequently, the problem of this empirical gap impacts the NF
clinician and client alike.
The goal of this research is to contribute in providing a first
step towards addressing this
research gap.
Purpose of the Study
The purpose of this quantitative, retrospective, one-group,
pretest-posttest study
28. research was to compare the difference between pre and post
clinical assessments and
QEEG z-scores data, before and after 19ZNF sessions, from
archived data of a private
neurofeedback practice in the Southwest region of the United
States. The comparisons
were accomplished via statistical analysis appropriate to the
data (i.e. paired t tests), and
will be further discussed in the Data Analysis section of
Chapter 3. The independent
variable is defined as the 19ZNF, and the dependent variables
are defined as the standard
scaled scores of three clinical assessments and QEEG z-score
data. The clinical
assessments measure symptoms of attention, behavior, and
executive function, whereas
6
the z-scores provide a representative measure of electrocortical
function. The full scopes
of the assessments are further outlined in the Instrumentation
section of Chapter 3.
29. Given the retrospective nature of this study, there were no
individuals, as subjects,
with which to interact. However the target population group is
considered to be adults
and children with clinical symptoms of compromised attention,
behavior, or executive
function, who are interested in NF as an intervention for
improvement of those
symptoms. This pretest-posttest comparison research contributes
to the NF field by
conducting a scientific study, using quantitative group methods,
to address the efficacy of
the new 19ZNF model.
Research Questions and Hypotheses
If the problem to be addressed is a lack of scientific evidence
demonstrating
efficacy of 19ZNF, the solution lies in evaluating its potential
for improving clinical
outcomes as measured by clinical assessments and
electrocortical metrics. Therefore
research questions posed in terms of clinical symptomology and
cortical function
measures is a reasonable approach. For this research the
independent variable is the
30. 19ZNF and the dependent variables are clinical outcomes, as
measured by the scaled
scores from three clinical assessments and z-scores from QEEG
data. The clinical
assessments are designed to measure symptom severity of
attention, behavior, and
executive functioning, and the z-scores are a representational
measure of electrocortical
function. The data gathering, scores calculation, and, data
analysis were conducted by the
researcher.
7
The following research questions guided this study:
R1a. Does 19ZNF improve attention as measured by the
Integrated Visual and
Auditory continuous performance test (IVA; BrainTrain,
Incorporated,
Chesterfield, VA)?
31. Ha1a: The post scores will be higher than the pre scores for the
IVA
assessment.
H01a: The post scores will be lower than, or not significantly
different
from, the pre scores of the IVA assessment.
R1b. Does 19ZNF improve behavior as measured by the
Devereux Scale of
Mental Disorders (DSMD; Pearson Education, Incorporated, San
Antonio, TX)?
Ha1b: The post scores will be lower than the pre scores for the
DSMD
assessment.
H01b: The post scores will be higher than, or not significantly
different
from, the pre scores of the DSMD assessment.
R1c. Does 19ZNF improve executive function as measured by
the Behavior
Rating Inventory of Executive Functioning (BRIEF; Western
Psychological
Services, Incorporated, Torrance, CA)?
Ha1c: The post scores will be lower than the pre scores for the
32. BRIEF
assessment.
H01c: The post scores will be higher than, or not significantly
different
from, the pre scores of the BRIEF assessment.
R2. Does 19ZNF improve electrocortical function as measured
by QEEG z-scores
(using the Neuroguide Deluxe software, Applied Neuroscience
Incorporated, St.
8
Petersburg, FL), such that the post z-scores are closer to the
mean than pre z-
scores?
Ha2: The post z-scores will be closer to the mean than the pre
z-scores.
H02: The post z-scores will be farther from the mean, or not
significantly
different from, the pre z-scores.
See as follows Table 1.1, outlining the research questions and
variables.
33. Table 1.1
Research Questions and Variables
Research Questions Hypotheses Variables Instrument(s)
2. 1a. Does 19ZNF improve
attention as measured by
the IVA?
The post scores will be
higher than the pre scores
for the IVA assessment.
IV: 19ZNF
DV: IVA standard scale
scores
IVA
computerized
performance test
1b. Does 19ZNF
34. improve behavior as
measured by the DSMD?
The post scores will be
lower than the pre scores
for the DSMD
assessment.
IV: 19ZNF
DV: DSMD standard
scale scores
DSMD
rating scale
1. 1c. Does 19ZNF improve
executive function as
measured by the BRIEF?
The post scores will be
lower than the pre scores
for the BRIEF
assessment.
35. IV: 19ZNF
DV: BRIEF standard
scale scores
BRIEF
rating scale
2. 2. Does 19ZNF improve
electrocortical function
as measured by QEEG z-
scores such that the post
z-scores are closer to the
mean than pre z-scores?
The post QEEG z-scores
will be closer to the mean
than the pre z-scores.
IV: 19ZNF
DV: QEEG
z-scores
QEEG
36. z-score data generated
from Neuroguide
software
Advancing Scientific Knowledge
The theoretical framework of NF is the application of operant
conditioning upon
the EEG, which leads to electrocortical changes, and in turn,
better brain function and
clinical symptom improvement; moreover, studies evaluating
traditional NF have
9
demonstrated its efficacy (Arns et al., 2009; Pigott et al., 2013).
The 19ZNF model is
new, and …
A Grounded Theory Investigation of Thinking and Reasoning
with Multiple
37. Representational Systems for Epistemological Change in
Introductory Physics
Submitted by
Clark Henson Vangilder
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Psychology
Grand Canyon University
Phoenix, Arizona
February 23, 2016
All rights reserved
40. (IRB).
__________________________________________February 8,
2016
Clark Henson Vangilder Date
Abstract
Conceptual and epistemological change work in concert under
the influence of
representational systems, and are employed by introductory
physics (IP) students in the
thinking and reasoning that they demonstrate in various
modelling and problem-solving
processes. A grounded theory design was used to qualitatively
assess how students used
multiple representational systems (MRS) in their own thinking
and reasoning along the
41. way to personal epistemological change. This study was framed
by the work of Piaget and
other cognitive theorists and conducted in a college in Arizona;
the sample size was 44.
The findings herein suggest that thinking and reasoning are
distinct processes that handle
concepts and conceptual frameworks in different ways, and thus
a new theory for the
conceptual framework of thinking and reasoning is proposed.
Thinking is defined as the
ability to construct a concept, whereas reasoning is the ability
to construct a conceptual
framework (build a model). A taxonomy of conceptual
frameworks encompasses thinking
as a construct dependent on building a model, and relies on the
interaction of at least four
different types of concepts during model construction. Thinking
is synonymous with the
construction of conceptual frameworks, whereas reasoning is
synonymous with the
coordination of concepts. A new definition for understanding as
the ability to relate
conceptual frameworks (models) was also created as an
extension of the core elements of
42. thinking and reasoning about the empirically familiar
regularizes (laws) that are part of
Physics.
Keywords: thinking, reasoning, understanding, concept,
conceptual framework,
personal epistemology, epistemological change, conceptual
change, representational
system, introductory physics, model, modeling, physics.
vi
Dedication
This work is dedicated to my marvelous wife, Gia Nina
Vangilder. Above all
others, she has sacrificed much during the journey to my Ph.D.
Her unwavering love and
loyalty transcend the practical benefits of her proofreading
assistance over the years, as
well as other logistical maneuverings pertaining to our family
enduring the time
commitment that such an endeavor requires of me personally.
43. You are amazing Gia, and I love you more than mere words can
describe!
Most importantly, I thank God Himself for putting my mind in a
wonderful
universe so rich with things to explore.
vii
Acknowledgments
I am exceptionally pleased to have worked with the committee
that has approved
this document—Dr. Racheal Stimpson (Chair), Dr. Pat D’Urso
(Methodologist), and Dr.
Rob MacDuff (Content Expert). Each one of you has contributed
to my success in your
own special way, and with your own particular talents.
I am blessed to have walked this path under your guidance.
Honorable mention is given Dr. Rob MacDuff, whose influence
and collaboration
over the years is valuable beyond measure or words. Neither of
us would be where we are
44. at without the partnership of theory and practice that has
defined our collaboration for
more than a decade now. I am truly blessed to know you and
work with you.
viii
Table of Contents
List of Tables
.................................................................................. .............
.................... xiii
List of Figures
...............................................................................................
................... xiv
Chapter 1: Introduction to the Study
....................................................................................1
Introduction
...............................................................................................
.....................1
Background of the Study
...............................................................................................
3
45. Personal epistemology.
.........................................................................................5
Representational Systems.
....................................................................................6
Problem Statement
...............................................................................................
..........8
Purpose of the Study
....................................................................................... ........
.......9
Research Questions and Phenomenon
.........................................................................10
Qualitative Research Questions
...................................................................................11
Advancing Scientific Knowledge
................................................................................12
Significance of the Study
.............................................................................................1
4
Rationale for Methodology
..........................................................................................16
Nature of the Research Design for the Study
...............................................................17
Definition of
Terms.....................................................................................
.................19
46. Assumptions, Limitations, Delimitations
....................................................................20
Summary and Organization of the Remainder of the Study
........................................21
Chapter 2: Literature Review
.............................................................................................2
3
Introduction to the Chapter and Background to the Problem
......................................23
Theoretical Foundations and Conceptual Framework
.................................................29
Personal epistemology
........................................................................................29
ix
Thinking and reasoning
.......................................................................................30
Building a conceptual model for this study
........................................................34
Representational systems
....................................................................................36
Self-efficacy, self-regulation, and journaling
47. .....................................................38
Convergence of conceptual and theoretical foundations
....................................39
Review of the Literature
..............................................................................................
40
A brief history of personal epistemology research
.............................................40
A brief history of assessment on personal epistemology
....................................43
Connections between conceptual change and personal
epistemology ................48
Conceptual change in introductory physics
........................................................51
Personal epistemologies and learning physics
....................................................55
Thinking and reasoning in introductory physics
.................................................64
Study methodology
.............................................................................................6
8
Study instruments and measures
.........................................................................71
Summary
............................................................................. ..................
49. Classroom activities and assessment instrument
................................................86
Validity
...............................................................................................
.........................91
Reliability
...............................................................................................
......................93
Data Collection and Management
................................................................................94
Data Analysis Procedures
............................................................................................9
7
Preparation of data
..............................................................................................
97
Data analysis
...............................................................................................
........98
Ethical Considerations
...............................................................................................
..99
Limitations and Delimitations
....................................................................................100
50. Summary
...............................................................................................
.....................101
Chapter 4: Data Analysis and Results
..............................................................................105
Introduction
...............................................................................................
.................105
Descriptive
Data........................................................................................
.................106
Data Analysis Procedures
..........................................................................................10
9
Coding schemes
...............................................................................................
.110
Triangulation of data
.........................................................................................113
Results
...............................................................................................
.........................116
PEP Analysis.
...............................................................................................
.....116
Qualitative analysis.
..........................................................................................12
51. 1
Analysis of the physics and reality activity
journals.........................................135
Consideration of research questions with current results.
.................................136
Combined analysis of the remaining study activities
........................................137
Other assessments.
............................................................................................1
43
xi
Summary
...............................................................................................
.....................144
Chapter 5: Summary, Conclusions, and Recommendations
............................................147
Introduction
...............................................................................................
.................147
Summary of the Study
...............................................................................................
149
52. Summary of Findings and Conclusion
.......................................................................151
Research Question
1..........................................................................................1
52
Research Question
2..........................................................................................1
62
Definitions
...............................................................................................
..........164
Predictions.
...............................................................................................
.........171
Suggestions for TRU Learning Theory use
......................................................171
Implications............................................................................
....................................172
Theoretical implications.
...................................................................................172
Practical implications
........................................................................................174
Future implications
...........................................................................................17
5
Strengths and weaknesses
53. .................................................................................176
Recommendations
...............................................................................................
.......177
Recommendations for future research.
.............................................................177
Recommendations for future practice.
..............................................................178
References
...............................................................................................
.........................181
Appendix A. Site Authorization Form
.............................................................................203
Appendix B. Student Consent Form
................................................................................204
Appendix C. GCU D-50 IRB Approval to Conduct Research
........................................205
Appendix D. Psycho-Epistemological Profile
(PEP).......................................................206
xii
Appendix E. What is Physics? What is Reality? Is Physics
Reality? ..............................209
54. Appendix F. Numbers Do Not Add
.................................................................................213
Appendix G. The Law of the
Circle.................................................................................21
4
Appendix H. The Zeroth Laws of Motion
.......................................................................215
Appendix I. End of Term Interview
.................................................................................218
xiii
List of Tables
Table 1. Literature Review Search Pattern 1
................................................................... 26
Table 2. Literature Review Search Pattern 2
................................................................... 27
Table 3. Study Population Demographics
..................................................................... 107
Table 4. Interview Transcript Data
................................................................................ 109
55. Table 5. PEP Dimension Scores
.................................................................................... 117
Table 6. Basic PEP Composite Descriptive Statistics
................................................... 117
Table 7. Basic PEP Dimension Descriptive Statistics
................................................... 118
Table 8. Primary PEP Dimension Changes
................................................................... 119
Table 9. Secondary PEP Dimension Changes
............................................................... 120
Table 10. Tertiary PEP Dimension Changes
................................................................. 120
Table 11. PEP Score Distributions Normality Tests
...................................................... 121
Table 12. Overall Coding Results
.................................................................................. 122
Table 13. Coding Results for the Elements of Thought (EoT)
...................................... 123
Table 14. Jaccard Indices for Distinction and EoT Code
Comparison .......................... 125
Table 15. Examples of Concept Coordination
............................................................... 130
Table 16. Examples of Belief Development Claims About
Thinking ........................... 139
56. Table 17. Examples of EoT Belief Development
.......................................................... 140
Table 18. Examples of Belief Development
.................................................................. 141
Table 19. Examples of Belief Development
.................................................................. 143
Table 20. Force Concept Inventory (FCI) Results
......................................................... 144
Table 21. Mechanics Baseline Test (MBT) Results
...................................................... 144
Table 22. Cognitive Modeling Approach to Axiom
Development................................ 167
xiv
List of Figures
Figure 1.The eight elements of thought.
........................................................................... 33
Figure 2. The eight elements of scientific thought.
.......................................................... 34
Figure 3. Typiscal classroom activity life cycle.
.............................................................. 86
Figure 4. Cluster analysis circle graph for EoT and distinctions.
57. ................................... 124
Figure 5. Cluster analysis dendrogram.
.......................................................................... 126
Figure 6. Distinctions and coordinations vs. EoT node matrix.
..................................... 128
Figure 7. Concepts and individual POV node matrix.
.................................................... 129
Figure 8. Distinctions and coordinations vs. EoT node matrix.
...................................... 131
Figure 9. MSPR group discussions distinctions-coordinations
EoT node matrix. ......... 132
Figure 10. MSPR journals distinctions-coordinations EoT node
matrix. ....................... 132
Figure 11. MSPR math EoT node matrix.
...................................................................... 133
Figure 12. MSPR science EoT node
matrix.................................................................... 134
Figure 13. MSPR physics EoT node matrix.
.................................................................. 134
Figure 14. Distinctions vs. EoT node matrix.
................................................................. 135
Figure 15. Coordinations vs. EoT node matrix.
.............................................................. 136
Figure 16. Belief development with TRU claims node matrix.
58. ...................................... 138
Figure 17. Node matrix comparing beliefs with EoT.
.................................................... 140
Figure 18. Node matrix comparing true claims with EoT.
............................................ 142
Figure 19. Cognitive Modeling Taxonomy of Conceptual
Frameworks - Processes. ... 158
Figure 20. Cognitive Modeling Taxonomy of Conceptual
Frameworks - Collections. . 165
Figure 21. CMTCF example 1: first zeroth law of motion.
............................................ 166
Figure 22. Vector diagrammatic model of the First Zeroth Law.
................................... 168
xv
Figure 23. Graphical model of the First Zeroth Law.
..................................................... 169
Figure 24. CMTCF Example 2: Second Zeroth Law of
Motion..................................... 169
Figure 25. CMTCF example 3: Second Zeroth Law axiom.
.......................................... 169
59. -
1
Chapter 1: Introduction to the Study
Introduction
The cumulative history of physics education research (PER) for
the last 34 years
has led to a reform in science teaching that has fundamentally
changed the nature of
physics instruction in many places around the world (Modeling
Instruction Project, 2013;
ISLE, 2014). Historical developments in PER have highlighted
the connection that exists
between conceptual change and the way that students come to
learn (Hake, 2007;
Hestenes, 2010), the difficulties that impede their learning
(Lising & Elby, 2005), the
connection between personal epistemology and learning physics
(Brewe, Traxler, de la
Garza & Kramer, 2013; Ding, 2014; Zhang & Ding, 2013), and
60. theoretical developments
that inform pedagogical reform (Hake, 1998; Hestenes, 2010).
To date, little research has
been done exploring the particular mechanisms of general
epistemological change
(Bendixen, 2012), with PER pioneers such as Redish (2013)
suggesting the need for a
basis in psychological theory for how physics students think and
believe when it comes to
learning and knowledge acquisition. There is still no definitive
answer about general
epistemological change within the literature (Hofer, 2012;
Hofer & Sinatra, 2010), and
many of the leading researchers have been studying that with
the context of mathematics
and/or physics (see Hammer & Elby, 2012; Schommer-Aikins &
Duell, 2013).
The central goal of this research was to determine how students
encode meaning
through the deployment of multiple representational systems
(MRS)—such as words,
symbols, diagrams, and graphs—in an effort towards thinking
and reasoning their way
through epistemological change in an Introductory Physics (IP)
61. classroom. Specifically,
this study positions MRS as tools for thinking and reasoning
that are capable of
2
producing epistemological change. Among other things, the
study sought to find the types
and numbers of MRS that are the most useful in producing
epistemological change. Such
findings would then inform the PER community concerning the
capacity that MRS have
for encoding meaning during the scientific thinking and
reasoning process. Moreover, the
relative importance of personal epistemology in the process of
conceptual change—either
as a barrier or a promoter—is the kind of information needed
for continued progress in
the PER reform effort, as well as learning theory in general. The
PER Community has a
number of peer-reviewed journals such as the American Journal
of Physics (see Hake
1998, 2007; Lising & Elby, 2005; Redish 2013) and the Physical
62. Review Special Topics -
Physics Education Research (see Bing & Redish, 2012; Bodin,
2012; Brewe, 2011; De
Cock, 2012; Ding, 2014), where much of the research is
reported.
The multi-decade findings of both the PER community and the
researchers
involved with personal epistemology, indicate a deep
connection between learning
physics and beliefs about the world, as well as how those
epistemic views correspond to
conceptual change. It is impossible to do Physics without the
aid of conventional
representational systems such as natural language and
mathematics; hence the inherent
capacity for those representational systems to influence both
conceptual and epistemic
knowledge (Plotnitsky, 2012) is a legitimate point of inquiry
that has gone largely
unnoticed. The usage of one or more representational systems
should inform researchers
of what the students is thinking or reasoning about—
specifically, the ontology, and
therefore the beliefs that such a learner has concerning what has
63. been encoded by MRS.
Beliefs about reality and the correspondence to Physics are
inextricably linked through
MRS.
3
According to Pintrich (2012), it is unclear at this time how
representational
systems influence epistemological change when deployed in
learning environments of
any type. Historically, the lessons learned from the advance of
the learning sciences have
shown that personal choices in representational systems are
critical to the metacognitive
strategies that lead to increased learning and knowledge transfer
(Kafai, 2007) when
situated in learning environments that are collaborative and
individually reflective against
the backdrop of prior knowledge (Bransford, Brown, Cocking,
& National Research
Council, 1999). The central goal of this research was to
determine how thinking and
64. reasoning with multiple representational systems (MRS)—such
as diagrams, symbols,
and natural language—influences epistemological change within
the setting of an IP
classroom. The study described herein positions adult
community college students in a
learning environment rich with conceptual and representational
tools, along with a set of
challenges to their prior knowledge and beliefs. This study
answers a long-standing
deficit in the literature on epistemological change (Bendixen,
2012; Pintrich, 2012) by
providing a deeper understanding of the processes and
mechanisms of epistemological
change as they pertain to context (domain of knowledge) and
representational systems in
terms of the psychological constructs of thinking and reasoning.
This chapter will setup
the background for the study research questions based on the
current and historical
findings within the fields of personal epistemology research,
and the multi-decade
findings of the PER community.
65. Background of the Study
The current state of research on personal epistemology is one
of theoretical
competition (Hofer, 2012: Pintrich, 2012), concerning how
learners situated within
4
different contexts, domains of inquiry, and developmental
stages obtain epistemological
advancement, as well as whether or not to include the nature of
learning alongside the
nature of knowledge and knowing in the definition of personal
epistemology (Hammer &
Elby, 2012). The term epistemology deals with the origin,
nature, and usage of
knowledge (Hofer, 2012), and thus epistemological change
addresses how individual
beliefs are adjusted and for what reasons. Moreover, the field
has not produced a clear
understanding of how those learners develop conceptual
knowledge about the world with
respect to their personal beliefs about the world (Hofer, 2012).
66. Conceptual change
research has not faired much better, and suffers from a
punctuated view of conceptual
change that has been dominated by pre-post testing strategies
rather than process studies
(diSessa, 2010). According to Hofer (2012), future research
needs to find relations
between psychological constructs and epistemological
frameworks in order to improve
methodology and terminology such that comparable studies can
be conducted—thus
unifying the construct of personal epistemology within the
fields of education and
developmental psychology. Bendixen (2012) suggested that
little research on the
processes and mechanisms of epistemological change have been
done, and echo the call
by Hofer and Pintrich (1997) for more qualitative studies
examining the contextual
factors that can constrain or facilitate the process of personal
epistemological theory
change. Moore (2012) cited the need for research addressing the
debate over domain-
general versus domain-specific epistemic cognition in terms of
67. the features of learning
environments that influence learning and produce qualitative
changes in the complexity
of student thinking.
5
Wiser and Smith (2010) described some of the deep
connections that exist
between concept formation, ontology, and personal
epistemology, within a framework of
metacognitive control that is central to modeling phenomena
through both top-down and
bottom-up mental processes. These sorts of cognitive
developments depend on the ability
to use representational systems that are rational (mathematics)
and/or metaphorical
(natural language), within a methodological context that is
empirical (measurement) in
nature. The student’s transition …