Further details on the write–up (& grading) of your survey:
1) First lay out what are your research objectives and hypotheses to be
tested by your survey. This section will discuss what the goals of your
survey are. These can come from any source, your reading of the
background material, the secondary data, the class discussion, the
focus groups findings or even your own ideas. You should include
some discussion of how you settled on what objectives and/or
hypotheses to explore and what actions your results might lead to for
the ARCBS.
2) Next discuss what specific aspects (constructs) you are going to need
to measure to be able to address your objectives and hypotheses
above. For example: “To explore our hypothesis concerning the role of
acculturation in predicting blood donation, we will need to measure the
respondent’s acculturation and sense of acceptance into Australia
mainstream culture, respondent background (including ethnic
background, language proficiency, years in Australia), along with their
likelihood of donating blood in Australia.” Aspect can be broadly
defined and might include attitudes, perceptions, motivations, barriers
to action, behavioural intentions, past behaviours, and demographics.
The idea is to make explicit what things you need to measure and to
make clear how they relate to your objectives.
3) Next present your actual measures and discuss how they align with the
aspects you need to measure. You will want to discuss what they
capture and why you designed the measures the way you did. This is
where you demonstrate that you did not just write the first thing that
came to you but thought about how it should be constructed to get you
the most information. Your chance to give the rationale for your
scaling decisions.
4) Finally discuss the limitations of your survey. You might always want to
discuss the limitations of using surveys to meet the objectives you set
forth. This section should discuss what you would do differently, if you
had more resources (e.g., research experience, time, money, people).
The goal of this section is to demonstrate that you understand the
issues that concern the use of this research technique for addressing
this problem.
Nuts and Bolts:
1) You need to turn in a hardcopy of your report in class (week 6) and
submit a softcopy on BB.
2) Your “actual” survey should be placed in the appendix section of the
write-up.
3) The report should involve at least 4 pages of text (not including the
survey itself or any appendices). You won’t be able to do a good
job on all of the above in less space than that. The 6 page upper
limit is a soft limit; meaning you can go somewhat beyond this limit
without grading penalty. But remember the more you write, the
more contribution and insight the grader will expect to see. If you
are above 8 pages of text you should look to tighten your
discussion.
wuyingrui
高亮
4) Report should ...
This document provides guidance on writing a research proposal. It explains that a proposal describes the research topic, explains why the research is being conducted, and describes and justifies the research methods. It advises including research aims that are clear, focused, precise and use strong verbs. Objectives should define measurable steps to achieve the aims. The proposal should also justify the research by relating it to previous literature and explaining its significance. It should describe the chosen methodologies, data collection methods, and approach to analysis, and justify these choices. The document provides examples and prompts readers to develop their own research aims, objectives, literature review, and methodology section. It emphasizes developing an "elevator pitch" to concisely explain the research.
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
This document provides guidance on writing a research proposal. It explains that a research proposal describes a planned study in detail and is used to obtain funding and ethical approvals. The key elements of a proposal include a background on why the study is important, the research question/aim, methods describing the design, sample, setting and analysis plan, and a timeline. Sections to address include an introduction, literature review, methods, and budget. The proposal should justify the importance and methods of the study, while avoiding plagiarism. Resources are available to assist with developing a strong proposal.
There are 8 discussions needed in 3 days (72 hours). I added the lis.docxsusannr
There are 8 discussions that need to be completed in 3 days. The document lists the topics for each discussion, which include research steps and applications, intake processes, locating resources, different types of research, health plans in Canada vs the US, research formats, careers in health and human services, and evaluating qualitative research. Resources on research concepts, statistics, and ethics are provided at the end.
Outline & Research Design RoadmapThis exercise will help you bui.docxalfred4lewis58146
Outline & Research Design Roadmap
This exercise will help you build off the existing literature you documented in the annotated bibliography and develop a plan for your own research project. Bring this completed document with you to your one on one meeting with Dr. Stevenson or Dr. Delshad on September 30th. Please type your information into this document and print it off.
Student Name:
Research Question:
1) Dependent variable:
A) What is your dependent variable? If you have more than one discuss all dependent variables in you analysis.
B) How have previous researchers measured this variable based on your review of the literature?
C) How will you measure this variable for your study?
D) From where will you obtain the data necessary to measure the variable?
2) Independent variables:
A) What schools of thought did you identity in your annotated bibliography?
B) What independent variables are the key focuses of each of these schools of thought?
C) How do previous researchers measure these variables?
D) How will you measure these variables for your study?
E) From where will you obtain the data necessary to measure the variables?
F) Are there any independent variables you plan to include in your study that are not covered in the current schools of thought listed on your annotated bibliography?
a. If so, seek out information about these variables to incorporate into your literature review, and explain:
i. How do previous researchers measure these variables?
ii. How will you measure these variables for your study?
iii. From where will you obtain the data necessary to measure the variables?
3) What if any major challenges are you having with your research project that you need help with?
PSC 401 – Student Presentation Rubric
1
2
3
4
Mean
Organization
Audience cannot understand presentation because of poor organization; introduction is undeveloped or irrelevant; main points and conclusion are unclear;
Audience has difficulty following presentation because of some abrupt jumps; some of the main points are unclear or not sufficient stressed;
Satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; clear conclusion;
Superb organization; clear introduction; main points well stated and argued, with each leading to the next point of the talk; clear summary and conclusion.
Mechanics
(PowerPoint or other supporting materials)
Slides seem to have been cut-and pasted together haphazardly at the last minute; numerous mistakes; speaker not always sure what is coming next;
Boring slides; no glaring mistakes but no real effort made into creating truly effective slides;
Generally good set of slides; conveys the main points well;
Very creative slides; carefully thought out to bring out both the main points as well as the subtle issues while keeping the audience interested.
Delivery
Mumbles the words, audience members in the back can't hear anything; too many filler words; dist.
In this module we learned about who may be included in our research .docxwiddowsonerica
In this module we learned about who may be included in our research and how we may go about collecting information from them. Review each of the THREE research articles you selected in Module 1
(Quantitative, Qualitative and Mixed)
and continue your critique using the checklists below. Post your critique no later than
Saturday, September 12, 2015
. Provide feedback to at least two of your peers by
Monday, September 14, 2015
.
Make sure to incorporate corrections based on the feedback you received in previous assignments!
Sample:
Sample Size: How many are included in this study? Is this sample size appropriate for this study?
Demographics: Explain the demographic variables (age, gender, ethnicity, education etc and how these related to the study).
Population: What population does the sample belong to? Ie: What are the general demographic characteristics of the population (students, children, healthy adults, mentally ill adults etc).
Recruitment: How were the participants recruited? Were all recruited included in the study? Is the sample appropriate for this study?
Location: Where were the data collected?
Discuss the appropriateness of the sample (is the size adequate? Is the sample appropriate for this study?)
All written assignments and responses should follow APA rules for attributing sources.
Assignment 1 Grading Criteria
Maximum Points
Included research manuscript critique including: Manuscript Reference, type of study, research topic, purpose, overarching research question, specific research questions, hypotheses and/or theory.
6
Discussed the sample size.
4
Discussed the demographic variables.
6
Identified the population.
4
Discussed recruitment.
6
Identified the location.
4
Discussed the appropriateness of the sample.
6
Responded in a significant manner to at least two postings.
6
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation. Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience. Followed APA rules for attributing sources.
6
Total:
48
.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine how to best answer the research question through their methodology while addressing their own capacity and ensuring it is doable. Factors like skills, ethics approval, time, and access must be taken into account. Key aspects of methodology design are identifying the population and sample, as well as how, who, what, when, and where data will be collected. The methodology should aim for credibility through transferability and generalizability.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine their paradigm, methods for collecting data like interviews or surveys, tools, population, sampling technique, how to analyze data, and address any ethical issues. Developing a strong methodology is important for effectively answering the research question and producing credible results.
This document provides guidance on writing a research proposal. It explains that a proposal describes the research topic, explains why the research is being conducted, and describes and justifies the research methods. It advises including research aims that are clear, focused, precise and use strong verbs. Objectives should define measurable steps to achieve the aims. The proposal should also justify the research by relating it to previous literature and explaining its significance. It should describe the chosen methodologies, data collection methods, and approach to analysis, and justify these choices. The document provides examples and prompts readers to develop their own research aims, objectives, literature review, and methodology section. It emphasizes developing an "elevator pitch" to concisely explain the research.
throughout your time as a CAS student, you have been exposed to vaTakishaPeck109
throughout your time as a CAS student, you have been exposed to various developmental theories and practices that align with them. One way that we can connect theoretical understandings with developmentally appropriate practices is through the spaces we create for children and adolescents at-risk.
Develop a classroom or community center/plot of land floorplan where there is intentionality behind every inch of the space. Label each area with its purpose and what area of development it is meant to foster. Be specific, go beyond saying, "Cognitive, Social-emotional, Language, or Physical development". You should have a minimum of 4 pages:
1. A cover page (1 points) where you list your name, student ID, dat, "HW3" and then tell me about the space you are designing and for what age group and population.
· Ages can range from 4 year old's to 18 year old's
· Populations can range from a low-income classroom in an urban, suburban, or rural area to a targeted population (e.g., LGBTQIA+, sexual assault survivors, individuals with learning differences, undocumented youth, etc.)
· Overarching goal of the space you are creating
2. The visual (3 points) representation of the space you created with each area labeled
· You can do this with colored pencils and paper (take a picture or scan it) or on your ipad/tablets and computers using any software/program available to you.
· You can label using letters or numbers or short label names/descriptors
3. The index (4 points) for each area with
· a full name of the area & its goals
· the developmental aspect it is targeting
· through what processes specifically it is targeting that area of development
· Finally, how is it serving a buffer or protective factor for children and adolescents at risk
4. Reflection (2 points) on the process and how realistic your design would be in a school or organization with low resources.
· What 3 areas would you cut and what 2 areas would you absolutely fight to keep if budget was a barrier?
*** You do not need to be an artistic genius to do well on this assignment. It is most important to demonstrate your intentionality in curating spaces for children and adolescents at-risk. Importantly, it needs to be clear that you thought through different processes that impact development.
***There are no file format restrictions given that this is more than a writing assignment.
Research Paper Project Guidelines
This project is an exercise in the social scientific study of public administration,
Students are expected to perform the following tasks:
(a) Choose a substantive, empirical issue pertaining to the topic of the class. The
topic may certainly have normative implications, but it should be
fundamentally an empirical issue. The paper should not be an advocacy
document.
(b) Examine a substantial portion of the social scientific or scholarly literature
analyzing that issue.
(c) Select one or more explanations or perspectives from t ...
This document provides guidance on writing a research proposal. It explains that a research proposal describes a planned study in detail and is used to obtain funding and ethical approvals. The key elements of a proposal include a background on why the study is important, the research question/aim, methods describing the design, sample, setting and analysis plan, and a timeline. Sections to address include an introduction, literature review, methods, and budget. The proposal should justify the importance and methods of the study, while avoiding plagiarism. Resources are available to assist with developing a strong proposal.
There are 8 discussions needed in 3 days (72 hours). I added the lis.docxsusannr
There are 8 discussions that need to be completed in 3 days. The document lists the topics for each discussion, which include research steps and applications, intake processes, locating resources, different types of research, health plans in Canada vs the US, research formats, careers in health and human services, and evaluating qualitative research. Resources on research concepts, statistics, and ethics are provided at the end.
Outline & Research Design RoadmapThis exercise will help you bui.docxalfred4lewis58146
Outline & Research Design Roadmap
This exercise will help you build off the existing literature you documented in the annotated bibliography and develop a plan for your own research project. Bring this completed document with you to your one on one meeting with Dr. Stevenson or Dr. Delshad on September 30th. Please type your information into this document and print it off.
Student Name:
Research Question:
1) Dependent variable:
A) What is your dependent variable? If you have more than one discuss all dependent variables in you analysis.
B) How have previous researchers measured this variable based on your review of the literature?
C) How will you measure this variable for your study?
D) From where will you obtain the data necessary to measure the variable?
2) Independent variables:
A) What schools of thought did you identity in your annotated bibliography?
B) What independent variables are the key focuses of each of these schools of thought?
C) How do previous researchers measure these variables?
D) How will you measure these variables for your study?
E) From where will you obtain the data necessary to measure the variables?
F) Are there any independent variables you plan to include in your study that are not covered in the current schools of thought listed on your annotated bibliography?
a. If so, seek out information about these variables to incorporate into your literature review, and explain:
i. How do previous researchers measure these variables?
ii. How will you measure these variables for your study?
iii. From where will you obtain the data necessary to measure the variables?
3) What if any major challenges are you having with your research project that you need help with?
PSC 401 – Student Presentation Rubric
1
2
3
4
Mean
Organization
Audience cannot understand presentation because of poor organization; introduction is undeveloped or irrelevant; main points and conclusion are unclear;
Audience has difficulty following presentation because of some abrupt jumps; some of the main points are unclear or not sufficient stressed;
Satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; clear conclusion;
Superb organization; clear introduction; main points well stated and argued, with each leading to the next point of the talk; clear summary and conclusion.
Mechanics
(PowerPoint or other supporting materials)
Slides seem to have been cut-and pasted together haphazardly at the last minute; numerous mistakes; speaker not always sure what is coming next;
Boring slides; no glaring mistakes but no real effort made into creating truly effective slides;
Generally good set of slides; conveys the main points well;
Very creative slides; carefully thought out to bring out both the main points as well as the subtle issues while keeping the audience interested.
Delivery
Mumbles the words, audience members in the back can't hear anything; too many filler words; dist.
In this module we learned about who may be included in our research .docxwiddowsonerica
In this module we learned about who may be included in our research and how we may go about collecting information from them. Review each of the THREE research articles you selected in Module 1
(Quantitative, Qualitative and Mixed)
and continue your critique using the checklists below. Post your critique no later than
Saturday, September 12, 2015
. Provide feedback to at least two of your peers by
Monday, September 14, 2015
.
Make sure to incorporate corrections based on the feedback you received in previous assignments!
Sample:
Sample Size: How many are included in this study? Is this sample size appropriate for this study?
Demographics: Explain the demographic variables (age, gender, ethnicity, education etc and how these related to the study).
Population: What population does the sample belong to? Ie: What are the general demographic characteristics of the population (students, children, healthy adults, mentally ill adults etc).
Recruitment: How were the participants recruited? Were all recruited included in the study? Is the sample appropriate for this study?
Location: Where were the data collected?
Discuss the appropriateness of the sample (is the size adequate? Is the sample appropriate for this study?)
All written assignments and responses should follow APA rules for attributing sources.
Assignment 1 Grading Criteria
Maximum Points
Included research manuscript critique including: Manuscript Reference, type of study, research topic, purpose, overarching research question, specific research questions, hypotheses and/or theory.
6
Discussed the sample size.
4
Discussed the demographic variables.
6
Identified the population.
4
Discussed recruitment.
6
Identified the location.
4
Discussed the appropriateness of the sample.
6
Responded in a significant manner to at least two postings.
6
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation. Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience. Followed APA rules for attributing sources.
6
Total:
48
.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine how to best answer the research question through their methodology while addressing their own capacity and ensuring it is doable. Factors like skills, ethics approval, time, and access must be taken into account. Key aspects of methodology design are identifying the population and sample, as well as how, who, what, when, and where data will be collected. The methodology should aim for credibility through transferability and generalizability.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine their paradigm, methods for collecting data like interviews or surveys, tools, population, sampling technique, how to analyze data, and address any ethical issues. Developing a strong methodology is important for effectively answering the research question and producing credible results.
This is a modified version of Master Class that Dr Siobhan O'Dwyer delivered at the Griffith University School of Nursing's Annual Research School for postgraduate students.
The document provides guidance on creating an Independent Research Project (IRP) in three parts: a project plan, project diary, and final product. It discusses picking a focused topic related to course content and ensuring accessibility of resources. Various primary and secondary research methods are described, including surveys, interviews, questionnaires, case studies, observations, and literature reviews. The importance of organization, ethics, methodology, and keeping a diary are emphasized. Students are advised to develop a research proposal and timeline, and consider issues like validity and bias. The document offers examples and guidance on conducting different research techniques.
The document provides an overview of strategies for writing a successful grant application, including developing specific aims first, securing appropriate technical assistance, approaching a statistician early, and using graphics to communicate information concisely to reviewers. It emphasizes working out the logic of the study before writing and discussing components like the theoretical model, preliminary research, and literature review.
AP LanguageMrs. MathewUnit 3 Synthesis ProjectYou will .docxjesuslightbody
AP Language
Mrs. Mathew
Unit 3: Synthesis Project
You will be creating an AP Exam Synthesis Question. The Synthesis Question gives you several sources and asks you to combine (synthesize) them with your own thoughts to create a cohesive essay. This is the same goal as a research paper. Your question (prompt) and sources should be formatted, labeled, and presented as on the AP Lang Exam. This will be modeled after the ones in the sample packets you were given.
Source Requirements:
· 8 sources
· No sources older than 10 years
· At least two sources published within the last two years (2020, 2021, 2022)
· Provide 1-2 sources that are images (political cartoons, graphs, charts, etc.)
· Sources should demonstrate a range of positions and approaches to the topic. Your goal is to figure out what 2-3 of the main “sides” are in the debate around the issue and represent those sides fairly.
Research Resources:
· Use this
link to access academic databases through CPS and Lane.
Example topics:
· Security vs Privacy: Personal Rights
· Standardized Education Movement
· Parenting Styles of the 21st Century
· Why Movements Matter: Voices of the People
· Technology’s Impact on American Families
Project Requirements:
Include, neatly formatted in one document
· Prompt page with directions, introduction, and assignment
· 6 sources
·
MLA citation of each source
· 3 potential thesis statements for this essay
a. One that is open
b. One that is closed
c. One that is a counter argument thesis.
· Choose one thesis statement, and create an outline of a response to ensure that others can synthesize these sources.
The most effective Synthesis Prompts give the test-takers a wide variety of sources to consider. These sources are of various types, lengths, and opinions. This diversity allows each test-taker to choose their own individual approach to the assignment while providing them with the tools to adequately synthesize into their paper.
You are going to choose EIGHT sources specific to your assigned topic. This will ensure that your group will be providing sources that show the complexity of the issue.
Therefore, when choosing your sources, keep several guidelines in mind:
1. Choose sources that cover a variety of viewpoints on your assigned topic, making sure to keep the sides evenly represented.
2. Choose sources from a wide variety of locations and formats. Use the list below as guidance; it is certainly not all-inclusive. Requirements are in CAPITAL letters. Beyond those required types, you may choose the rest of your sources at your discretion.
**ACADEMIC JOURNAL
National Newspaper (online or print editions)
Data
Online Article (NO WIKIPEDIA)
**EDITORIAL
Poll Results
** NEWS WEBSITE
Popular Culture Magazine
**IMAGE (graphs, charts, cartoons, photos)
Primary Book Source
Essay by an expert
Private Web Page or Blog post
Field-Specific Magazine article
Published letter from individual
Government Publicat.
This document outlines an agenda for a 4-day proposal writing workshop. Day 1 introduces the workshop and discusses what a proposal is. Day 2 covers components of proposals like the theoretical framework, literature review, research questions, and methodology. Day 3 has participants share draft proposals. Day 4 allows revising proposals and planning next steps. The workshop aims to provide guidance on writing successful thesis and grant proposals through presentations, examples, and peer feedback.
Law & CultureProfessor BannerLaw in ActionASSIGNMENT FOU.docxmanningchassidy
Law & Culture
Professor Banner
Law in Action
ASSIGNMENT FOUR
Each of these assignments asks you to apply the course material by completing a project or providing advice similar to what an actual law student or lawyer might do. You will conduct research, counsel a client, and outline points of law. Often these assignments require you to review additional, short assigned videos or documents, which are available in the Law in Action folder located in the Files section on Canvas.
In each case, unless specified otherwise, your answers should be as short as possible and as long as necessary.
The assignments must be submitted in a Word document on Canvas by the Due Date listed on the syllabus.
50 points—Excellent (professionally presented, no errors in legal analysis)
40 points—Satisfactory (solid legal analysis; small grammatical or proofreading issues)
30 points—OK (ideas are good but not fully formed; assignment is sloppy)
20 points—Assignment was submitted but includes multiple errors of law and/or grammar and proofreading issues
0 points—Assignment contains multiple mistakes and is not professionally presented or assignment was not submitted
There are 8 LIA assignments in all, each worth 50 points, for a total of 400 course points.
You have seven days to complete each of these assignments. Late assignments will not be accepted without a documented medical or religious excuse. Being sick for one or two days of seven is not an excuse.
Assignment Four
Assume that you are a reporter on the “legal beat” for a national newspaper. You have been asked to write an opinion piece discussing whether Michelle Carter’s appeal to the US Supreme Court of her criminal conviction for involuntary manslaughter* of her boyfriend, Conrad Roy is likely to succeed.
Based on the criminal law principles discussed in Chapter 5 and any criminal procedure or constitutional argument you wish to add, outline your strongest and best arguments as to why Carter is likely to succeed or fail on appeal. Consider, in your answer, whether the prosecution failed to prove she committed the crime beyond a reasonable doubt based on the elements of the crime, and whether, if the elements were met, there should have been any affirmative defenses available to Carter.
* Should you take a criminal law class, you will learn that the common law crime of homicide is divided into four categories:
· First Degree Murder (requires knowing intent and premeditation)
· Second Degree Murder (requires knowing intent but not premeditation)
· Voluntary Manslaughter (Second Degree Murder committed after being Provoked)
· Involuntary Manslaughter (Reckless Homicide, meaning that the defendant knew the risk of their actions and proceeded to act)
· Negligent Homicide (The defendant should have been aware of the risk of their actions and proceeded to act)
Here, the accusation is that Carter acted recklessly in causing the death of Roy.
Claim: College Should Not Be Free
Writing Requireme.
The document outlines the 9 main stages of conducting research: 1) Identifying a topic, 2) Background research, 3) Developing objectives, 4) Research strategy, 5) Data collection planning, 6) Data collection, 7) Analysis, 8) Creating a report, and 9) Evaluation. It then provides more details on common data collection methods like interviews, questionnaires, observation, and experiments. Key advice includes having clear objectives, reviewing existing literature, developing ethical and unbiased collection strategies, and analyzing results both quantitatively and qualitatively.
Assignment Surveys and Response RatesAs you read in Chapter 1, .docxrock73
Assignment: Surveys and Response Rates
As you read in Chapter 1, research designed to assess and answer questions about the current state of affairs is descriptive research. It is called descriptive research because no variables are manipulated (as you would find in an experimental research design). Rather, the goal of descriptive research is to provide a snapshot of thoughts, beliefs, or behaviors of groups of people at a given time. One common type of descriptive research is survey research. A survey is a type of self-report measure that can be administered either through an interview or written questionnaire.
Interviews are surveys in which researchers read questions to participants either in person or by telephone. The questions are either structured or unstructured. When using a structured interview technique, the researcher predetermines the questions to ask participants and records their responses. An example of a structured interview technique is a phone call during the evening at home requesting a “few minutes of your time” to ask your opinions about candidates in an upcoming political election. In an unstructured interview, the researcher asks the respondents to talk freely about a particular topic and records their answers. An example of an unstructured interview technique is a focus group setting, wherein a number of people meet at the same time to share their thoughts and opinions about a particular topic, such as their emotional reactions to viewing advertising campaigns.
Questionnaires are different from interviews because participants complete these assessments on their own, and usually without supervision. The other difference is that participants complete questionnaires in a fixed-format. This means participants answer questions in the exact same order and select their answers from various response choices provided (e.g., multiple choice or true/false) rather than freely reporting what comes to mind. An example of a questionnaire is a poll located in a magazine questioning you about your present satisfaction in your romantic relationship.
Consider the last time you were asked to complete a survey either by interview or questionnaire. Did you participate? Why, or why not? Though survey methods are a good way to collect a lot of data quickly, participants are not always eager to take the time and effort required to complete them. For this Assignment, you select a particular survey method to collect data on a study idea. You analyze the advantages and disadvantages of the method and consider strategies for increasing participant response rates.
To prepare
Review again the assigned pages from Chapter 6 and Chapter 8 of your course text.
Think about the study idea that you developed for the Discussion this week.
Think about what types of data you would collect utilizing various survey methods (e.g., interviews and questionnaires, focus groups).
Consider strategies researchers use to attempt to increase the participant response ...
Final Project Instructions for ANT 2401 Anthropology of SustChereCheek752
Final Project Instructions for ANT 2401 Anthropology of Sustainability
Due April 26, 2021 at 5 pm - Online submission to Canvas/ANT 2402/Final Project
50 points
Purpose:
Synthesize information and resources from the class material and further your thought regarding the
challenges of moving toward a more sustainable society, and possible ways to do so.
The final project involves writing an essay or a research paper. All options must meet the same page
length, cite scholarly sources and demonstrate knowledge of the topic, its challenges and
approaches for sustainability.
Choose one of three options:
1) Write an essay describing a sustainable community OR a sustainable global society. This is a chance
to envision the sustainable world in which you would like to live. The key for a successful essay will
be to explain (a) how the sustainable society is organized, (b) what it does to foster sustainability
(e.g., principles and practices), and (c) the ways that it deals with challenges to assure that it creates
and maintains social, economic and environmental sustainability for the well-being of all people and
the planet.
2) Write a research paper investigating and critiquing one of the Sustainable Development Goals. This
effort should explore (a) what is being done to achieve the goal (actual examples of projects,
policies or efforts), (b) obstacles / problems that must be overcome in efforts to address the goal,
(c) what could be done better or ideas for steps that could be taken to improve progress toward
meeting the goal.
3) Write a research paper that examines a specific question or challenge for sustainability in depth. This
will involve (a) specification and explanation of the problem, (b) research on multiple aspects of the
problem, (c) critical analysis of why the problem exists (d) what is being done to address it, (e) an
assessment or proposal of what could be done to address and resolve or mitigate the problem
If you wish, you may team up for the project with one other classmate who shares your interests and
ideas. You will both need to contact Dr. Tucker for permission, and explain your planned project by
April 9. If you do a team project, you must follow the same guidelines as everyone else. Both team
members must work together on all aspects of researching and analyzing the information for the
paper, and working together to write up a coherent, well-researched and well-written paper.
Instructions:
• Organization:
o The essay should have an Introduction, Body text, and a Conclusion, with other sections as
appropriate. References are located at the end.
o The research paper should follow standard research report organization: Introduction
(including the research questions or problem to be researched), then address the points
indicated in the option you selected [points (a)… above], Discussion, and Conclusion.
References are located at ...
Project Week 1418 January 2017Contents of this document· A Ove.docxbriancrawford30935
Project Week 1418 January 2017
Contents of this document
· A Overview of a Project
· B What you should do with your project now
· C Information on data collection methods
A Overview of a Project
This section shows you a typical organisation for a Project and the approximate word count for your sections.
SECTION
EXAMPLE
The following three sections are called the ‘Front matter’ – they arenotincluded in your total word count.
NB! Do NOT write your front matter textUNTIL you have completed main body of the project.
Title page
The Cat Food Industry in the UK: how has it changed in the last 50 years? An investigation into customer identification and targeting.
We can make the general topic (The Cat Food Industry) more specific by restricting the scope of your study by:
· time (in the last 50 years)
· place (in the UK)
· subtopic (customer identification and targeting)
Contents
1.2 Background of the cat food industry 9
NB: Numbering your sections and subsections is useful. However, for such a short Project (4,000 words) try to only use two levels (i.e. 1 divided into 1.1, 1.2, 1.3 etc. is two levels).
Avoid using three levels (i.e. 1 divided into 1.1 divided into 1.1.1, 1.1.2, 1.1.3 etc.)
and do not use four or more levels (i.e. 1 divided into 1.1 divided into 1.1.1 divided into 1.1.1.1, 1.1.1.2, 1.1.1.3 etc.)
Abstract
The British are well known as a nation of cat lovers. The results show that, since the 1970s, the cat food industry has become greatly diversified and influenced by lifestyle choice.
You cannot write the Abstract until you have completed all of the main body.
The Abstract will typically be between approximately100 and 200 words.
The following are the main body.
Only these sections are included in the 4,000 word count(+/- 10%).
Introduction
The British are well known as a nation of cat lovers.
The Introduction is typically 5-10% of the total wordcount. Your Introduction will therefore be between approximately200 and 400 words.
NB! Do NOT write your Introduction or your conclusionUNTIL you have completed the Literature Review, Methodology, Results or Discussion chapters.
Literature Review
Watson (2008) attributes these trends to changing attitudes towards animal welfare.
The Literature Review will typically be between 800 and 1000 words.
NB: On p. 11 of the Project Handbook, you will see that to get 70 –79 in this section, you need to “Demonstrat[e] application of theories, interpretation of data or other information.”
Many students wrote good background information, but either did not explore the academic theories relating to your topic.
The next sections of the main body will depend on whether your Project includes Primary research or Secondary research.
Primary research will include a Methodology, Results and Discussion section (see below for details).
Secondary research will typically be divided into two or three sections. The title of each section will focus on a specific asp.
CM208 ResearchUnit 9 AssignmentThroughout the class you h.docxmonicafrancis71118
This document provides instructions for a research assignment. Students are asked to choose a communication topic from a list provided and design a research study applying one or more research methods covered in class. They must write a 2 page paper answering questions about introducing their topic, conducting a literature review, research purpose, unit of analysis, research question, research design, variables, data collection, important elements of a proposal, feasibility, and challenges of the study. The paper should follow standard formatting guidelines and demonstrate understanding of research design elements discussed in class.
1 | P a g e
GPH 747
Current Efforts Assignment
Sample
Submit one document with steps 1 – 5 in order.
1. Determine the inclusion criteria for the papers that you want to use to write this
section.
2. Create a flow chart of the search process (there is no minimum # of articles that should
be used to write the introduction, but you must review at least 15 abstracts).
3. Write your reasons for excluding or selecting the articles in the respective tables.
4. Create an outline
5. Write the current efforts section.
2 | P a g e
Availability of Mental Health Screening for youth in clinics across Harris County, TX
Step1:
Inclusion criteria
These are the characteristics of the papers that will be included in the current efforts section of
my paper:
i. Studies conducted in the US
ii. Quantitative or Qualitative research methods
iii. Focused on adolescents 12 – 21 years old
iv. Papers written on the following topics:
• Mental health screening programs for all ages in Harris Co.
• Costs of screening
• Strengths and limitations of screening procedures
• Use of websites and social media to promote mental health
3 | P a g e
Step 2:
Flowchart (You can provide this information as a table)
List of excluded abstracts:
1. Golzari M, Hunt SJ, Chamberlain LJ. Role of pediatricians as advocates for incarcerated
youth. Pediatrics. 2008;121(2):e397-e398.
2. Golzari M, Kuo A. Healthcare utilization and barriers for youth post-detention. Int J
Adolesc Med Health. 2013;25(1):65-67.
3. Gupta RA, Kelleher KJ, Pajer K, Stevens J, Cuellar A. Delinquent youth in corrections:
Medicaid and reentry into the community. Pediatrics. 2005;115(4):1077-1083.
4. Jacobs F, Oliveri R, Greenstone J, Miranda-Julian C. Massachusetts health passport
project evaluation final report. Medford, MA: Tufts University. 2009.
Number of full text articles
reviewed = 10
Number of studies that met
inclusion criteria = 8
Number of abstracts reviewed =
15
Number of abstracts
excluded = 5
Number of full text
articles excluded = 2
4 | P a g e
5. Martinez J, Bell D, Dodds S, et al. Transitioning youths into care: Linking identified HIV-
infected youth at outreach sites in the community to hospital-based clinics and or
community-based health centers. J Adolesc Health. 2003;33(2):23-30.
List of full text articles excluded:
1. Martinez J, Bell D, Dodds S, et al. Transitioning youths into care: Linking identified HIV-
infected youth at outreach sites in the community to hospital-based clinics and or
community-based health centers. J Adolesc Health. 2003;33(2):23-30.
2. Friedman RA. Uncovering an epidemic—screening for mental illness in teens. N Engl J
Med. 2006;355(26):2717-2719.
List of papers to be used in the article:
1. Ballard ED, Bosk A, Snyder D, et al. Patients' opinions about suicide screening in a
pediatric emergency department. Pedi.
Assignment 5 Senior Seminar Project Due Week 10 and worth 200 poi.docxMatthewTennant613
Assignment 5: Senior Seminar Project
Due Week 10 and worth 200 points
In Week 1, you chose a topic area and problem or challenge within that area. Throughout this course, you have researched the dynamics of the problem. The final piece of your project is to develop a viable solution that considers resources, policy, stakeholders, organizational readiness, administrative structures and other internal and external factors, as applicable. Using the papers you have written throughout this course, consolidate your findings into a succinct project.
Write a ten (10) page paper that as a minimum, your project should include:
Identify the topical area (e.g., local police department, community jail, border patrol)
Define a problem or challenge within your topical area that you understand in some depth or have an interest in (examples include high crime rate, poor morale, high levels of violence or recidivism, high number of civilian complaints of harassment, inadequate equipment). Outline the context of the problem or challenge, including the history and any policy decisions that have contributed to the situation.
Describe how internal or external stakeholders have influenced the situation in a positive or negative way. How will you consider stakeholders in your solution to the problem? How will you motivate individuals to buy into your solution?
Discuss how technologies or information systems have contributed to the problem and how you will propose technology be implemented into the solution.
Discuss what data you have collected or researched to indicate there is a problem. Include at least two sources of data and how each is relevant to the problem.
Develop an effective and efficient solution(s) and a course of action (i.e., plan) that addresses the problem or challenge.
Explain what methods of assessment you will employ to measure the effectiveness of your solutions.
Develop a 10-15 slide PowerPoint Presentation that summarizes the seven items above.
Use at least 8 quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Assess a policy or problem and develop solutions based on available resources, taking into account the political and global implications.
Use technology and information resources to research issues in criminal justice.
Write clearly and concisely about criminal justice using proper writing mechanics.
Grading for t.
Scanned by CamScannerWeek 4 Data Collection Choosing S.docxanhlodge
Scanned by CamScanner
Week 4: Data Collection: Choosing Sources
(People, Places, and Things)
The research team met again to consider data sources. A research consultant facilitated the discussion and identified issues to be addressed in order for the results to be credible. Three key areas needed further study before they went into the field. These areas included:
1. How is the program positioned in the community, particularly regarding trust, diversity, and access? (Or as one team member said, “How do we see ‘them’? And, how do we think they ‘see’ us?”)
This issue initiated an action plan for an organizational self-study to produce reflexive data before, during, and after field data collection.
2. What data sources would best answer the research questions?
Multiple sources, including families who had used program services as well as those that did not; field observations (going out into neighborhoods to become acquainted with local, non-professional resources); and the materials collected from the self-study.
3. How many participants should be included in the sample?The consultant clarified that the purpose of the sample was not to generalize to the target population—so bigger is not better. Rather, the team was encouraged to focus on selecting typical cases—homogenous, sub-groups—in order to efficiently saturate and develop a “solid understanding” (Guest, Bunce & Johnson, 2006, p. 77) of the phenomenon of the childcare experience in this community. The saturation goal means that the sample process is emergent and may change as the data become available.
As you can see in the ongoing scenario, before venturing out into the field, researchers must consider how they will manage credibility of the data. As a qualitative researcher, you too will have to address the sources of data as well as your credibility.
For this week, you will examine research questions, explore qualitative research design, and consider purposeful sampling and saturation as a qualitative researcher.
Learning Objectives
Students will:
· Evaluate research related to qualitative research design
· Evaluate purposeful sampling related to qualitative research design
· Evaluate saturation related to qualitative research design
· Demonstrate the skills needed to create research topics in qualitative research
· Demonstrate the skills needed to create field notes from observations of a video
Learning Resources
1. Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
· Chapter 4, “Design and Reflexivity in Data Collection” (pp. 111–144)
· Table 4.3, “Purposeful Sampling Strategies” (pp. 129–137)
2. Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 3, “Qualitative Data-Gathering Methods and Style” (previously read in Week 3)
3. Patton, M. Q. (2015). Chapter 5, Module 30: Purpose.
Survey research involves collecting information from a sample of individuals to determine opinions, preferences, or knowledge about a population. The key steps in survey research include defining objectives and the target population, determining what data to collect, selecting an appropriate sample and method of data collection, collecting the data, analyzing results, and reporting findings. Some common problems that can threaten the validity of survey results include nonresponse bias if those who do not respond differ significantly from respondents. Techniques like multiple contacts and personalized correspondence can help increase response rates.
All assignments are due 3119 by midnight. Top of FormBottom .docxsimonlbentley59018
All assignments are due 3/1/19 by midnight. Top of Form
Bottom of Form
Assignment 2: Case Study
As discussed, family members and significant others of addicts are also affected by the addiction. In this module, you will get an opportunity to gather information from an addict's family members or significant others, for example, a spouse, partner, children, or parents. For this assignment, you will develop a brief case study and, using the information you have learned through this course, identify recommendations for the continued success of the family member or significant other.
Your interviewees may be people you know or people you met at the support group meeting. After the interview, write a three-page paper discussing the following:
· Demographics of the interviewees (no real names)
· History of the interaction
· Their feelings about living with an addict
· What they have done to encourage a positive change in the addict
· How they cope with the day-to-day challenges of living with an addict
· Your recommendations for their continued success
Create your reflection paper in Microsoft Word document format. Name your file M7_A2_LastName_Casestudy.doc, and submit it to the Submissions Area by the due date assigned.
All written assignments and responses should follow APA rules for attributing sources.
Assignment 2 Grading Criteria
Maximum Points
Discussed the demographics of the interviewees.
4
Discussed the history of the interaction.
4
Discussed the feelings of the interviewees about living with an addict.
8
Discussed what the interviewees have done to encourage a positive change in the addict.
8
Discussed how the interviewees cope with the day-to-day challenges of living with an addict.
8
Proposed recommendations for continued success.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
44
· M7 Assignment 3 Discussion
Discussion Topic
Top of Form
Bottom of Form
Assignment 3: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Codependency
The term “codependency” arose in the 1970s in reference to the changes one person makes to adjust to the addiction of another. For some, the term has broadened somewhat to include focusing on the needs of others to the exclusion of their own needs. However, controversy surrounds the term—some believe that codependency is nonexistent.
Do you think codependency exists in the family members .
M2-assaignmentBased on the feedback you received on your submiss.docxsmile790243
M2-assaignment
Based on the feedback you received on your submission from last week, submit a revised draft of your paper with this additional information:
1. Five additional references that could be used for your research paper and include a 1-2 sentence description for each of the five additional references, explaining how they fit with the research topic and the research question proposed. Make sure that these references come from scholarly sources using Argosy's library resources.
2. A very detailed outline of what you would like to cover in the intro/lit review of your paper. Write it as an outline and think about what you want each paragraph or section to cover. Paste your references into each section where the information from that article applies to the topic. Below is an example of the outline although the references have not been pasted in yet:
a. Introduction or Statement of the Problem (e.g. Predictors of Depression in Men)
i. Research question (E.g. What factors predict depression in men? For example, age, marital status, family history, stressors).
ii. Why is it important/implications (E.g. xx% of men are depressed; less likely to seek treatment; if we can identify who is at risk, may be able to direct them to treatment sooner)
iii. Revised hypothesis based on feedback from the instructor
b. Review of the Literature (the following is an example for above topic):
i. Brief description of depression, symptoms, and any unique symptoms for men (Cite articles from which you will obtain this information).
ii. How widespread is it? Stats on depression in general but also stats on depression in men (Cite articles from which you will obtain this information).
iii. List factors that put men at risk for depression (Cite articles).
1. Difficulty communicating distress or sadness (Cite articles).
2. Job/work pressures (Cite articles).
iv. Demographic characteristics (Cite articles).
1. Relationship between age and depression (Cite articles).
2. Relationship between marital status and depression (Cite articles).
3. A 1-2 page description of the sample you would like to use for your study, that provides the answer to the following questions:
a. What sampling technique would you use?
b. Does the sample generalize to the population? Explain why or why not.
c. What inclusion criteria would be used? What exclusion criteria would be used, if any?
d. What ethical issues might be encountered when collecting your information from this sample?
4. Be sure to also submit all your ten references (the five from last week and the five new ones you added) in an APA-style reference page. Be sure to also include an APA-style title page with your submission. Your paper should be at least 2-3 pages long. Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; display accurate spelling, grammar, and punctuation.
M3-assaignment
In your final paper for this course, you w ...
Real World Negotiation Assignment Your task is to go out there (.docxdanas19
Real World Negotiation Assignment
Your task is to go out there (bravely) into the dreaded “real world,” negotiate for something, and then write a paper about it. You can choose or create an opportunity to negotiate something for which you might normally not negotiate or for which you did not intend to negotiate at this point in time. Completed negotiations from the recent or distant past are not eligible.
A wide variety of contexts and potential transactions are fair game, including but not limited to retail consumer encounters, landlord-tenant interactions, personal or family conflict situations, disputes with teachers, fellow students, law enforcement officials, university administrators, etc. A job negotiation is okay if it is going to start and conclude between the beginning of the semester and the due date for this assignment.
The key requirement is that the situation is real with actual costs and outcomes turning on the encounter (although the magnitude of costs and benefits can be relatively small).
Your essay about the experience should, at a minimum, address (also, see rubric chart below): • How you prepared for the negotiation;
• What happened (but don’t let narrative detail crowd out analysis);
•• What the outcome was and whose interests were served;
• Why things turned out as they did – what would you do differently; • Quantify what you gained by negotiating.
***The last paragraph should identify and explain how much value you claimed/created by negotiating as opposed to if you had not negotiated and claimed your BATNA. (This point will be moot if you did not come to a negotiated agreement and did claim your BATNA. That is OKAY and will not reflect poorly on your grade!).
Include in your essay a critique of your own performance in the encounter: What could you have done differently to produce a better outcome? In reading and evaluating these papers, I will emphasize analysis over narrative. Tell me what happened, yes, but probe the reasons why the encounter went as it did using ideas and concepts about the structure and process of negotiation from the course. Think about the type of negotiation you are discussing and how it differs from other situations considered in this course and elsewhere. Don’t just say what tactics were used; say why and analyze their appropriateness. I will also look for evidence that you prepared for your “adversary” deliberately and thoughtfully. You will be graded not on the outcome of the negotiation itself, but on the quality of your analytical insight (using concepts developed in the course) into the process that occurred.
Details:
• The paper should be 4-5 double-spaced pages.
• Paper must be formatted with 1” margins all around and Times New Roman 12-point font. Papers not adhering to this format will lose a letter grade. Papers will be graded based on analyses as well as on grammar, punctuation, and spelling.
• Submit papers via Canvas. You must submit the assignment as an attached file..
This document provides instructions for a healthcare synthesis assignment. Students are asked to compare the US and Canada on economic growth, healthcare expenditures, technology, and health based on OECD data. They must write a 1-2 page report addressing these questions: what statistics are surprising/reasonable, if statistics will be similar in 10 years, barriers to healthcare access, and definitions of equity and fairness in healthcare contexts. Students are also asked to consider allowing supplemental private insurance, single-payer healthcare expanding Medicare, and whether government-funded universal healthcare is consistent with capitalist values. The document provides formatting guidelines and policies on citations, plagiarism, and late submissions.
Ccmh 525 ccmh525 ccmh 525 best tutorials guide uopstudy.comUOPCourseHelp
This document provides instructions and guidance for students enrolled in CCMH 525 Research Methods for Mental Health Counselors course. It outlines several weekly assignments that involve critically analyzing research articles, developing a needs assessment paper, and creating an original research proposal. Students are asked to evaluate research questions, methodology, results and implications. They also must design a program evaluation, outline a research study, and write a research proposal on an approved topic. The goal is for students to learn key aspects of research design, ethical practices, and how to critically review and apply mental health research.
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
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This is a modified version of Master Class that Dr Siobhan O'Dwyer delivered at the Griffith University School of Nursing's Annual Research School for postgraduate students.
The document provides guidance on creating an Independent Research Project (IRP) in three parts: a project plan, project diary, and final product. It discusses picking a focused topic related to course content and ensuring accessibility of resources. Various primary and secondary research methods are described, including surveys, interviews, questionnaires, case studies, observations, and literature reviews. The importance of organization, ethics, methodology, and keeping a diary are emphasized. Students are advised to develop a research proposal and timeline, and consider issues like validity and bias. The document offers examples and guidance on conducting different research techniques.
The document provides an overview of strategies for writing a successful grant application, including developing specific aims first, securing appropriate technical assistance, approaching a statistician early, and using graphics to communicate information concisely to reviewers. It emphasizes working out the logic of the study before writing and discussing components like the theoretical model, preliminary research, and literature review.
AP LanguageMrs. MathewUnit 3 Synthesis ProjectYou will .docxjesuslightbody
AP Language
Mrs. Mathew
Unit 3: Synthesis Project
You will be creating an AP Exam Synthesis Question. The Synthesis Question gives you several sources and asks you to combine (synthesize) them with your own thoughts to create a cohesive essay. This is the same goal as a research paper. Your question (prompt) and sources should be formatted, labeled, and presented as on the AP Lang Exam. This will be modeled after the ones in the sample packets you were given.
Source Requirements:
· 8 sources
· No sources older than 10 years
· At least two sources published within the last two years (2020, 2021, 2022)
· Provide 1-2 sources that are images (political cartoons, graphs, charts, etc.)
· Sources should demonstrate a range of positions and approaches to the topic. Your goal is to figure out what 2-3 of the main “sides” are in the debate around the issue and represent those sides fairly.
Research Resources:
· Use this
link to access academic databases through CPS and Lane.
Example topics:
· Security vs Privacy: Personal Rights
· Standardized Education Movement
· Parenting Styles of the 21st Century
· Why Movements Matter: Voices of the People
· Technology’s Impact on American Families
Project Requirements:
Include, neatly formatted in one document
· Prompt page with directions, introduction, and assignment
· 6 sources
·
MLA citation of each source
· 3 potential thesis statements for this essay
a. One that is open
b. One that is closed
c. One that is a counter argument thesis.
· Choose one thesis statement, and create an outline of a response to ensure that others can synthesize these sources.
The most effective Synthesis Prompts give the test-takers a wide variety of sources to consider. These sources are of various types, lengths, and opinions. This diversity allows each test-taker to choose their own individual approach to the assignment while providing them with the tools to adequately synthesize into their paper.
You are going to choose EIGHT sources specific to your assigned topic. This will ensure that your group will be providing sources that show the complexity of the issue.
Therefore, when choosing your sources, keep several guidelines in mind:
1. Choose sources that cover a variety of viewpoints on your assigned topic, making sure to keep the sides evenly represented.
2. Choose sources from a wide variety of locations and formats. Use the list below as guidance; it is certainly not all-inclusive. Requirements are in CAPITAL letters. Beyond those required types, you may choose the rest of your sources at your discretion.
**ACADEMIC JOURNAL
National Newspaper (online or print editions)
Data
Online Article (NO WIKIPEDIA)
**EDITORIAL
Poll Results
** NEWS WEBSITE
Popular Culture Magazine
**IMAGE (graphs, charts, cartoons, photos)
Primary Book Source
Essay by an expert
Private Web Page or Blog post
Field-Specific Magazine article
Published letter from individual
Government Publicat.
This document outlines an agenda for a 4-day proposal writing workshop. Day 1 introduces the workshop and discusses what a proposal is. Day 2 covers components of proposals like the theoretical framework, literature review, research questions, and methodology. Day 3 has participants share draft proposals. Day 4 allows revising proposals and planning next steps. The workshop aims to provide guidance on writing successful thesis and grant proposals through presentations, examples, and peer feedback.
Law & CultureProfessor BannerLaw in ActionASSIGNMENT FOU.docxmanningchassidy
Law & Culture
Professor Banner
Law in Action
ASSIGNMENT FOUR
Each of these assignments asks you to apply the course material by completing a project or providing advice similar to what an actual law student or lawyer might do. You will conduct research, counsel a client, and outline points of law. Often these assignments require you to review additional, short assigned videos or documents, which are available in the Law in Action folder located in the Files section on Canvas.
In each case, unless specified otherwise, your answers should be as short as possible and as long as necessary.
The assignments must be submitted in a Word document on Canvas by the Due Date listed on the syllabus.
50 points—Excellent (professionally presented, no errors in legal analysis)
40 points—Satisfactory (solid legal analysis; small grammatical or proofreading issues)
30 points—OK (ideas are good but not fully formed; assignment is sloppy)
20 points—Assignment was submitted but includes multiple errors of law and/or grammar and proofreading issues
0 points—Assignment contains multiple mistakes and is not professionally presented or assignment was not submitted
There are 8 LIA assignments in all, each worth 50 points, for a total of 400 course points.
You have seven days to complete each of these assignments. Late assignments will not be accepted without a documented medical or religious excuse. Being sick for one or two days of seven is not an excuse.
Assignment Four
Assume that you are a reporter on the “legal beat” for a national newspaper. You have been asked to write an opinion piece discussing whether Michelle Carter’s appeal to the US Supreme Court of her criminal conviction for involuntary manslaughter* of her boyfriend, Conrad Roy is likely to succeed.
Based on the criminal law principles discussed in Chapter 5 and any criminal procedure or constitutional argument you wish to add, outline your strongest and best arguments as to why Carter is likely to succeed or fail on appeal. Consider, in your answer, whether the prosecution failed to prove she committed the crime beyond a reasonable doubt based on the elements of the crime, and whether, if the elements were met, there should have been any affirmative defenses available to Carter.
* Should you take a criminal law class, you will learn that the common law crime of homicide is divided into four categories:
· First Degree Murder (requires knowing intent and premeditation)
· Second Degree Murder (requires knowing intent but not premeditation)
· Voluntary Manslaughter (Second Degree Murder committed after being Provoked)
· Involuntary Manslaughter (Reckless Homicide, meaning that the defendant knew the risk of their actions and proceeded to act)
· Negligent Homicide (The defendant should have been aware of the risk of their actions and proceeded to act)
Here, the accusation is that Carter acted recklessly in causing the death of Roy.
Claim: College Should Not Be Free
Writing Requireme.
The document outlines the 9 main stages of conducting research: 1) Identifying a topic, 2) Background research, 3) Developing objectives, 4) Research strategy, 5) Data collection planning, 6) Data collection, 7) Analysis, 8) Creating a report, and 9) Evaluation. It then provides more details on common data collection methods like interviews, questionnaires, observation, and experiments. Key advice includes having clear objectives, reviewing existing literature, developing ethical and unbiased collection strategies, and analyzing results both quantitatively and qualitatively.
Assignment Surveys and Response RatesAs you read in Chapter 1, .docxrock73
Assignment: Surveys and Response Rates
As you read in Chapter 1, research designed to assess and answer questions about the current state of affairs is descriptive research. It is called descriptive research because no variables are manipulated (as you would find in an experimental research design). Rather, the goal of descriptive research is to provide a snapshot of thoughts, beliefs, or behaviors of groups of people at a given time. One common type of descriptive research is survey research. A survey is a type of self-report measure that can be administered either through an interview or written questionnaire.
Interviews are surveys in which researchers read questions to participants either in person or by telephone. The questions are either structured or unstructured. When using a structured interview technique, the researcher predetermines the questions to ask participants and records their responses. An example of a structured interview technique is a phone call during the evening at home requesting a “few minutes of your time” to ask your opinions about candidates in an upcoming political election. In an unstructured interview, the researcher asks the respondents to talk freely about a particular topic and records their answers. An example of an unstructured interview technique is a focus group setting, wherein a number of people meet at the same time to share their thoughts and opinions about a particular topic, such as their emotional reactions to viewing advertising campaigns.
Questionnaires are different from interviews because participants complete these assessments on their own, and usually without supervision. The other difference is that participants complete questionnaires in a fixed-format. This means participants answer questions in the exact same order and select their answers from various response choices provided (e.g., multiple choice or true/false) rather than freely reporting what comes to mind. An example of a questionnaire is a poll located in a magazine questioning you about your present satisfaction in your romantic relationship.
Consider the last time you were asked to complete a survey either by interview or questionnaire. Did you participate? Why, or why not? Though survey methods are a good way to collect a lot of data quickly, participants are not always eager to take the time and effort required to complete them. For this Assignment, you select a particular survey method to collect data on a study idea. You analyze the advantages and disadvantages of the method and consider strategies for increasing participant response rates.
To prepare
Review again the assigned pages from Chapter 6 and Chapter 8 of your course text.
Think about the study idea that you developed for the Discussion this week.
Think about what types of data you would collect utilizing various survey methods (e.g., interviews and questionnaires, focus groups).
Consider strategies researchers use to attempt to increase the participant response ...
Final Project Instructions for ANT 2401 Anthropology of SustChereCheek752
Final Project Instructions for ANT 2401 Anthropology of Sustainability
Due April 26, 2021 at 5 pm - Online submission to Canvas/ANT 2402/Final Project
50 points
Purpose:
Synthesize information and resources from the class material and further your thought regarding the
challenges of moving toward a more sustainable society, and possible ways to do so.
The final project involves writing an essay or a research paper. All options must meet the same page
length, cite scholarly sources and demonstrate knowledge of the topic, its challenges and
approaches for sustainability.
Choose one of three options:
1) Write an essay describing a sustainable community OR a sustainable global society. This is a chance
to envision the sustainable world in which you would like to live. The key for a successful essay will
be to explain (a) how the sustainable society is organized, (b) what it does to foster sustainability
(e.g., principles and practices), and (c) the ways that it deals with challenges to assure that it creates
and maintains social, economic and environmental sustainability for the well-being of all people and
the planet.
2) Write a research paper investigating and critiquing one of the Sustainable Development Goals. This
effort should explore (a) what is being done to achieve the goal (actual examples of projects,
policies or efforts), (b) obstacles / problems that must be overcome in efforts to address the goal,
(c) what could be done better or ideas for steps that could be taken to improve progress toward
meeting the goal.
3) Write a research paper that examines a specific question or challenge for sustainability in depth. This
will involve (a) specification and explanation of the problem, (b) research on multiple aspects of the
problem, (c) critical analysis of why the problem exists (d) what is being done to address it, (e) an
assessment or proposal of what could be done to address and resolve or mitigate the problem
If you wish, you may team up for the project with one other classmate who shares your interests and
ideas. You will both need to contact Dr. Tucker for permission, and explain your planned project by
April 9. If you do a team project, you must follow the same guidelines as everyone else. Both team
members must work together on all aspects of researching and analyzing the information for the
paper, and working together to write up a coherent, well-researched and well-written paper.
Instructions:
• Organization:
o The essay should have an Introduction, Body text, and a Conclusion, with other sections as
appropriate. References are located at the end.
o The research paper should follow standard research report organization: Introduction
(including the research questions or problem to be researched), then address the points
indicated in the option you selected [points (a)… above], Discussion, and Conclusion.
References are located at ...
Project Week 1418 January 2017Contents of this document· A Ove.docxbriancrawford30935
Project Week 1418 January 2017
Contents of this document
· A Overview of a Project
· B What you should do with your project now
· C Information on data collection methods
A Overview of a Project
This section shows you a typical organisation for a Project and the approximate word count for your sections.
SECTION
EXAMPLE
The following three sections are called the ‘Front matter’ – they arenotincluded in your total word count.
NB! Do NOT write your front matter textUNTIL you have completed main body of the project.
Title page
The Cat Food Industry in the UK: how has it changed in the last 50 years? An investigation into customer identification and targeting.
We can make the general topic (The Cat Food Industry) more specific by restricting the scope of your study by:
· time (in the last 50 years)
· place (in the UK)
· subtopic (customer identification and targeting)
Contents
1.2 Background of the cat food industry 9
NB: Numbering your sections and subsections is useful. However, for such a short Project (4,000 words) try to only use two levels (i.e. 1 divided into 1.1, 1.2, 1.3 etc. is two levels).
Avoid using three levels (i.e. 1 divided into 1.1 divided into 1.1.1, 1.1.2, 1.1.3 etc.)
and do not use four or more levels (i.e. 1 divided into 1.1 divided into 1.1.1 divided into 1.1.1.1, 1.1.1.2, 1.1.1.3 etc.)
Abstract
The British are well known as a nation of cat lovers. The results show that, since the 1970s, the cat food industry has become greatly diversified and influenced by lifestyle choice.
You cannot write the Abstract until you have completed all of the main body.
The Abstract will typically be between approximately100 and 200 words.
The following are the main body.
Only these sections are included in the 4,000 word count(+/- 10%).
Introduction
The British are well known as a nation of cat lovers.
The Introduction is typically 5-10% of the total wordcount. Your Introduction will therefore be between approximately200 and 400 words.
NB! Do NOT write your Introduction or your conclusionUNTIL you have completed the Literature Review, Methodology, Results or Discussion chapters.
Literature Review
Watson (2008) attributes these trends to changing attitudes towards animal welfare.
The Literature Review will typically be between 800 and 1000 words.
NB: On p. 11 of the Project Handbook, you will see that to get 70 –79 in this section, you need to “Demonstrat[e] application of theories, interpretation of data or other information.”
Many students wrote good background information, but either did not explore the academic theories relating to your topic.
The next sections of the main body will depend on whether your Project includes Primary research or Secondary research.
Primary research will include a Methodology, Results and Discussion section (see below for details).
Secondary research will typically be divided into two or three sections. The title of each section will focus on a specific asp.
CM208 ResearchUnit 9 AssignmentThroughout the class you h.docxmonicafrancis71118
This document provides instructions for a research assignment. Students are asked to choose a communication topic from a list provided and design a research study applying one or more research methods covered in class. They must write a 2 page paper answering questions about introducing their topic, conducting a literature review, research purpose, unit of analysis, research question, research design, variables, data collection, important elements of a proposal, feasibility, and challenges of the study. The paper should follow standard formatting guidelines and demonstrate understanding of research design elements discussed in class.
1 | P a g e
GPH 747
Current Efforts Assignment
Sample
Submit one document with steps 1 – 5 in order.
1. Determine the inclusion criteria for the papers that you want to use to write this
section.
2. Create a flow chart of the search process (there is no minimum # of articles that should
be used to write the introduction, but you must review at least 15 abstracts).
3. Write your reasons for excluding or selecting the articles in the respective tables.
4. Create an outline
5. Write the current efforts section.
2 | P a g e
Availability of Mental Health Screening for youth in clinics across Harris County, TX
Step1:
Inclusion criteria
These are the characteristics of the papers that will be included in the current efforts section of
my paper:
i. Studies conducted in the US
ii. Quantitative or Qualitative research methods
iii. Focused on adolescents 12 – 21 years old
iv. Papers written on the following topics:
• Mental health screening programs for all ages in Harris Co.
• Costs of screening
• Strengths and limitations of screening procedures
• Use of websites and social media to promote mental health
3 | P a g e
Step 2:
Flowchart (You can provide this information as a table)
List of excluded abstracts:
1. Golzari M, Hunt SJ, Chamberlain LJ. Role of pediatricians as advocates for incarcerated
youth. Pediatrics. 2008;121(2):e397-e398.
2. Golzari M, Kuo A. Healthcare utilization and barriers for youth post-detention. Int J
Adolesc Med Health. 2013;25(1):65-67.
3. Gupta RA, Kelleher KJ, Pajer K, Stevens J, Cuellar A. Delinquent youth in corrections:
Medicaid and reentry into the community. Pediatrics. 2005;115(4):1077-1083.
4. Jacobs F, Oliveri R, Greenstone J, Miranda-Julian C. Massachusetts health passport
project evaluation final report. Medford, MA: Tufts University. 2009.
Number of full text articles
reviewed = 10
Number of studies that met
inclusion criteria = 8
Number of abstracts reviewed =
15
Number of abstracts
excluded = 5
Number of full text
articles excluded = 2
4 | P a g e
5. Martinez J, Bell D, Dodds S, et al. Transitioning youths into care: Linking identified HIV-
infected youth at outreach sites in the community to hospital-based clinics and or
community-based health centers. J Adolesc Health. 2003;33(2):23-30.
List of full text articles excluded:
1. Martinez J, Bell D, Dodds S, et al. Transitioning youths into care: Linking identified HIV-
infected youth at outreach sites in the community to hospital-based clinics and or
community-based health centers. J Adolesc Health. 2003;33(2):23-30.
2. Friedman RA. Uncovering an epidemic—screening for mental illness in teens. N Engl J
Med. 2006;355(26):2717-2719.
List of papers to be used in the article:
1. Ballard ED, Bosk A, Snyder D, et al. Patients' opinions about suicide screening in a
pediatric emergency department. Pedi.
Assignment 5 Senior Seminar Project Due Week 10 and worth 200 poi.docxMatthewTennant613
Assignment 5: Senior Seminar Project
Due Week 10 and worth 200 points
In Week 1, you chose a topic area and problem or challenge within that area. Throughout this course, you have researched the dynamics of the problem. The final piece of your project is to develop a viable solution that considers resources, policy, stakeholders, organizational readiness, administrative structures and other internal and external factors, as applicable. Using the papers you have written throughout this course, consolidate your findings into a succinct project.
Write a ten (10) page paper that as a minimum, your project should include:
Identify the topical area (e.g., local police department, community jail, border patrol)
Define a problem or challenge within your topical area that you understand in some depth or have an interest in (examples include high crime rate, poor morale, high levels of violence or recidivism, high number of civilian complaints of harassment, inadequate equipment). Outline the context of the problem or challenge, including the history and any policy decisions that have contributed to the situation.
Describe how internal or external stakeholders have influenced the situation in a positive or negative way. How will you consider stakeholders in your solution to the problem? How will you motivate individuals to buy into your solution?
Discuss how technologies or information systems have contributed to the problem and how you will propose technology be implemented into the solution.
Discuss what data you have collected or researched to indicate there is a problem. Include at least two sources of data and how each is relevant to the problem.
Develop an effective and efficient solution(s) and a course of action (i.e., plan) that addresses the problem or challenge.
Explain what methods of assessment you will employ to measure the effectiveness of your solutions.
Develop a 10-15 slide PowerPoint Presentation that summarizes the seven items above.
Use at least 8 quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Assess a policy or problem and develop solutions based on available resources, taking into account the political and global implications.
Use technology and information resources to research issues in criminal justice.
Write clearly and concisely about criminal justice using proper writing mechanics.
Grading for t.
Scanned by CamScannerWeek 4 Data Collection Choosing S.docxanhlodge
Scanned by CamScanner
Week 4: Data Collection: Choosing Sources
(People, Places, and Things)
The research team met again to consider data sources. A research consultant facilitated the discussion and identified issues to be addressed in order for the results to be credible. Three key areas needed further study before they went into the field. These areas included:
1. How is the program positioned in the community, particularly regarding trust, diversity, and access? (Or as one team member said, “How do we see ‘them’? And, how do we think they ‘see’ us?”)
This issue initiated an action plan for an organizational self-study to produce reflexive data before, during, and after field data collection.
2. What data sources would best answer the research questions?
Multiple sources, including families who had used program services as well as those that did not; field observations (going out into neighborhoods to become acquainted with local, non-professional resources); and the materials collected from the self-study.
3. How many participants should be included in the sample?The consultant clarified that the purpose of the sample was not to generalize to the target population—so bigger is not better. Rather, the team was encouraged to focus on selecting typical cases—homogenous, sub-groups—in order to efficiently saturate and develop a “solid understanding” (Guest, Bunce & Johnson, 2006, p. 77) of the phenomenon of the childcare experience in this community. The saturation goal means that the sample process is emergent and may change as the data become available.
As you can see in the ongoing scenario, before venturing out into the field, researchers must consider how they will manage credibility of the data. As a qualitative researcher, you too will have to address the sources of data as well as your credibility.
For this week, you will examine research questions, explore qualitative research design, and consider purposeful sampling and saturation as a qualitative researcher.
Learning Objectives
Students will:
· Evaluate research related to qualitative research design
· Evaluate purposeful sampling related to qualitative research design
· Evaluate saturation related to qualitative research design
· Demonstrate the skills needed to create research topics in qualitative research
· Demonstrate the skills needed to create field notes from observations of a video
Learning Resources
1. Ravitch, S. M., & Carl, N. M. (2016). Qualitative research: Bridging the conceptual, theoretical, and methodological. Thousand Oaks, CA: Sage Publications.
· Chapter 4, “Design and Reflexivity in Data Collection” (pp. 111–144)
· Table 4.3, “Purposeful Sampling Strategies” (pp. 129–137)
2. Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.). Thousand Oaks, CA: Sage Publications.
· Chapter 3, “Qualitative Data-Gathering Methods and Style” (previously read in Week 3)
3. Patton, M. Q. (2015). Chapter 5, Module 30: Purpose.
Survey research involves collecting information from a sample of individuals to determine opinions, preferences, or knowledge about a population. The key steps in survey research include defining objectives and the target population, determining what data to collect, selecting an appropriate sample and method of data collection, collecting the data, analyzing results, and reporting findings. Some common problems that can threaten the validity of survey results include nonresponse bias if those who do not respond differ significantly from respondents. Techniques like multiple contacts and personalized correspondence can help increase response rates.
All assignments are due 3119 by midnight. Top of FormBottom .docxsimonlbentley59018
All assignments are due 3/1/19 by midnight. Top of Form
Bottom of Form
Assignment 2: Case Study
As discussed, family members and significant others of addicts are also affected by the addiction. In this module, you will get an opportunity to gather information from an addict's family members or significant others, for example, a spouse, partner, children, or parents. For this assignment, you will develop a brief case study and, using the information you have learned through this course, identify recommendations for the continued success of the family member or significant other.
Your interviewees may be people you know or people you met at the support group meeting. After the interview, write a three-page paper discussing the following:
· Demographics of the interviewees (no real names)
· History of the interaction
· Their feelings about living with an addict
· What they have done to encourage a positive change in the addict
· How they cope with the day-to-day challenges of living with an addict
· Your recommendations for their continued success
Create your reflection paper in Microsoft Word document format. Name your file M7_A2_LastName_Casestudy.doc, and submit it to the Submissions Area by the due date assigned.
All written assignments and responses should follow APA rules for attributing sources.
Assignment 2 Grading Criteria
Maximum Points
Discussed the demographics of the interviewees.
4
Discussed the history of the interaction.
4
Discussed the feelings of the interviewees about living with an addict.
8
Discussed what the interviewees have done to encourage a positive change in the addict.
8
Discussed how the interviewees cope with the day-to-day challenges of living with an addict.
8
Proposed recommendations for continued success.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
44
· M7 Assignment 3 Discussion
Discussion Topic
Top of Form
Bottom of Form
Assignment 3: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Codependency
The term “codependency” arose in the 1970s in reference to the changes one person makes to adjust to the addiction of another. For some, the term has broadened somewhat to include focusing on the needs of others to the exclusion of their own needs. However, controversy surrounds the term—some believe that codependency is nonexistent.
Do you think codependency exists in the family members .
M2-assaignmentBased on the feedback you received on your submiss.docxsmile790243
M2-assaignment
Based on the feedback you received on your submission from last week, submit a revised draft of your paper with this additional information:
1. Five additional references that could be used for your research paper and include a 1-2 sentence description for each of the five additional references, explaining how they fit with the research topic and the research question proposed. Make sure that these references come from scholarly sources using Argosy's library resources.
2. A very detailed outline of what you would like to cover in the intro/lit review of your paper. Write it as an outline and think about what you want each paragraph or section to cover. Paste your references into each section where the information from that article applies to the topic. Below is an example of the outline although the references have not been pasted in yet:
a. Introduction or Statement of the Problem (e.g. Predictors of Depression in Men)
i. Research question (E.g. What factors predict depression in men? For example, age, marital status, family history, stressors).
ii. Why is it important/implications (E.g. xx% of men are depressed; less likely to seek treatment; if we can identify who is at risk, may be able to direct them to treatment sooner)
iii. Revised hypothesis based on feedback from the instructor
b. Review of the Literature (the following is an example for above topic):
i. Brief description of depression, symptoms, and any unique symptoms for men (Cite articles from which you will obtain this information).
ii. How widespread is it? Stats on depression in general but also stats on depression in men (Cite articles from which you will obtain this information).
iii. List factors that put men at risk for depression (Cite articles).
1. Difficulty communicating distress or sadness (Cite articles).
2. Job/work pressures (Cite articles).
iv. Demographic characteristics (Cite articles).
1. Relationship between age and depression (Cite articles).
2. Relationship between marital status and depression (Cite articles).
3. A 1-2 page description of the sample you would like to use for your study, that provides the answer to the following questions:
a. What sampling technique would you use?
b. Does the sample generalize to the population? Explain why or why not.
c. What inclusion criteria would be used? What exclusion criteria would be used, if any?
d. What ethical issues might be encountered when collecting your information from this sample?
4. Be sure to also submit all your ten references (the five from last week and the five new ones you added) in an APA-style reference page. Be sure to also include an APA-style title page with your submission. Your paper should be at least 2-3 pages long. Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; display accurate spelling, grammar, and punctuation.
M3-assaignment
In your final paper for this course, you w ...
Real World Negotiation Assignment Your task is to go out there (.docxdanas19
Real World Negotiation Assignment
Your task is to go out there (bravely) into the dreaded “real world,” negotiate for something, and then write a paper about it. You can choose or create an opportunity to negotiate something for which you might normally not negotiate or for which you did not intend to negotiate at this point in time. Completed negotiations from the recent or distant past are not eligible.
A wide variety of contexts and potential transactions are fair game, including but not limited to retail consumer encounters, landlord-tenant interactions, personal or family conflict situations, disputes with teachers, fellow students, law enforcement officials, university administrators, etc. A job negotiation is okay if it is going to start and conclude between the beginning of the semester and the due date for this assignment.
The key requirement is that the situation is real with actual costs and outcomes turning on the encounter (although the magnitude of costs and benefits can be relatively small).
Your essay about the experience should, at a minimum, address (also, see rubric chart below): • How you prepared for the negotiation;
• What happened (but don’t let narrative detail crowd out analysis);
•• What the outcome was and whose interests were served;
• Why things turned out as they did – what would you do differently; • Quantify what you gained by negotiating.
***The last paragraph should identify and explain how much value you claimed/created by negotiating as opposed to if you had not negotiated and claimed your BATNA. (This point will be moot if you did not come to a negotiated agreement and did claim your BATNA. That is OKAY and will not reflect poorly on your grade!).
Include in your essay a critique of your own performance in the encounter: What could you have done differently to produce a better outcome? In reading and evaluating these papers, I will emphasize analysis over narrative. Tell me what happened, yes, but probe the reasons why the encounter went as it did using ideas and concepts about the structure and process of negotiation from the course. Think about the type of negotiation you are discussing and how it differs from other situations considered in this course and elsewhere. Don’t just say what tactics were used; say why and analyze their appropriateness. I will also look for evidence that you prepared for your “adversary” deliberately and thoughtfully. You will be graded not on the outcome of the negotiation itself, but on the quality of your analytical insight (using concepts developed in the course) into the process that occurred.
Details:
• The paper should be 4-5 double-spaced pages.
• Paper must be formatted with 1” margins all around and Times New Roman 12-point font. Papers not adhering to this format will lose a letter grade. Papers will be graded based on analyses as well as on grammar, punctuation, and spelling.
• Submit papers via Canvas. You must submit the assignment as an attached file..
This document provides instructions for a healthcare synthesis assignment. Students are asked to compare the US and Canada on economic growth, healthcare expenditures, technology, and health based on OECD data. They must write a 1-2 page report addressing these questions: what statistics are surprising/reasonable, if statistics will be similar in 10 years, barriers to healthcare access, and definitions of equity and fairness in healthcare contexts. Students are also asked to consider allowing supplemental private insurance, single-payer healthcare expanding Medicare, and whether government-funded universal healthcare is consistent with capitalist values. The document provides formatting guidelines and policies on citations, plagiarism, and late submissions.
Ccmh 525 ccmh525 ccmh 525 best tutorials guide uopstudy.comUOPCourseHelp
This document provides instructions and guidance for students enrolled in CCMH 525 Research Methods for Mental Health Counselors course. It outlines several weekly assignments that involve critically analyzing research articles, developing a needs assessment paper, and creating an original research proposal. Students are asked to evaluate research questions, methodology, results and implications. They also must design a program evaluation, outline a research study, and write a research proposal on an approved topic. The goal is for students to learn key aspects of research design, ethical practices, and how to critically review and apply mental health research.
Similar to Further details on the write–up (& grading) of your survey .docx (20)
Explain how firms can benefit from forecastingexchange rates .docxhanneloremccaffery
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docxhanneloremccaffery
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
•No less than 4 pages causal argument researched essay •In.docxhanneloremccaffery
•
No less than 4 pages causal argument researched essay
•
Includes an interview with an expert from a university
•
Includes survey question with students concerning the topic
•
Includes arguments from official sources from the library
.
•Focus on two or three things in the Mesopotamian andor Ovids ac.docxhanneloremccaffery
•Focus on two or three things in the Mesopotamian and/or Ovid's account of creation that differ from Genesis. How do they differ? What is the significance of these differences?
•Focus on two or three things in the Mesopotamian and/or
Ovid's account of the flood that differ from Genesis. How do they differ? What is the significance of these differences
.
•Langbein, L. (2012). Public program evaluation A statistical guide.docxhanneloremccaffery
•Langbein, L. (2012). Public program evaluation: A statistical guide (2nd ed.). Armonk, NY: ME Sharpe. ◦Chapter 7, “Designing Useful Surveys for Evaluation” (pp. 209–238)
•McDavid, J. C., Huse, I., & Hawthorn, L. R. L. (2013). Program evaluation and performance measurement: An introduction to practice (2nd ed.). Thousand Oaks, CA: Sage. ◦Chapter 4, “Measurement for Program Evaluation and Performance Monitoring” (pp. 145–185)
•Geddes, B. (1990). How the cases you choose affect the answers you get: Selection bias in comparative politics. Political Analysis, 2(1), 131–150. Retrieved from http://www.uky.edu/~clthyn2/PS671/Geddes_1990PA.pdf
•Levitt, S., & List, J. (2009). Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments. Retrieved from http://www.nber.org/papers/w15016.pdf
•Urban Institute. (2014). Outcome indicators project. Retrieved from http://www.urban.org/center/cnp/projects/outcomeindicators.cfm
•Bamberger, M. (2010). Reconstructuring baseline data for impact evaluation and results measurement. Retrieved from http://siteresources.worldbank.org/INTPOVERTY/Resources/335642-1276521901256/premnoteME4.pdf
•Parnaby, P. (2006). Evaluation through surveys [Blog post]. Retrieved from http://www.idea.org/blog/2006/04/01/evaluation-through-surveys/
•Rutgers, New Jersey Agricultural Experiment Station. (2014). Developing a survey instrument. Retrieved from http://njaes.rutgers.edu/evaluation/resources/survey-instrument.asp
•MEASURE Evaluation. (n.d.). Secondary analysis of data. Retrieved February 24, 2015, from http://www.cpc.unc.edu/measure/our-work/secondary-analysis/secondary-analysis-of-data
•Zeitlin, A. (2014). Sampling and sample size [PowerPoint slides]. Retrieved from http://www.povertyactionlab.org/sites/default/files/2.%20Sampling%20and%20Sample%20Size_AFZ3.pdf
Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
•Provide a realistic discussion of the availability of research data.
•Provide an analysis of intended data collection strategies.
◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
.
•Chapter 10 Do you think it is possible for an outsider to accura.docxhanneloremccaffery
•Chapter 10: Do you think it is possible for an outsider to accurately discern about the underlying cultural values of an organization by analyzing symbols, ceremonies, dress, or other observable aspects of culture in comparison to an insider with several years of work experience? Select a percentage (e.g., 10%, 70%, etc.) and explain your reasoning.
•Chapter 11: A noted organization theorist once said, "Pressure for change originates in the environment. Pressure for stability originates within the organization." Do you agree?
•Chapter 12: If managers frequently use experience and intuition to make complex, non-programmed decisions, how do they apply evidence-based management (which seems to suggest that managers should rely on facts and data)?
•Chapter 13: In a rapidly changing organization, are decisions more likely to be made using the rational or political model of organization?
•What biblical implications should be included/addressed?
•How can/should a biblical worldview be applied?
Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
Sentences are complete, clear, and concise.
Total
.
· Bakit Di gaanong kaganda ang pagturo sa UST sa panahon.docxhanneloremccaffery
·
Bakit
Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
·
bakit
Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
·
bakit
Galit sa kay Jose Rizal ang mga Dominikano dahil sa pagtatatag ng Companerismo (Fraternity)
·
bakit
Gustong gamutin ni Jose Rizal ang ina niya
.
·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docxhanneloremccaffery
·
YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
(Healthcare Information Technology)
THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docxhanneloremccaffery
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
[Type here]Ok. This school makes me confused. The summary of t.docxhanneloremccaffery
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docxhanneloremccaffery
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docxhanneloremccaffery
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Further details on the write–up (& grading) of your survey .docx
1. Further details on the write–up (& grading) of your survey:
1) First lay out what are your research objectives and
hypotheses to be
tested by your survey. This section will discuss what the goals
of your
survey are. These can come from any source, your reading of
the
background material, the secondary data, the class discussion,
the
focus groups findings or even your own ideas. You should
include
some discussion of how you settled on what objectives and/or
hypotheses to explore and what actions your results might lead
to for
the ARCBS.
2) Next discuss what specific aspects (constructs) you are going
to need
to measure to be able to address your objectives and hypotheses
above. For example: “To explore our hypothesis concerning the
role of
acculturation in predicting blood donation, we will need to
measure the
respondent’s acculturation and sense of acceptance into
Australia
mainstream culture, respondent background (including ethnic
background, language proficiency, years in Australia), along
2. with their
likelihood of donating blood in Australia.” Aspect can be
broadly
defined and might include attitudes, perceptions, motivations,
barriers
to action, behavioural intentions, past behaviours, and
demographics.
The idea is to make explicit what things you need to measure
and to
make clear how they relate to your objectives.
3) Next present your actual measures and discuss how they align
with the
aspects you need to measure. You will want to discuss what
they
capture and why you designed the measures the way you did.
This is
where you demonstrate that you did not just write the first thing
that
came to you but thought about how it should be constructed to
get you
the most information. Your chance to give the rationale for
your
scaling decisions.
4) Finally discuss the limitations of your survey. You might
always want to
discuss the limitations of using surveys to meet the objectives
you set
forth. This section should discuss what you would do
differently, if you
had more resources (e.g., research experience, time, money,
people).
The goal of this section is to demonstrate that you understand
the
issues that concern the use of this research technique for
3. addressing
this problem.
Nuts and Bolts:
1) You need to turn in a hardcopy of your report in class (week
6) and
submit a softcopy on BB.
2) Your “actual” survey should be placed in the appendix
section of the
write-up.
3) The report should involve at least 4 pages of text (not
including the
survey itself or any appendices). You won’t be able to do a
good
job on all of the above in less space than that. The 6 page upper
limit is a soft limit; meaning you can go somewhat beyond this
limit
without grading penalty. But remember the more you write, the
more contribution and insight the grader will expect to see. If
you
are above 8 pages of text you should look to tighten your
discussion.
wuyingrui
高亮
4) Report should be professionally presented with standard
formatting
(e.g. font 12, 1.5 spacing, 2.5cm/1 inch margin throughout etc.).
Please use Harvard referencing in your report.
4. 5) Students are NOT required to generate a live copy of their
survey
(i.e., a web copy).
1. What is your gender?
[ ] Male [ ] Female
2. How old are you? ………………..
3. What is your highest level of education?
[ ]High school
[ ]College graduate
[ ]Post-graduate
4.What is your nationality?
[ ] Australian
[ ] Non-Australian
5. What is your relationship status?
[ ] Single
[ ] Married
[ ] Divorced
[ ] Widowed
6. Which of the following qualification suits the number of
time you have participated in blood donations?
[ ] Never
[ ] First-time donor
[ ] Repeated donor
[ ] Multigallon donor
7. To what degree does/do the following factor/factors
impact your blood donation decision rank from 0-10
[ ]fear of pin
[ ]fear of impact of health condition
[ ]fear of epidemic
[ ]never asked to donate
[ ]Apathy
other factors:
8. To what degree does/do the following factor/factors
encourage you to donate blood.
5. self-esteem
potential needs in the future (for one’s own and family
memebers)
physical rewards
demand from people who need blood
9. In what kinds of channels did you learn the knowledge of
blood donation?
(1) TV (2) ARCBS website (3) Radio (4) Poster (5) hearsay
(6)Nonofficial website (7) __________
10. do you think the knowledge you learn help you eliminate the
concerns for donating blood? 0-------10
11. Despite of the negative factors, are you willing to donate
blood if you knew someone can be saved by your blood? []
yes [ ]no [ ] not sure
12. Do you think regular presentation held in communities can
help to encourage people to donate blood? [ ] yes [ ] no [ ]
maybe
13. is there anything you want to comment regard of blood
donation, ARCBS, etc.
Term Project
Stage 1: Marketing Research Planning and Execution (20%)
6. This year’s term project will focus on understanding people’s
perceptions and
attitudes towards blood donation, and how to broaden the blood
donor base of
the Australian Red Cross Blood Service (ARCBS).
In Australia (like most countries), only a very small percentage
(around 2-3%)
of the eligible population donates blood. And the demographics
of those who
donate don’t tend to be very representative of the general
population. The
typical Australia blood donor tends to be a relatively wealthy,
middle aged,
white-Australian. As the demographics of Australia’s major
population centres
are shifting, the ARCBS wants to broaden its base by finding
out more about
why people don’t donate, especially those who don’t fit the
typical profile.
Toward this end, the first half of the course we will collect
some primary data by
survey to help answer this question. The second half of the
course will focus on
quantitatively analysing the data we acquire. Students will form
groups of 3-4.
The Internet is an amazing tool for learning more about issues
and best practice
for a wide array of techniques. Some preliminary research
online concerning
recommended practices for your technique will significantly
increase the quality
of your research. All students should read the background
7. article concerning
blood donation and familiarise themselves with slides about the
Australian Red
Cross Blood Service that are posted on Blackboard.
Stage 1:
Survey Development: A survey involves asking a set of well
designed
questions to a representative sample of people. The goal of the
survey is
to test the ideas/hypotheses that arose from the earlier steps
(e.g.
secondary data and group interviews) and to get quantitative
data so we
can more reliably answer our questions. In this project, we will
likely be
addressing issues such as reasons non-donors don’t donate and
possible
ways to increase their likelihood to donate. Again, we will
probably want
to focus on things that might differentially affect groups unlike
the typical
donor population that are well represented in our class (e.g.
young
people, new Australians, foreign residents).
Please note: The survey data will be collected using an online
survey
during week 8. Students will be sent an email with a link when
the survey
is ready to complete, they will have 72 hours to complete it. All
students
8. in the class will be required to complete the survey. Otherwise,
you will
lose one class participation point (10 points in total).
Each group will need to submit both a written report and a copy
of their
survey questions in week 6. The write-up will include a
discussion of what
topics the group decided to include, how they made those
decisions, the
questions they developed, the rationale for the questions and
how those
questions will get at the topics they chose to cover. You might
also want
to include what topics/issues were considered but not included
and why.
The write-up should include a discussion of what questions their
survey
should be able to answer and what actions they might be able to
recommend based on answers. You should also discuss the
weakness of
your survey and sampling plan (and survey research, in general)
and
what you could or would do it differently, if you had more
resources (e.g.
research experience, time, money, and people). Finally, include
a brief
discussion of what you learned from the experience and how
you would do
it differently now that you have tried it once.
The write-up is due Monday 10 April by 2pm (week 6). You
should submit
9. it electronically via BB before the due date/time. And you
should also
bring a hard copy to the class. You will be required to present
informally
in class. This will be a major driver of the class discussion that
day. This
hard copy will be turned in at the end of the class. The report
will involve
approximately 4-6 pages of text (not including the survey
questions
themselves).
Survey critique:
All students will be assigned one of the surveys developed by
the student
groups to critique. A survey critique form will be posted on
Blackboard.
Reviewers should read the group’s project report and then offer
a critical
assessment of the survey they created based on the discussion of
questionnaire design presented within the course and the
rationale they
include in their report. Your critique will need to be submitted
via
Blackboard by Thursday 13 April 4pm (week 7). Otherwise, you
will lose
one class participation point (10 points in total).
B l o o d D o n o r s a n d F a c t o r s I m p a c t i n g the B l
o o d
D o n a t i o n D e c i s i o n
10. Theresa W. Gillespie and Christopher D. Hillyer
The aging of the US population and the evidence that
only about 5 % of individuals in the United States donate
blood each year raise concerns about the assurance of
an adequate, safe supply of blood in the future. Blood
donation decision making has been investigated world-
wide for decades to understand the process better to
increase donation efficiency, safety, retention, collection
numbers, and diversity of the donor pool. This review
focuses on the characteristics of allogeneic blood do-
nors, the motivational sources in donor decision mak-
ing, and the research concepts and techniques used to
examine these factors. Some historic studies consid-
ered pivotal, as well as more recent surveys, may not be
pertinent to or representative of the current national
donor pool. Interpretation of data related to donor char-
acteristics should examine whether demographics mir-
ror the donor pool to assist in targeted recruitment or if
targeted recruitment actually leads to the reported de-
mographics. Few recent studies of donor motivation
have been published. Modern sources of positive and
negative motivation are worth exploring through scien-
tifically sound investigations involving representative
cohorts using multifactorial approaches. Strategies that
focus on retaining return donors and transforming first-
time donors into repeaters would be beneficial. Investi-
gations are needed also to assess research questions
and to develop well-designed interventions to test hy-
potheses and to produce generalizable findings applica-
ble to future donor decision making.
Copyright 2002, Elsevier Science (USA). All rights re-
served.
11. U "NIQUE AMONG the armamentarium of widespread medical
interventions, the avail-
ability of blood transfusion depends totally on a
volunteer donor base. With the aging of the US
population and the predicted doubling of the pro-
portion that is over age 65 by the year 2030, the
assurance of an adequate, safe supply of blood in
the future is an area of considerable concern. 1,2
Although close to half of the general population
has reported giving blood at some time, only about
5% of individuals in the United States donate
blood each y e a r ) Donor trends have fluctuated
over the past 30 years, 4 with a notable decline of
9.3% in the rates of blood collection from 1989 to
1994. 5 Unpublished data (M. Sullivan, oral com-
munication, August 2001) suggests that this trend
may not be continuing. Still, the number of first- /
time donors in some regions of the country has
diminished significantly, 6 with overall reductions
reported as close to 7% in the 1990s. Reduced
collection rates, in part representing the aging do-
nor pool and a decrease in the number of eligible
donors because of enhanced screening for transfu-
sion-transmitted diseases, have resulted in an esti-
mated loss of approximately one-half million do-
nors per year. v With recent data reporting fewer
collections concomitantly with greater blood use,
significant deficits in the blood supply are pro-
jected for the near future, s Furthermore, required
or voluntary restrictions on donors that relate to
potential or known emerging infectious agents (eg,
babesia, trypanosomes, or prions) will have an
additive effect on donor loss, with new restrictions
for variant Creutzfeldt-Jacob disease (as of Sep-
tember 2001) decreasing the available blood do-
12. nors by an estimated 7% to 11%.
Thus, although data differ as to whether a sup-
ply-utilization disequilibrium exists whether sup-
ply has driven demand, or whether a significant
increase in supply would lead to further changes in
use, allogeneic blood donation has been investi-
gated worldwide for decades. The intention of
these studies has been to understand the process
better to increase donation efficiency, safety, reten-
tion, and diversity of the donor pool, as well as the
number of new and total donations collected. It is
known that efforts at recruitment of an expanded,
consistent donor pool have not been widely suc-
cessful, and many centers have reported declines in
new donors despite significant growth in program
funding for recruiting such donors. 9 Finally, it ap-
From the Winship Cancer Institute and the Department o f
Pathology and Laboratory Medicine, Emory University, At-
lanta, GA.
Supported in part by a grant from the National Blood Foun-
dation.
Address reprint requests to Theresa W. Gillespie, PhD, Win-
ship Cancer Institute, Ernory University, 1365B Clifton Road,
NE, Atlanta, GA 30322.
Copyright 2002, Elsevier Science (USA). All rights reserved.
0887- 7963/02/1602-0004535. 00/0
doi: l O. 1053/tmrv.2002.31461
Transfusion Medicine Reviews, Vol 16, No 2 (April), 2002: pp
115-130 115
13. 116 GILLESPIE A N D HILLYER
pears that in general the vast majority of donors are
repeat donors who represent a small but committed
group o f individuals responsible for donating most
of the blood in the United States and other coun-
tries. This review will focus on characteristics per-
tinent to allogeneic blood donors, motivational
sources in donor decision making, and research
concepts and techniques used to examine these
factors.
CHARACTERISTICS OF ALLOGENEIC BLOOD
DONORS
General Demographic and Personal
Characteristics
T h e o r e t i c a l l y , i f d o n o r s can b e p r o f i l e d in
t e r m s
o f their personal characteristics, then potentially
their behavior can be predicted and individuals
selected who are more likely to become or remain
as donors. 1~ A variety of donor characteristics re-
ported in the literature are compiled in Table 1.
A comprehensive study investigating blood do-
nors and t h e i r d e c i s i o n m a k i n g w a s c o n d u c t e
d b y
D r a k e and c o l l e a g u e s ~ as p a r t o f a 5 - y e a r ,
Na-
t i o n a l Institute o f H e a l t h - f u n d e d p r o j e c t o f
b l o o d
14. b a n k i n g in the U n i t e d States. l 1 T h e s e d a t a f r o
m the
1970s r e v e a l e d that the a v e r a g e d o n o r was a m i d
-
d l e - a g e d w h i t e man, the m o s t p r e f e r r e d site to
g i v e
b l o o d was a l o c a l h o s p i t a l , and the m a j o r i t y o
f
i n d i v i d u a l s s u r v e y e d o p p o s e d p a i d d o n a t
i o n s . Os-
w a l t ' s 1977 r e v i e w 12 o f the b l o o d d o n o r l i t e
r a t u r e
d e s c r i b e d the " t y p i c a l " d o n o r as a w h i t e m a
n r e p -
r e s e n t i n g an o r g a n i z e d g r o u p w h o t e n d e d
to be a
r e p e a t d o n o r and w h o g a v e at a m o b i l e u n i t
in the
c o m m u n i t y in w h i c h he r e s i d e d . M o r e r e c e n
t d a t a
p r o f i l e d o n o r s as m a r r i e d ~3 with 1 o r m o r e c
h i l d r e n
and w h o o f t e n h a v e a " r a r e r " b l o o d t y p e than
nondonors.14,15
Gender
A l t h o u g h m o s t d o n o r s w e r e r e p o r t e d as b e
i n g
m e n in the 1970s and 1980S, 12,16 i n c r e a s e s in the
n u m b e r o f w o m e n d o n o r s w e r e d e s c r i b e d
in the
Table 1. Donor Characteristics
Donor Characteristics Reference (% Cited, Specifics of
15. Variable)
General
Gender
Age
Race
Married
Educational level
First-time donors
Repeat donors
Multigallon donors
Elderly donors
18 (40%-50% general population at 1 point)
3 (4%-6% US population/yr, 8%-9% of eligible population)
14 (male, married, have children, higher education, rarer blood
type)
13 (80% men)
12 (majority men)
50 (47%-64% w o m e n , mean - 54%, increase trend in 1990s)
15 (increased drop out a m o n g w o m e n after 4-8
donations)
13 (28%, ages 20-29; 29%, ages 30-39; 25%, ages 40-49; 17%,
16. ages 50-59)
18, 17 (mean = 33-38)
26 (mean = 38)
13 (10% nonwhite)
19 (74% white, first-time donor)
13 (57%)
30 (62%)
19 (41% --- high school, 28% graduated college, 28% > college)
13 (19% total)
19 (52% men, 74% white, age: 28% -< 19 yr, 27% - 20-29 yr,
22% = 30-39 yr, 14% = 40-49 yr, 8% ->
50 yr)
50 (58% women)
6 (64% < 35 yr, 52% men, 88% US born, 32% > college
education)
24 (dropout rate: 89% w o m e n , 63% men)
15 (78%-91% of all current donors, w o m e n have major
dropout rate after 4-8 donations)
31 (81%)
19 (43% = Rh negative, 43% return rate if > 50 yr)
9 (become repeater if return within 2 y r of first time, % return
increases with age, and no. of previous
donations)
19 (highest repeat rate if return ~< 6 mos after first donation)
17. 26 (mean age = 52 yr, mainly white, male, college grad)
50 (30% women)
23 (mean age = 68 yr, 91.4% white, 6% Hispanic, most married,
well educated with higher education)
BLOOD DONATION DECISION 117
1990s. In 1 study, women comprised 47% to 64%
of all donors, representing an average of 54%. A
recent evaluation of over 900,000 first-time donors
showed that women constituted 47.6% of this co-
hort, 6 a substantial increase in proportion of the
donor base from 2 or 3 decades earlier.
Age
Trends in donor age vary with the populations
assessed and the types of donors represented. In
1965, 47% of all donors were 20 to 39 years old; 13
in 1975, the average age was 33 to 38 years. L7,~8
This age range remained consistent through the
1990s, with 63.6% of all first-time donors for the
period of 1991 to 1996 reported as being less than
35 years old. 6
Race and Place o f Birth
Although only 10% of the donor pool was re-
ported as nonwhite in 1965,13 that number had
grown to 26% for the period of 1991 to 199579
Results of a 1991 to 1996 survey of 5 major donor
centers participating in the Retrovirus Epidemiol-
18. ogy Donor Study (REDS) indicated significant
changes in the race and ethnicity of first-time do-
nors, with decreases in the number of white donors
in all regions and increases in minority donors,
particularly Hispanic. 6 Wu and colleagues 6 pre-
dicted that by 2005 Hispanics will outnumber other
ethnic groups as the largest minority donor constit-
uency in the country. In their study, the percent o f
non-US-born donors overall was 12%, reflecting
an increase in this group in several regions of the
country.
Education and Socioeconomic Status
Recent data showed that approximately one
third of first-time donors had a college or graduate
degree, 6 with 45% of repeat donors having at least
a college education. 19 Higher educational status
correlated with income level of donors, which was
reported by a survey of 15 blood centers to be
about 30% higher than the average income of
nondonors. 2o
Similar characteristics have been identified for
donors in countries other than the United States. 2~
In a 1994 study of over 800 randomly selected
donors in Greece between 18 and 65 years of age,
stepwise multiple regression analysis revealed that
blood donation correlated with gender, occupation,
and knowledge level. The "standard" donor in this
setting was a man, either a student or member o f
the military, and had higher levels of knowledge
about blood donation and needs for blood. 22
Elderly Donors
19. In anticipating the aging of the US population,
Simon and associates 23 conducted a randomized,
controlled trial of routine blood donation in elderly
people over 63 years of age. A description of the
244 elderly donors characterized them as being
well educated, married, white, and "somewhat af-
fluent." These older individuals, although they
showed greater incidence of comorbidities and
chronic ailments than younger donors, experienced
no higher rates of negative reactions to blood do-
nation. Although the health histories of elderly
volunteers might have been a source of initial
concern, the investigators advised that "if thor-
oughly reviewed, the previous and current medical
conditions of the elderly will be found not to
disqualify them for blood donation. ''23 Donation by
the elderly in this study was concluded as being
both safe and practical and may represent an un-
tapped resource for recruitment or retention.
First-Time Donors
The need for recruitment of new donors to re-
place other donors who have become ineligible or
dropped out of the donor pool, as well as to build
the blood supply to prevent shortfalls, represents
an important focus of blood centers. About 19% o f
the donor base are those giving for the first time, ~3
with the overall dropout rate cited as 89% for
women and 63% for men. 24 Wu and others from
the national REDS group 6 described first-time do-
nors during 1991 to 1996 as mostly white, and US
born; 52% were men. In this cohort, 77% were less
than 39 years old, including 28% who were 19
years or less, reflecting targeted first-time donors
20. from high school and college populations. The
total number of first-time donors was reported at
the 5 REDS centers as being decreased by 6.7%
during this time period, which raised the question
of national apathy toward blood donation. How-
ever, specific regions (eg, Southern California and
Oklahoma) experienced a significant increase
(60%) in new donors. Such descriptive data do not
clarify the underlying reasons for these statistics,
although certain centers had explicitly targeted mi-
nority recruitment as part of their donor cam-
paigns.
118 GILLESPIE AND HILLYER
Return Donors
Repeat donors comprise the majority of the do-
nor pool, representing a range of 78% to 91% of all
donors.13.15 This proportion of the donor pool has
changed little over time because the blood supply
has been "heavily dependent upon a core of com-
mitted, regular donors ''15 for the past 30 years or
more. Review of the literature indicates that al-
though characteristics and motivation of first-time
donors are important for guiding recruitment strat-
egies, their high drop-out rates underscore the need
to address factors related to return donors. Recruit-
ment and retention of repeat donors lead to a safer
blood supply with lower incidence of transfusion-
transmitted viral diseases, create a donor pool that
tends to be more responsive to donation requests,
and facilitate ongoing recruitment of new and
,lapsed donors. 25,26
21. The importance of return donors was under-
scored in a quantitative analysis of donations in
Australia. 9 The effect on total donations caused by
a slight decrease in overall return rates from 88%
to 85% at 2 years was shown as correctable either
by maintaining the return rate at 88.5% or by
increasing the recruitment of new donors by 33%.
Clearly, retention appears to be a far more efficient
strategy in this population. Thus, defining the op-
timal method for retaining donors who later return
and give blood on multiple occasions represents a
worthwhile goal with long-term advantages and
has been the subject of intensive study. 27
Certain factors have been reported to have sig-
nificance in predicting the return behavior of do-
nors. James and Matthews 28,~9 analyzed blood do-
nor return behavior by using survival curves. The
time from the initial donation until subsequent
donation was termed the donation cycle to develop
a framework to measure and analyze return behav-
ior as interval data. Relative risks were shown to be
time dependent, with the likelihood of a second
attempt at donation diminishing over time since the
initial donation. Similar donation patterns were
reported by Whyte and colleagues 9 in Australia,
where 8.9% of the population (1.6 million people)
gave 2.4 million donations over a period of 34
months, in this study, return behavior within 2
years predicted future patterns of donation and was
highly related to age and the number of earlier
donations: for donors 45 to 69 years old, over 90%
returned within 2 years to donate again; with
smaller proportions reported for donors 30 to 44
22. years old (80% return) and 15 to 29 years old (70%
return rate). Return behavior correlated directly
with the number of previous donations, ranging
from a 95.7% return rate for 30 or more prior
donations to 57% return rate if the individual had
given only 1 previous donation.
Piliavin 15 classified return donors into 2 catego-
ries: (1) those who had given 1 to 3 times and those
who had donated 4 or more times. Facilitating the
transition of repeat donors to the latter classifica-
tion was found to be critical in generating long-
term repeat donors. Thus, interventions designed to
encourage donors to continue through the fourth
donation could have a significant effect on main-
taining the overall donor pool.
In studies performed by using the REDS data,
Ownby and colleagues 19 evaluated 879,816 first-
time donors from 1991 to 1995 for return behavior.
Factors predicting a higher likelihood of repeat
blood donation included (1) shorter time interval (6
months or less) between the first and second do-
nation attempt (P < .0001); (2) increased age, with
those 50 years or older showing a 43.3% return
rate, whereas those less than 20 years old associ-
ated with only a 33.3% return rate (P < .0001); (3)
higher levels of education, with college or graduate
degrees associated with a 45% return rate com-
pared with those with some college (39%) and a
high school education or less (34%) (P < .0001);
and (4) Rh-negative status, with a 43% return rate
versus Rh-positive donors who showed a 37% re-
turn rate (P < .0001). By using multiple regression
analysis, age was found to be a strong predictor of
early return and higher frequency of donation.
23. However, the investigators acknowledged that the
youngest age group was likely more mobile and
may actually have repeated donations at other
blood centers, but their study was unable to capture
such data. Importantly, the average time from the
initial donation to the return attempt w a s the most
significant factor in predicting later returns, with
the number of donations inversely related to the
length of time between the first and second dona-
tions. The highest number of donations was ob-
served when 6 months or less elapsed between the
initial donation and subsequent attempts.
Return Behavior of "Safe" Donors
Thomson et al3o surveyed over 50,000 randomly
selected blood donors considered "safe" after test-
BLOOD DONATION DECISION 119
ing of donated units to determine these donors'
intent to donate again during the next 12 months.
In evaluating their intentions about future dona-
tions, only 3.4% of this cohort stated they would be
unlikely to donate again in the next year. Donors
indicating a reduced intent toward repeat donations
tended to be first-time donors of minority or ethnic
background, with lower levels of education, who
had a poor assessment of their treatment by the
collection center, and/or had a negative reaction or
"bad experience" during the donation process. Al-
though intention is central to decision making,
statements of intent do not always accurately pre-
dict behavior. Although this study examined anon-
24. ymous survey results of intention to return, no
authentic return behavior was recorded; however, a
97% actual return rate would be highly unlikely
based on other studies in the literature. These re-
sponses also highlight the bias encountered in eval-
uating donor questionnaires because respondents
may exhibit a tendency to provide answers they
think they are expected to give or believe the
investigators wish to receive rather than supplying
a more realistic perspective.
Multigallon Donors
Among the group of return donors, most coveted
are those individuals who have given repeated do-
nations equal to 1 or more gallons. Royse and
Doochin 26 surveyed by mail 500 multigallon do-
nors who had given at least 5 gallons of blood
(median donation, 64 units) and compared their
responses to those from another 500 random do-
nors who had not donated blood as frequently
(median donation, 9.5 units). The multigallon do-
nors were characterized as white male college
graduates who had higher levels of awareness of
the need for blood donation. The mean age of these
donors was significantly older at 52 years com-
pared with the 38 years of the random donors. No
significant differences between the groups were
reported for having had close friends or family
members who were also donors or who had previ-
ously been transfusion recipients or for overall
attention to their own health habits and practices.
However, multigallon donors tended to indicate a
deeper, more long-term psychological commit-
ment toward blood donation compared with the
random donor group, with a stronger desire to give
25. blood until they were very old (86% vs 66%, P <
.00t). Although the multigallon donors more often
viewed their long-term donation as a proud accom-
plishment (51% vs 32%, P < .001), few donors in
either group reported feeling that they had received
support or recognition for their contributions.
About 20% of these large-volume donors had a
prior "bad experience" donating blood but per-
sisted in giving blood on a continued basis, show-
ing their ability to overcome obstacles commonly
encountered in the blood donation process. No
significant differences were noted in the stated
reasons why multigallon donors gave blood com-
pared with the random donors except that the
multigallon donors reported a greater tendency to
participate in humanitarian volunteer efforts com-
pared with other groups (35% vs 24%; P < .05).
However, in analyzing the study's findings, the
low response rate (2t%) to the mail survey by the
random donor group should be noted because it
raises the question of the representative nature of
the sample.
Despite the myriad studies and intensive efforts
over time to profile donor characteristics, the exact
usefulness of demographic data should be inter-
preted cautiously. Demographics likely are not
data causally related to donation. Most surveys of
demographic characteristics draw from limited,
nonrandom sampling often using flawed study de-
sign and/or instruments. The theoretic basis for
many donor studies remains vague or undeveloped.
Centers may target certain groups with campaigns
directed toward specific characteristics (eg, Rh-
negative blood type), or study samples may mirror
26. recruitment techniques and sites. The success of
cold calls to potential donors and subsequent donor
recruitment may be based o n demographic-tar-
geted calling in that "demographic differences be-
tween donors and nondonors may be perpetuated
through a self-fulfilling prophecy, m5 Donor char-
acteristics may also simply be a reflection of the
more practical aspects of blood donation. For ex-
ample, the greater return rates for individuals with
higher education may actually relate to increased
socioeconomic status and the concept that these
donors may have more time available to give
blood.
POSITIVE MOTIVATORS
Altruism
Oswalt's ~2 and Piliavin's and Callero's 15,18 re-
views of 3 decades of literature on motivation and
120 GILLESPIE AND HILLYER
r e c r u i t m e n t o f d o n o r s and n o n d o n o r s r e p o r
t e d that
p r i m a r y m o t i v a t i o n to d o n a t e b l o o d c o n s i
s t e n t l y
had b e e n d e t e r m i n e d to be altruism, d e f i n e d as
" p r o s o c i a l b e h a v i o r that has no o b v i o u s b e n e
f i t for
the r e s p o n d e n t b u t is beneficial to the r e c i p i e n t .
''31
I n d i v i d u a l s t u d i e s h a v e a l s o a t t r i b u t e d d
o n o r be-
27. h a v i o r p r i m a r i l y to altruistic m o t i v e s . 13,32,33
T h e e x a c t r o l e o f a l t r u i s m in the b l o o d d o n a
t i o n
d e c i s i o n - m a k i n g p r o c e s s , h o w e v e r , has b e
e n ques-
tioned. ~4,34 I n s o m e cases, a l t r u i s m and s o c i a l
re-
s p o n s i b i l i t y w e r e a m o n g the l e a s t significant
m o -
t i v a t i o n s i d e n t i f i e d as r e a s o n s for b l o o d d
o n a t i o n . 35
B e h a v i o r a l c a t a l y s t s o t h e r than a l t r u i s m h
a v e b e e n
p r o p o s e d in that (1) d o n o r s m a y a c t u a l l y d e r i
v e
d i r e c t benefit f r o m g i v i n g b l o o d , i n c l u d i n g
a b o o s t
to t h e i r self-esteem14.33.36.37; (2) i n d i v i d u a l d o n o
r s
a r e l i k e l y m o t i v a t e d b y m u l t i p l e factors s i m
u l t a -
n e o u s l y ; 3~ (3) d e c i s i o n m a k i n g and b e h a v i o
r en-
c o m p a s s c o g n i t i v e , affective, and p s y c h o l o g i c
a l
c o m p o n e n t s on m a n y levels; 11 (4) a l t r u i s m i t s
e l f is
a c o m p l e x , m u l t i d i m e n s i o n a l c o n c e p t for w
h i c h the
e m p i r i c a l b a s i s for s t u d y i n g b e h a v i o r is
difficult to
e s t a b l i s h ; 3~ a n d (5) d o n o r s q u e s t i o n e d a b
o u t their
m o t i v a t i o n m a y b e u n a w a r e , unable, or u n w i l
28. l i n g
to e x p r e s s t h e i r u n d e r l y i n g r e a s o n s with g r
e a t ac-
c u r a c y . 3. In m a n y r e p o r t e d studies, i m p o r t a n t
dif-
f e r e n c e s l i k e l y e x i s t b e t w e e n w h a t the s u b
j e c t s
s t a t e d a n d w h a t t h e i r actual r e a s o n s were for g
i v i n g
b l o o d , r a i s i n g the q u e s t i o n o f the o v e r a l l v
a l i d i t y o f
t h e s e studies. A s for d e m o g r a p h i c data, o n e m u s
t
be careful not to a u t o m a t i c a l l y i n t e r p r e t the
stated
m o t i v a t o r s as h a v i n g a c a u s a l r e l a t i o n s h i p
w i t h the
b e h a v i o r a l o u t c o m e s . M a n y r e a s o n s c i t e d
as m o t i -
v a t i o n a l s o u r c e s m a y s i m p l y b e a m e a n s o f
r a t i o -
n a l i z a t i o n , and such c o n c e p t s are g e n e r a l l y m
u l t i -
f a c t o r i a l in nature.
Incentives
T h e r o l e o f i n c e n t i v e s has b e e n i n v e s t i g a t
e d as a
p o t e n t i a l k e y c o m p o n e n t o f d o n o r m o t i v a
t i o n . 39
E a r l i e r studies o f b l o o d donors r e v e a l e d that 50%
o f d o n o r s w e r e m o t i v a t e d b y the a s s u r a n c e
o f g u a r -
a n t e e d b l o o d r e p l a c e m e n t for f a m i l y m e m b
e r s , and
29. 10% g a v e b l o o d to c o v e r their o w n p o t e n t i a l n
e e d s
in the future, j3 In a 1995 m a i l s u r v e y o f o v e r 7400
b l o o d d o n o r s in the R E D S cohort, 4~ s u b j e c t s w
e r e
a s k e d a b o u t t h e i r attraction to d i f f e r e n t i n c e n
t i v e s
as sources o f m o t i v a t i o n to c o n t i n u e g i v i n g b l
o o d .
O f this g r o u p , 58% i n d i c a t e d they w o u l d return i
f
o f f e r e d b l o o d c r e d i t s , w h e r e a s 4 6 % s t a t e
d t h e y
w o u l d b e m o t i v a t e d to r e p e a t d o n a t i o n i f
m e d i c a l
t e s t i n g was a benefit. T h e e l i m i n a t i o n o f a s s u
r a n c e
a n d c r e d i t p r o g r a m s at m o s t centers has m o d i f i
e d
this r e a s o n as a s o u r c e o f g e n e r a l m o t i v a t i o
n , js
R e c e i p t o f i t e m s o f s m a l l o r l i m i t e d v a l u
e for
b l o o d d o n a t i o n was i d e n t i f i e d as a p o s i t i v e
m o t i -
v a t o r to 20% o f t h o s e s u r v e y e d b y S a n c h e z
and
c o l l e a g u e s , z~ I n c e n t i v e s h a d a g r e a t e r e f
30. f e c t on
first-time d o n o r s and those in y o u n g e r a g e groups.
A l t h o u g h i n c e n t i v e s o f l i m i t e d v a l u e w e r
e v i e w e d
as b o t h safe and p o t e n t i a l l y e f f e c t i v e , the o f f
e r i n g
o f c a s h was f o u n d to e n t i c e d o n o r s w h o w e r
e 60%
m o r e l i k e l y to b e at r i s k for d o n a t i o n o f
transfu-
s i o n - t r a n s m i t t e d i n f e c t i o u s d i s e a s e s ( P
= .03). 4o
D o n o r s w h o w e r e m o t i v a t e d b y free t i c k e t s
to
e v e n t s as a r e s u l t o f t h e i r d o n a t i o n w e r e a l
s o m o r e
l i k e l y to r e p r e s e n t an i n c r e a s e d r i s k ( o d d s
ratio,
[OR], 1.5) o f t r a n s f u s i o n - r e l a t e d i n f e c t i o n ,
as w e r e
r e s p o n d e n t s w h o f a v o r e d e x t r a t i m e o f f w
o r k as an
i n c e n t i v e (OR, 1.2). In an e a r l i e r s t u d y c o m p a r
i n g
31. the m o t i v a t i o n s o f d o n o r s with n o n d o n o r s ,
80% o f
d o n o r s i n d i c a t e d m o n e y w o u l d n o t s e r v e
as an
i n c e n t i v e to them. 41
C o u n t r i e s o u t s i d e the U n i t e d S t a t e s h a v e
m o d i -
fied their v o l u n t a r y d o n o r s y s t e m and i m p l e m e
n t e d
m e t h o d s w h e r e b y d o n o r s are paid. Z e i l e r and
K r e t s c h m e r 42 q u e s t i o n e d o v e r 1100 G e r m a
n b l o o d
d o n o r s a b o u t t h e i r v i e w s t o w a r d r e i m b u r
s e m e n t for
d o n a t i o n : 77% r e s p o n d e d t h e y w o u l d no l o n
g e r
w a n t to d o n a t e b l o o d i f r e i m b u r s e m e n t c e a
s e d en-
tirely, a l t h o u g h 78% w e r e w i l l i n g to a c c e p t a b
a n k
t r a n s f e r r a t h e r than i m m e d i a t e c a s h p a y m e
n t as
r e m u n e r a t i o n . A l t e r n a t i v e p a y m e n t s to
cash, such
32. as i n - k i n d tickets or c o u p o n s , m e t w i t h the ap-
p r o v a l o f o n l y 27% o f this cohort, b u t 37% i n d i -
c a t e d t h e y w o u l d still b e w i l l i n g to d o n a t e b
l o o d i f
the i n - k i n d p a y m e n t s w e r e the o n l y r e i m b u r
s e m e n t
r e c e i v e d . G r e e k s u b j e c t s s p e c i f i e d 3 t y p e
s o f in-
c e n t i v e s that m o s t i n f l u e n c e d their d e c i s i o n
to g i v e
b l o o d : (1) h e a l t h i n c e n t i v e s for the d o n o r ;
(2)
structural and o r g a n i z a t i o n a l factors, i n c l u d i n g
do-
n o r e d u c a t i o n and m a n a g e m e n t o f b l o o d
center
f a c i l i t i e s ; and (3) s o c i a l or e c o n o m i c i n c e n t
i v e s . 22
I n c e n t i v e s m a y a c t u a l l y s e r v e to i m p e d e
the b l o o d
d o n o r d e c i s i o n . In 1 study, h i g h i n c e n t i v e s w
e r e
a s s o c i a t e d w i t h d e c r e a s e d n u m b e r o f d o n
a t i o n s ,
33. w h e r e a s h i g h l e v e l s o f p o s i t i v e i n t r i n s i c
m o t i v a t i o n
c o u p l e d with l o w r e w a r d s w e r e f o u n d to r e s
u l t in
the h i g h e s t n u m b e r o f d o n a t i o n s o v e r a l l .
43
BLOOD DONATION DECISION 121
P?'essbtre
S o u r c e s o f e x t e r n a l p r e s s u r e u s e d to m o t i
v a t e
i n d i v i d u a l s to g i v e b l o o d m a y t a k e n u m e r o
u s
f o r m s i n c l u d i n g r o l e m o d e l s ; p e r s o n a l r e
q u e s t s ;
and c o n t a c t s with others w h o m a y e x e r t p r e s s u r
e in
the f o r m o f p h o n e calls, letters, or f a c e - t o - f a c e
c o m m u n i c a t i o n . 44 O n e t h e o r y c o n t e n d s
that b l o o d
d o n o r s a c t u a l l y h a v e a l o w e r s e n s e o f s e l f
- e s t e e m
and g i v e b l o o d in an a t t e m p t to r a i s e t h e i r
self-
c o n c e p t . I f correct, this c o u l d m e a n that d o n o r s
34. are
n a t u r a l l y m o r e v u l n e r a b l e to p r e s s u r e to c
o m p l y
w i t h o t h e r s ' stated requests. ~ 5 0 b o r n e and B r a d -
l e y 33 r e p o r t e d that o v e r h a l f (56%) o f all d o n o
r s
g a v e b l o o d o n l y b e c a u s e o f p e r s o n a l p r e s
s u r e f r o m
others. I n D r a k e et a l ' s s t u d y 11 c o n d u c t e d in
the
1970s, o n l y 19% o f e l i g i b l e n o n d o n o r s r e p o r t
e d
h a v i n g b e e n d i r e c t l y a s k e d to d o n a t e c o m p
a r e d
w i t h 38% o f first-time d o n o r s a n d 54% o f t h o s e
r e p e a t i n g b l o o d d o n a t i o n . T h e p r i m a r y r e
a s o n
i d e n t i f i e d as to w h y n o n d o n o r s d i d not g i v e
w a s
" n o one a s k e d m e p e r s o n a l l y . "
P e r s o n a l c o n t a c t b y r e c r u i t e r s a n d o t h e r
d o n o r s
can b e v e r y p o w e r f u l m o t i v a t o r s , w i t h f a c
e - t o - f a c e
c o n t a c t r e p o r t e d as 4 t i m e s m o r e e f f e c t i v e
t h a n a
35. p h o n e call, e s p e c i a l l y for t h o s e c o n s i d e r i n g
d o n a t -
ing for the first time. 15,45,46 F r i e n d s and r e l a t i v e s
w h o are a l r e a d y d o n o r s w e r e c i t e d b y 75% o f
n e w
d o n o r s as p o s i t i v e m o t i v a t i o n a l factors in L o
n d o n
and H e m p h i l l ' s r e v i e w J 3 w h e r e a s c o n t a c t
w i t h or
m o d e l i n g b y other d o n o r s was i d e n t i f i e d as the
p r i m a r y r e a s o n for g i v i n g b l o o d b y 45% o f A
u s -
t r a l i a n first-time donors. In a h i g h s o c i a l p r e s s u r
e
s i t u a t i o n d e s i g n a t e d as " i n t e n s e c o l l e c t i
o n e n v i r o n -
m e n t " , in w h i c h p o t e n t i a l d o n o r s are h e a v i l
y re-
cruited, d o n o r y i e l d can b e i m p r e s s i v e . 11 T h e
s e
r e c r u i t m e n t efforts f o r c e d i n d i v i d u a l s to state
t h e i r
d e c i s i o n as to w h e t h e r t h e y w i l l d o n a t e b l o
o d o r
not, w i t h the m a j o r i t y s u b m i t t i n g to the p r e s s
u r e
and a g r e e i n g to give. T h o s e w h o r e s i s t the r e c r
u i t -
36. m e n t p r e s s u r e m u s t do so p r o a c t i v e l y : in an i
n t e n s e
c o l l e c t i o n e n v i r o n m e n t , 7 4 % o f n o n d o n o
r s c o n -
s c i o u s l y m a k e the d e c i s i o n not to g i v e b l o o d
,
w h e r e a s in the g e n e r a l p o p u l a t i o n o n l y 20%
o f
t h o s e w h o d o not d o n a t e e v e r m a k e s u c h a d
e l i b -
erate d e c i s i o n .
E v e n c o l d contacts can be useful in r e c r u i t m e n t .
W h e n H a y e s et a147 c o n t a c t e d i n d i v i d u a l s
to a s k
t h e m for p e r m i s s i o n to b e p u t on a list o f p o t e n
t i a l
d o n o r s to c a l l for future b l o o d drives, 85% o f
current donors, 71% o f l a p s e d donors, and 40% o f
n o n d o n o r s agreed. C o l d c a l l s t a r g e t e d to n o n
d o n o r
h o u s e h o l d s that fit a p r e c i s e d e m o g r a p h i c
profile o f
p o t e n t i a l d o n o r s y i e l d e d a 20% a g r e e m e n t
rate
a m o n g i n d i v i d u a l s c o n t a c t e d , b u t o n l y
14% o f
those w h o a g r e e d a c t u a l l y s h o w e d up to donate.
B e c a u s e m a n y o f t h e s e n o n d o n o r s a l s o b r
37. o u g h t in
1 or m o r e i n d i v i d u a l s to g i v e at the s a m e time,
the
true r e s p o n s e rate to the c o n t a c t s was c l o s e r to
30%. 48 A r e v i e w o f p o s i t i v e m o t i v a t o r s is i n
c l u d e d
in T a b l e 2.
NEGATIVE MOTIVATORS
Fear and Anxiety
V a r i o u s fears h a v e b e e n d e s c r i b e d b y b o t h
non-
donors and d o n o r s as h a v i n g a n e g a t i v e influence
on the d e c i s i o n to d o n a t e b l o o d , i n c l u d i n g
fear o f
n e e d l e s , sight o f b l o o d , p a i n o r d i s c o m f o r t
, and
b e i n g t o l d t h e y are not e l i g i b l e to g i v e b l o o d
.
D o n o r s m a y e x p e r i e n c e t h e s e fears b u t m a k
e the
d e c i s i o n to g i v e b l o o d d e s p i t e t h e i r
concerns. 49
W h e t h e r such fears are l e g i t i m a t e or serve m a i n l
y
as r a t i o n a l i z a t i o n to a v o i d g i v i n g b l o o d r e
m a i n s
unclear. 12 G e n e r a l fears a b o u t the d o n a t i o n p r o
c e s s
h a v e b e e n a l l u d e d to as a p r i m a r y s o u r c e o f
n e g a -
tive m o t i v a t i o n for at l e a s t one q u a r t e r to one
third
38. o f n o n d o n o r s , 13,41,44 w i t h specific f e a r o f n e e
d l e s
i d e n t i f i e d b y 15% to 27% o f t h o s e d e c i d i n g
not to
g i v e b l o o d . ~3,41 F i r s t - t i m e d o n o r s f e a r p a
i n m o r e
often than t h o s e w h o h a v e p r e v i o u s l y g i v e
b l o o d 24,32 a l o n g w i t h a g r e a t e r f e a r o f the "
u n -
k n o w n . " L i k e w i s e , a n x i e t y m a y b e g e n e r a
l l y ex-
a g g e r a t e d i n i t i a l l y , w i t h a r a n g e o f 19% to
37% o f
donors r e p o r t i n g b e i n g n e r v o u s b e f o r e the d o
n a t i o n
p r o c e s s . H o w e v e r , a n x i e t y was o b s e r v e d to
de-
c r e a s e as the n u m b e r o f d o n a t i o n s i n c r e a s e
d and
the d o n o r b e c a m e m o r e a c c u s t o m e d to the e x p
e r i -
ence.50
Short-Term Donor Deferral
V o l u n t e e r b l o o d d o n o r s m a y not return for sub-
sequent d o n a t i o n s b e c a u s e o f t e m p o r a r y
deferral,
i n c l u d i n g l o w h e m a t o c r i t , s o r e throat, fever,
or use
o f d i s a l l o w e d m e d i c a t i o n w i t h i n e s t a b l i s
h e d t i m e
p e r i o d s b e f o r e the d o n a t i o n point. A n t i c i p a t
i o n o f
t e m p o r a r y o r p e r m a n e n t d e f e r r a l has b e e n
39. fre-
q u e n t l y cited as a r e a s o n to a v o i d d o n a t i o n .
51 P i l i -
a v i n 52 s u r v e y e d o v e r 1200 d o n o r s to d e t e r m
i n e the
r o l e o f t e m p o r a r y d e f e r r a l on l a t e r d o n a t i
o n s . F i r s t -
122 GILLESPIE AND HILLYER
Table 2, Sources of Positive Motivation for Blood Donation
Positive Motivator Reference (% Cited, Specific Concept)
Altruism
Community
Incentives
Personal benefit
General pressure to donate
Personal request
Personal contact
Request from other donors
Awareness
Self-Esteem
Don't know w h y they give
40. 13, 14, 31, 33, 34, 44 (also duty)
26 (35%), 75, 76
39, 41 (87% not motivated by money)
40 {20% want items of limited value; 46%-58% want medical
testing)
44 (28% health)
33 (personal fulfillment)
44, 26 (11% multigallon donors);
11 (higher yield in "intense collection environments")
15 (if lower self-esteem especially vulnerable to pressure as
motivator)
33 (56% donate only because of peer pressure)
11 (19% nondonors asked to give vs 38% first-time donors vs
54% repeat donors)
17 (38% first-time donors give with a friend)
45, 46 (for 1st time donor, face-to-face by recruiter more
effective than phone contact)
15 (face-to-face most effective for recruitment)
13 (75% donors had family/friends already as donors)
2 (45% donors cited contact with other donors as main reason w
h y give blood)
11 (#1 reason cited w h y gave blood)
58 (27% current/lapsed donors-primary motivator)
36, 37, 33, 14 (decreased self-esteem in donor's vs nondonors)
13 (donors experience increased self-esteem after donation)
38, 32 (2nd most c o m m o n reason cited)
time donors who had received a short-term tempo-
rary deferral (STTD) and those who had no donor
deferral (NDD) were compared for later donor
behavior. In a 6-month follow-up period, only
2.8% of the STTD first-time donors returned for a
second donation versus 27.3% of those donors who
were not deferred. The investigator proposed that
first-time donors interpreted temporary deferral as
a psychological reason justifying why they should
41. not repeat blood donation.
Halperin et al 5~ found similar results in a longi-
tudinal study of donor behavior in which donors
with STTD were matched with donors with NDD
by sex, age, and date of donation and followed for
over 4 years. Return rate and total number o f
donations were compared between the 2 groups.
Those individuals with NDD were 29% more
likely than the STTD donors to return for further
donation (80% vs 62%, P < .001). In terms of total
units of blood donated, donors with NDD gave
81% more blood (13798 units vs 7615 units) and
averaged 1.45 units/year/donor versus 1.03 units/
year/donor for those with STTD. The reason for
deferral also played a role, with return rate by
deferral code ranging from 11% to 34% and dif-
ferences measured in units of blood donated by
deferral code ranging from 43% to 202%.
Short-term temporary deferrals can have acutely
negative effects on first-time donors in particular.
In Noonan et al's 54 study of 187 donors with
STTD, only 11% returned despite phone calls and
letters in follow-up; however, none of the first-time
donors (0/64) with STTD returned. In a study 55
designed to promote retention of deferred donors,
considerable effort to contact donors with STTD
within 3 to 4 weeks after their deferral resulted in
a doubling of the return rate of STTD donors from
24% to 47% within the first 6 months after deferral.
All of these studies underscore the importance of
the potential effects of short-term deferral on sub-
sequent donor behavior and emphasize the central
goal of blood centers to keep donors in the pool.
42. Permanent Deferral and Medical Reaction
Close to 60% of potential donors claim concerns
about possible chances of being medically disqual-
ified as a donor or physical reactions to blood
donation as sufficient reasons not to give blood. 24,4~
But, as for other fears, the apprehension regarding
deferral or reactions may simply serve as justifica-
tion to avoid giving blood. 12 Approximately 10%
of individuals who attempt donation experience
some form of adverse reaction (eg, syncope, 2%-
9%) ~s often resulting in a negative attitude that
may limit or delay return donations. ~8 Ranasinghe
and Harrison 56 investigated 1 specific type of "bad
experience" as viewed by blood donors, evaluating
the effects of significant bruising on subsequent
BLOOD DONATION DECISION 123
donation behavior in the United Kingdom. No sig-
nificant difference was noted in repeat donations
between those donors who experienced bruising
during blood collection versus those donors who
did not sustain bruising. Adverse reactions were
shown to have no effect on the return behavior of
multigallon donors? ~ Again, as for fear and anxi-
ety, first-time donors were more susceptible to
worries about and the negative effects of medical
deferral and donor reactions.
Lack of Awareness
Ignorance or being unaware of the need for
43. blood or other aspects of the donation process has
been consistently identified as a negative factor in
potential donor decision making. 44,57 The lack of
being specifically asked to give blood is the chief
reason provided why nondonors failed to give 11
and may also explain poor return rates among the
majority of donors. Analysis of 9000 current,
lapsed, and nondonors in the United Kingdom de-
termined that 27% of the current or lapsed donors
were primarily motivated by awareness of the need
for blood coupled with an understanding that indi-
vidual donors may personally need blood in the
future. ~8
Apathy
Defined often as "a state of indifference, lack of
feeling," apathy has been cited as a major reason
for about 16% to 20% of nondonors as to why they
do not choose to give blood. 24,41 Oswalt 12, how-
ever, hypothesized that this concept is misleading
in that nondonors are rarely indifferent. Rather, the
majority of individuals questioned about their will-
ingness to give blood appear to recognize the im-
portance of blood donation and state they would
agree to give if the "correct conditions" were in
place. 2 The "correct conditions" may encompass
motivators, physical status, and aspects of the do-
nation process, which presumably do not meet the
standards of nondonors or do not continue to meet
the standards of lapsed donors. Only about 20% of
eligible nondonors in the general population ac-
tively decide not to give blood in the future; 11 yet,
less than 10% of the eligible population actually
donates blood. 3 A more accurate reason why so
44. many potential donors decide not to pursue dona-
tion is likely inertia rather than apathy. 2
A listing of common sources o f negative moti-
vation is provided in Table 3.
PROCESS MEASURES
General Donation Experience
First-time donors may posses greater concerns
about discomfort and fear of the donation experi-
ence, whereas repeat donors tend to be more fo-
cused on the donation process and the blood center.
Repeat donors often perform a cost-benefit analy-
Table 3. Sources of Negative Motivation for Blood Donation
Negative Motivator Reference (% Cited, Specific Concept)
Fear (general) 12, 13, 44, 41
49 (both nondonors & donors have fears, emphasis on fears
exaggerated).
41 (36%)
24 (23%)
11 (61%)
Fear of needle 41 (27%)
13 (15%)
Fear of pain 2, 32, 24, 13 (new donors more than repeats)
Fear of deferral 9, 52
Fear of medical disqualification 41 (60%)
24 (57%)
45. 51 (frequently cited)
27 (may represent rationalization)
Anxiety-nervousness 44, 41 (37%)
13 (19%)
50 (decreases as number of donations increase)
Unaware/ignorant of need 44, 57, 60 (primary reason cited by
minority students)
Never asked to give 11 (#1 reason by nondonors w h y don't
give)
Apathy 41 (16%), 24 (16%), 12 (likely not real reason)
2 (more likely inertia vs apathy)
124 GILLESPIE AND HILLYER
sis based on their prior experiences and recalculate
whether it is "worthwhile" to donate again. 15 Neg-
ative donation experiences account for about 6% to
19% attrition for all donors and 20% to 41% of the
dropout rate for first-time donors? 0
Convenience
General convenience of the process is rated as
very important by most donors, with "inconve-
nience" identified as a primary barrier to donation
by 13% to 19% of lapsed or nondonors. 13,24,41,5v
Overall, convenience or lack thereof has been
shown to be a major factor separating the high-
volume donor from those who give less often and
was cited as the second most important reason why
nondonors do not give blood. ~j Perception of con-
46. venience of the donation process varies with do-
nation frequency: 54% of nondonors thought the
~ process was convenient compared with
60% of those giving blood for the first through
third times and 72% of donors who had previously
given blood 4 or more times.lJ These data do not
clarify whether the more frequent donors simply
accepted any inconvenience because they were
more accustomed, or more committed, to the pro-
cess or if the findings reflect heightened concerns
about inconvenience by individuals who rarely or
ever gave blood based on inexperience, misinfor-
mation, or rationalization. The site where donation
takes place is considered an important deterrent to
donation if it is specifically perceived as inconve-
nient. 11,15 Thus, mobile units, worksite- or school-
based drives, and opportunities for donation close
to population centers are essential to donor recruit-
ment and retention. 59
Center Staff"
Treatment of donors by the staff who provide
the technical and administrative oversight of blood
donation is a key factor in the donation decision. In
Thomson et al's 3~ study of "safe" donors, most
donors rated their overall donation experience as
good to excellent (96%), with high levels of satis-
faction with their treatment (98%) and the skill
level of the technical staff (96.3%). For donors
who reported a very positive donation experience,
the attrition rate was quite low (2.3%-3.0%). How-
ever, donors who gave a fair to poor rating of the
waiting period (13.8%) or physical well-being dur-
ing and/or after the donation process (6.3%) were
less likely to return for subsequent donations
47. (6.2%-19% attrition). These findings were espe-
cially relevant to first-time donors, for whom attri-
tion rates among those who reported negative do-
nation experiences ranged from 19.7% to 40.9%.
In comparison, first-time donors who provided
positive ratings about the donation process showed
significantly lower attrition rates (10.7 %- 14.1%, P
-< .0001). In this study, the donor's view of treat-
ment by the center staff (OR, 3.0) and the level of
physical well-being during and after the donation
process (OR, 6.0) were the 2 factors with the
strongest predictive value for future donation (P --<
.001). Waiting time was also an important predic-
tor: donation time of 2 hours or less was associated
with increased donor retention (OR --> 1.5, P --<
0.039). However, in this study, analysis of return
behavior was based on stated intent to return rather
than actual documented return rates.
A review of aspects of the blood donation pro-
cess that may affect decision making and behavior
is included in Table 4.
Because blood donation by minorities tends to
be significantly reduced compared with whites,
Oswalt and Gordon ~~ investigated the motivation
of minority students to determine the relation to
donation behavior. Of 120 minority college stu-
dents surveyed, 33% had donated blood, for whom
the primary motivational factor was cited as altru-
ism. Similar negative motivators, including fear,
decreased awareness of the need to give, and per-
ceived lack of time, were identified for minority
subjects as those reported for whites. The investi-
gators concluded that educational and socioeco-
48. nomic factors, rather than motivational, were the
prime reasons for lower rates of blood donation
among minorities as compared with whites.
THEORETIC MODELS AND METHODOLOGIES
IN BLOOD DONATION STUDIES
Social Capital and Public Goods
Interpretation and application of some of the
findings published in the literature may be facili-
tated through attention to theoretic models and an
understanding of the methodologic limitations in
specific cases. A widespread theory used to explain
donor behavior draws from the concepts of social
capital and public goods. In keeping with the pref-
erence toward a voluntary, public, nonprofit, low-
cost blood system, yon Schubert 61 applied the the-
ory of public goods to blood donation to explain
BLOOD DONATION DECISION 125
Table 4. Process Measures t h a t Influence Blood Donation
Donation Process Measure Reference (% Cited, Specific
Concept)
General donation process
General convenience of process
Convenience of site
Treatment by center staff
49. Waiting time
Total time for process
Short-term t e m p o r a r y deferral (STTD)
Questions for health history
Reaction during donation
30 (6%-19% attrition for all donors, 20%-41% attrition for
firstAime donors
due to negative donation experience)
30 (first-timers more concerned about discomfort, repeat donors
more
focused on donation process)
57, 41 (19% inconvenient), 24 (13% inconvenient)
13 (13% perceived process as inconvenient);
11 (54% nondonors vs 60% 1st through 3rd-time donors vs 72%
> 4th time
donors perceive process as convenient)
11 (#2 reason after "never been asked" cited by nondonors as
w h y don't give, major factor to separate frequent vs less
frequent donors
59 (61%-91% w a n t weekday schedule not weekend)
11, 15 (major deterrent if inconvenient)
59 (mobile units, e m p l o y m e n t sites important)
50. 9, 30 (OR = 3.0 perception of staff treatment, strongest
predictor of return
donor behavior, 2%-3% attrition if good-excellent treatment by
staff)
15 (10% donors complain of long wait)
56 (perceived wait, not actual waiting time, especially during
first donation,
most predictive of later repeat donation)
59 (75% w a n t < 90 min for entire donation process, including
travel time)
30 (7% projected attrition if previous donation t o o k > 2 hr)
15 (perception of wait more important than actual time waited)
9, 52 (2.8% return after STTD vs 27% if not deferred)
53 (62% return after STTD vs 80% if no deferral, nondeferred
give 81%
more units blood over 4-yr period)
54 (11% return after intensive follow-up efforts but 0% of first-
time donors
after STTD)
30 (8% d r o p o u t rate if perceived as too personal)
15 (2%-9% experience syncope)
18 (10%-12% have bad experience, reduced return rates)
10 ("bad" experience has negative effect on first-time donors
not on
multigallon donors)
51. 56 (no effect on repeat donations after bruising)
Abbreviation: OR, odds ratio.
the altruistic motivations of donors. Donors show a
lesser tendency to desire a "free ride ''5~ related to
public goods in general and a greater commitment
to responsible stewardship of social capital.
Personal Norm and Attribution of Responsibility
Other sociopsychological theories and approaches
to interpreting motivation and decision making in
blood donation have been cited. Personal norm
proposes that donors possess the feeling that they
"ought" to give blood, whereas attribution of re-
sponsibility to oneself suggests that individuals
cannot simply make excuses for lack of action. 62
Changes in motivation across the donor cycle m a y
be explained by the attribution of responsibility to
oneself theory. The influence exerted by external
motivators, such as social pressure, decreases as
the level of intrinsic motivation (eg, sense o f duty
or responsibility) increases.
Health Belief Model and Intended Behavior
The aim of most studies o f donor characteristics
and motivations is to develop a profile that might
be used to predict donor behavior, thus promoting
further blood donations. However, surveys have
generally focused on respondent attitudes, beliefs,
and intents, without necessarily reflecting actual
behavior. The Health Belief Model 6~ incorporates
intent into its concept o f knowledge, attitude, and
practice in that intent most frequently precedes
52. behavior. Promotion of intent m a y be important as
a first step in decision making toward sustained
return behavior. Oswalt and colleagues 64 contacted
inactive donors in 3 ways to attempt to facilitate
repeat donations: group A, notified o f dates when a
blood mobile would be nearby; group B, notified of
blood mobile dates and requested to choose a time
when they intended to donate blood; and group C,
126
informed o f upcoming drive through general pub-
licity only. Those individuals who were asked to
specify their intent (group B) showed higher rates
of donation than those informed by other means.
Reports o f intention to return have varied
widely, from Piliavin and Callero's ~8 finding of
39% to 57% of donors who indicated they were
certain to return to Thomson and associates whose
survey found almost 97% of their cohort intended
to donate again within the next 12 months? ~ Ac-
tual dropout rates among first-time donors are
much higher (89% for women and 63% for men24);
thus, intention m a y represent an unreliable surro-
gate as a predictor of subsequent donor behavior.
Opponent-Affective Process
To aid in predicting donor behavior, Zillmer et
al 3~ tested 245 college students before blood dona-
tion and at 3 different time points after donation
was completed. Mood was measured by using the
mood adjective checklist, and anxiety was identi-
53. fied as present at the highest levels before dona-
tion, with positive feelings of elation elevated after
the donation experience. The investigators inter-
preted these findings as indicative of an opponent-
affective process, which is similar to an addiction
in which negative feelings are replaced by a sense
of exhilaration because of the specific action o f
blood donation, in line with this theory, first-time
donors, in particular, would need to be encouraged
to overcome the initial anxiety and negative feel-
ings to reach the point of elation postdonation.
Evaluation of Motivational Factors
Reports from studies of motivational factors
need to be examined for how accurately they rep-
resent the complexity of reasons most donors show
in deciding to give blood. Attitudes, motivation,
and behavior have frequently been organized and
measured along a 1-dimensional continuum rang-
ing from absent/very low to very high. Such mea-
surements fail to take into account the competing
elements, both positive and negative, that are in-
volved in decision making. Cacioppo and Gard-
ner 65 suggest the use of a 2-dimensional grid to
evaluate attitudes that affect the blood donor deci-
sion. Although positive motivators such as altruism
m a y account for some aspects of the decision-
making process, negative deterrents including per-
sonal fears, time constraints, and lack of knowl-
edge also impact behavior. Understanding both
GILLESPIE AND HILLYER
positive and negative forces and their interactive
roles is essential in designing successful and cost-
54. effective interventions.
Measurement Techniques
Because attitudes are closely linked to affect,
cognition, and behavior, Breckler and Wiggins 66
warned against simply using a bipolar scale to
measure attitude. Instead, they recommended all
dimensions be measured simultaneously. In their
study of both donors and nondonors, implementa-
tion of 3 new scales, in addition to an attitude scale
measured on a continuum, showed affect to be
more strongly correlated with the number o f prior
donations than cognition. Thus, how the donor felt
about donating blood was identified as the key
factor in the blood donation decision and subse-
quent behavior, showing greater impact than what
the donor knew about the collection process and
need for blood donation.
Issues of interviewer bias and question threat
were raised by Lightman 6v in a study of altruism in
Canadian blood donors, which compared responses
with identical questions asked b y both personal
interview and mail survey. Incongruities in re-
sponses were shown to be caused by methodologic
problems rather than representing actual differ-
ences in the motivation, attitudes, and behavior
reported by subjects.
The approaches used to predict and present
trends in blood donation have also been questioned
in terms of techniques used in data collection and
interpretation. The delay between collecting dona-
tion rates and reporting these data can vary f r o m 1
to 4 years or more, meaning projections of future
55. trends may be based on outdated information 5,68,69
and seldom on real-time data. Other aspects o f the
blood donation system m a y also have significant
impact on trends, as shown by Whyte 9 who devel-
oped a logical predictive model of return behavior
of blood donors in Australia. What appeared ini-
tially to be large shifts in the blood collection
trends and projections, on further analysis were
explained as small (2%-4%) decreases in donor
retention rates at 2 years. Had these donors actually
returned to collection centers at that point to repeat
donation, the overall trends would have been un-
changed.
BLOOD DONATION DECISION 127
APPLICATION OF FINDINGS TO DESIGN
OF INTERVENTIONS
Routinely, the study of donor characteristics and
motivation has been undertaken as a means to
identify significant variables that affect the blood
donation decision and other key components of the
collection process. Frequently, studies report long
lists of attributes that describe their sample. By
using discriminate analysis technique, Burner04
evaluated the results of 577 questionnaires com-
pleted by donors and nondonors in 1 city to attempt
identification of the most relevant variables and the
integration of characteristics into a meaningful
model for both donors and nondonors. The com-
posite profile of donors in 1982 revealed some new
variables not previously reported. A typical donor
was a family man, often possessing rarer blood
56. types, with higher education but lower sense of
self-esteem, who was concerned about his health
and family and unwilling to take significant risks.
Nondonors were described as having opposite
traits. The results of this study advise against de-
veloping interventions that are generically de-
signed to target both donors and nondonors. As an
example, an appeal using fear or guilt as a theme
may serve as strong motivation for a group of
donors but may be ineffective in recruiting nondo-
n o r s .
Much of the earlier literature tended to describe
donors compared with nondonors rather than ex-
plore the differences within the donor group by
using multivariate analyses. Because such a small
subgroup (3% to 8%) of the overall population
represents regular donors, Ibrahim and Mobley 7~
pursued forging a strategic linkage between re-
cruitment and retention as a means to build and
maintain a repeat donor pool. Phone interviews
were conducted with 521 blood donors to deter-
mine differences between "high" and "low" do-
nors. The profile of multiple-giving donors re-
vealed a married man educated at the high school
or trade school level with many friends or relatives
as recipients of blood transfusions and who had
experienced the blood donation process as highly
satisfactory and convenient. With personal gratifi-
cation noted as the primary motivator for high
donors, a blood drive campaign focused on promo-
tion of self-esteem and humanitarianism would be
more likely to appeal to this targeted group.
Frequency of donation might be enhanced
57. through simple, practical approaches as well. As a
mechanism to address the hypothesis that donors
easily forget when they are eligible to give blood
again, written reminders were sent to French do-
nors. 71 However, the frequency of mobile collec-
tion units to particular sites was also increased as a
second intervention to determine the effect of this
variable on donor return behavior. An increase in
the frequency of blood donation was shown to be
secondary to the greater number of mobile unit
visits but was not related to reminders of upcoming
donation due dates.
Building on data drawn from the literature,
Gimble and colleagues v2 identified the issues of
donor knowledge, donor defeixal, waiting time,
and convenience as being important for recruit-
ment and retention of blood donors. Twenty-four
collection sites were paired with an equal number
of other sites and randomly assigned as either
experimental or control. Recruitment brochures ex-
plaining eligibility to donate and criteria for tem-
porary deferral, as well as other aspects of the
collection process, were distributed to the 24 ex-
perimental sites 2 weeks in advance of the blood
drive. Three drives were held at each site. No
significant differences were reported between the
sites or various blood drives over time. The bro-
chures were not shown to expand recruitment or to
facilitate the return of donors who had received a
temporary deferral. Although this educational ap-
proach focused on 1 factor of the blood donation
decision and resulting behavior, recruitment and
retention are multifactorial in nature. The lack of
efficacy shown by this intervention may under-
score the need to design approaches that integrate
58. multiple variables o f equal or potentially greater
importance to blood donor behavior.
CONCLUSIONS
Based on the review of the literature for the past
3 decades or more, studies have reported (1) de-
mographic profiles of the populations evaluated,
(2) what donors and nondonors claim are their
major reasons to give or refrain from giving blood,
and 3) general effectiveness of some forms of
social pressure and incentives and potential use for
long-term retention of donors.
Some studies considered pivotal in the literature
date from a time period that reflects an earlier
donor pool, many o f whom are aging or no longer
serving as donors. 5I More recent surveys, even of
128 GILLESPIE A N D HILLYER
large numbers of subjects, often draw the sample
from a limited number and type o f blood center,
representing about 5% to 8% of total donors. 6
Thus, findings do not necessarily reflect the donor
pool nationwide. The investigation of the charac-
teristics of more contemporary donors has revealed
donor profiles largely similar to previous studies,
except for increased proportions of women and
minority first-time donors in some cases. Interpre-
tation of these data should be performed in view of
the question of whether demographics mirror the
donor pool to assist in targeted recruitment or if
targeted recruitment actually leads to the reported
59. demographics. 15 In uncommon cases in which an
individual center focused on recruitment o f donors
with atypical demographics (eg, minority donors),
an expansion of the number of atypical donors was
reported. 6
Continued targeted recruitment of the histori-
cally desirable blood donor tends to result in the
same type of blood donor overall. Successful mar-
keting-to 35-year-old white men who are Rh neg-
ative m a y be a major goal o f blood centers, but this
approach is unlikely to diversify the donor pool.
Theoretically, the "best" donor is a "safe" donor
who is intrinsically motivated to continue donating
on a repeated basis, with gender, age, educational
level, or other personal characteristics considered
as lesser issues.
Few recent studies o f donor motivation have
been published. Piliavin's 15 review of the literature
through the 1980s cited issues related to time re-
quired for the donation process, length of history
taking, inconvenient hours or location, other
sources of delay, and fear of temporary or perma-
nent deferral as major deterrents to initial and
repeat donation. T w o decades later, these issues
appear to persist. In fact, issues of time and donor
convenience m a y be considered even more signif-
icant obstacles to blood donation now than in pre-
vious decades. 3~ The vast majority of nondonors,
rather than being directly opposed to blood dona-
tion, actually indicate they would give if "correct"
conditions were present. 2 Apparently, the "correct"
conditions are difficult to achieve as evidenced by
the extremely high rates of nondonors and individ-
uals who drop out after their first donation. 24 The
60. practical challenges encountered by potential do-
nors who often deal with long commutes, 2-job
households, care o f children and aging parents, and
chronic overscheduling may be distinct f r o m the
major impediments identified by earlier genera-
tions of donors, v3 Modern sources o f positive and
negative motivation axe worth exploring through
scientifically sound investigations involving repre-
sentative cohorts. Future studies might also pursue
the role of incentives that have been proposed
historically but never used, such as a tax incentive
similar to that given to other charitable dona-
tions. 34
Motivation and behavioral outcomes are not
static elements in blood donation, arguing that
well-designed and executed interventions could
potentially alter motivations, attitudes, and result-
ing behaviors. Application of findings from pub-
lished studies toward design and implementation
o f interventions to promote donor recruitment and
retention merit a multifactorial approach. Address-
ing a single aspect o f the decision-making process,
or ignoring the interplay o f knowledge, attitudes,
motivation, and behavior when assessing potential
donors or designing interventions, is less likely to
achieve desired goals.
Strategies that focus on retaining return donors
and transforming first-time donors into repeaters
would be beneficial. The reasons underlying the
decision to give blood the first time tend to differ
from the rationale to give repeat donations and
likely alter over time. Changes in motivation m a y
reflect the life cycle of the donor, moving f r o m the
61. first-time donor experience to early repeat (1 to 3
times) donor to repeat donor (4 or more times) to
multigallon donor. It In addition to positive forces
influencing the decision to donate blood, barriers to
donation are also constantly present and m a y in-
terfere with the translation o f attitudes, motivation,
and intention into actual behavior. Motivational
factors might be modified in their importance as an
individual moves through the donor life cycle,
chooses not to give beyond the initial donation, or
stops (lapsed donor). Use o f surrogate end points,
such as stated intent rather than actual donation
behavior, should be used and interpreted with cau-
tion. Investigations of what respondents, particu-
larly nondonors, do not say or are not asked could
greatly contribute to the understanding o f motiva-
tional factors impacting the blood donation deci-
sion.
Decision making and behavior related to blood
donation are complex concepts and likely need to
be evaluated on m a n y levels simultaneously. The
BLOOD DONATION DECISION 129
c o m p l i c a t e d n a t u r e o f d e c i s i o n m a k i n g r e
q u i r e s
c l o s e a t t e n t i o n t o t h e t h e o r e t i c b a s i s , m e
t h o d o l o g i c
a p p r o a c h e s , a n d a n a l y t i c t e c h n i q u e s u s e
d i n its
62. s t u d y . I n v e s t i g a t i o n s a r e n e e d e d t h a t u s e
o p t i m a l
m e t h o d o l o g i e s to a s s e s s r e s e a r c h q u e s t i o
n s a n d
w e l l - d e s i g n e d s t r a t e g i e s t o t e s t h y p o t h e
s e s a n d
p r o d u c e g e n e r a l i z a b l e f i n d i n g s . A s n e w d
e f e r r a l s
a n d t h e a g i n g p o p u l a t i o n p o t e n t i a l l y i m p
a c t t h e
c u r r e n t d o n o r b a s e , c o s t - e f f e c t i v e a p p r o
a c h e s l e a d -
i n g to l o n g - t e r m s u c c e s s i n d o n o r r e c r u i t
m e n t a n d
r e t e n t i o n a r e e s s e n t i a l in a s s u r i n g a s a f e ,
s u f f i c i e n t ,
n a t i o n a l b l o o d s u p p l y i n t h e f u t u r e .
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71. ARCBS background information
1
Who we are
The Australian Red Cross Blood Service (ARCBS) is
responsible for providing quality blood products, tissues and
related services to the Australian community
We are an operating division of the Red Cross Society from who
we receive < 1% funding
A not for profit organisation, we are government funded through
the National Blood Authority (NBA)
Established in 1929 the Blood Service was funded solely by Red
Cross donations until after WWII
Moved from being a state based services to one national
organisation in 1996
2,300 staff, 1,000 volunteers and over 500,000 volunteer blood
donors.
2
Why we’re here
To ensure a sufficient, suitable and sustainable donor panel to
supply reliable and safe blood and blood products to meet the
needs of the Australian Community
3
72. Blood 101
Red blood cells
Used for anaemia and bleeding from trauma or surgery
Lasts 42 days in storage
Plasma
Plasma transports nutrients & carries away waste
Products derived from plasma (through a process called
fractionation) are used for: treatment for prevention of tetanus,
hepatitis B and chicken pox treatments for liver failure; auto-
immune diseases; and Haemophilia
Platelets
Platelets help the blood to clot
Used to control bleeding, especially with leukaemia patients
Platelets last for just 5 days in storage (on rocking trays so they
don’t stick together)
4
Eight blood types
% of the Australian population
5
Three donation types
Whole blood
Given at fixed and mobile sites. Can donate every 12 weeks.
73. Plasmapheresis
You must have given at least one whole blood donation. Some
fixed sites only. Can donate every 2 weeks.
Plateletpheresis
You must have given at least one whole blood donation. Some
fixed sites only. Can donate every 2-4 weeks.
8%
90%
6
Meeting the collection plan
The collection plan details the number of each type of donation
required:
Whole blood
Plasmapheresis
Plateletpheresis
Fluctuates throughout the year based on expected demand
Broken down by donor centre – each centre has a daily, weekly,
monthly and annual “collection target” to achieve.
7
74. Significant growth required
Whole Blood
1.5% growth in collections required, in line with population
Plasmapheresis
19% growth, year on year for next 10 years
Plateletpheresis
16.5% growth, year on year for next 10 years
While collections increases in whole blood are relatively small,
a large whole blood panel growth is required to account for
donors converting to plasma and platelet panels.
8
Donor centre locations
Plus over 1,000 mobile sites each year including shopping
centres, community halls, schools and businesses
9
Who does donated blood help?
10
75. The donation experience
Having made an appointment, register at the front desk
Complete a donor questionnaire form (60 questions)
Have an interview during which your haemoglobin (iron) levels
will be tested
Give blood (10 – 15 minutes)
Relax and enjoy some refreshments
Entire process takes approximately 1 hour
11
Potential donors - motivations for giving blood
Have been affected personally by use of blood.
Normalised behavior – mum/dad donate so I do.
Do your bit for the community.
Feel good about yourself.
Gain esteem of others – family, peers, employers.
Realisation ‘it could happen to me’ or ‘people I love.’
Sources: Non Donor Attitudinal Research, Woolcott, Dec 2004
Social Capital and Blood Donation: The Australian
Case.
12
Potential donors - barriers to giving blood
View that there is enough blood – and it keeps indefinitely.
There is a lack of ownership to giving blood: “It’s something
someone else does”
Simply not a top-of-mind issue
Concern it will hurt, be unpleasant: “it’s a needle in the vein
thing with me”
76. Fear of contracting something or discovering something they
didn’t know about
Effort: “Its easier to give money than blood – you’re less
involved”
Convenience: too hard, I’m too busy
Sources: Non Donor Attitudinal Research, Woolcott, Dec 2004
Social Capital and Blood Donation: The Australian
Case.
13
Donor objective
The ARCBS aims to create long-term social change.
Encourage community take personal responsibility for ensuring
we’re able to meet the needs of blood donations for the future.
Shift the responsibility from a few of us to all Australians.
This social change platform is designed to recruit the next
generation of Australians to become lifelong donors.
14
Donor communications objective
Our task is threefold;
1. To educate and inform them with the
information they need to become regular donors.
2. Touch their hearts and inspire them to want
to become long term donors.
77. 3. To influence them to donate as often as they
can for as long as they can.
15
Donor Profile
16
Marketing to an ethnic segment
Challenge:
ARCBS does not actively target ethnic population
85% of donors English first language*
Australian population changing
Need on-going support
Lack of systems at ARCBS to manage large increase (if non-
english speaking/reading)
Ad-hoc management with interpreters
Issues with translation due to privacy policy
Based on research undertaken and demographic question asked
on first language.
We do not take this info down at any other time for data
collection.
But international research has shown that donors from different
ethnic background have lower frequency.
17
78. Marketing to an ethnic segment
What are we currently doing:
Ad hoc local marketing to ethnic groups
Provide limited translator services at big expense to ARCBS
18
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