This document outlines the steps for conducting a systematic review. It discusses identifying a problem, formulating a research question, defining inclusion/exclusion criteria, performing literature searches in appropriate databases, selecting relevant studies, assessing study quality, analyzing and synthesizing data, and presenting results. Key steps include developing a focused question, constructing a search strategy using keywords and controlled vocabularies, selecting relevant databases, and applying limits to refine searches. The document emphasizes that systematic reviews require a team approach and careful management of search results.
Researcher KnowHow session presented by Ruaraidh Hill PhD MSc FHEA Lecturer in evidence synthesis at the University of Liverpool and Angela Boland MSc PhD PGCert (LTHE)Director –Liverpool Reviews & Implementation Group
Essential skills in health research and scientific writingDr Ghaiath Hussein
This presentation is of the training on "Essential Skills in Health Research and Scientific Writing" that was help in Soba Teaching Hospital in Khartoum, in collaboration with the Sudanese American Medical Association (SAMA).
It was a 4 days training given on a rate of one session per week. It was almost all skills-based hands-on training.
Day 1: The theoretical part was an Introduction to the Knowledge Management Cycle and where research fits in this model. The practical part was how to conduct an online review of literature
Day 2: The theoretical part was about the responsible conduct of research, and scientific misconduct, with focus on plagiarism. The practical part included the installation and the use of Reference Manager, including how to import the references found in the LR (given in session 1) in a database in the Reference Manager software.
Day 3: The theoretical part covered the basics of scientific writing in English. The practical part included writing, and re-writing some pieces, using the provided phrasebanks and verbs 'cheat-sheets'.
Day 4 was on the writing for publication, including detailed description of the peer-review publication model and how it works. We also touched very briefly, due to time constraints, to an overview and two examples of ethical issues in research. The practical part included writing an effective cover Letter to the editor, choosing proper manuscript title, and writing an informed consent.
This is a lesson in Research 1- Basic Research and is good for a 1.5 hours classroom activity. It covers images that can motivate undergraduate students from class participation during the class activity.
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
A document that provides an unbiased and comprehensive synthesis
of relevant studies and research.
Characteristics of a Systematic Review
Purposes of a systematic review
Your Systematic Review: Getting StartedElaine Lasda
Presentation for University at Albany- SUNY community related to best practices for conducting systematic reviews and other evidence synthesis practices.
Ch 6 Comp Analysis Prob 2NameChapter 6 Comparative Analysis Problem 2SectionDateAmazon.com, Inc. vs. Wal-Mart Stores, Inc. (a)Amazon.comWal-Mart Inventory turnover: Days in inventory: (b)
377
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding t ...
A systematic review (SR) is a rigorous and organized method to synthesize
the evidence from multiple studies on a particular research question or topic.
The purpose of a systematic review is to identify, appraise, and summarize all
available evidence relevant to a specific research question in a transparent
and replicable manner.
It aims to provide a comprehensive overview of academic literature
concerning a particular research question of topic.
This presentation explores the steps nee
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Researcher KnowHow session presented by Ruaraidh Hill PhD MSc FHEA Lecturer in evidence synthesis at the University of Liverpool and Angela Boland MSc PhD PGCert (LTHE)Director –Liverpool Reviews & Implementation Group
Essential skills in health research and scientific writingDr Ghaiath Hussein
This presentation is of the training on "Essential Skills in Health Research and Scientific Writing" that was help in Soba Teaching Hospital in Khartoum, in collaboration with the Sudanese American Medical Association (SAMA).
It was a 4 days training given on a rate of one session per week. It was almost all skills-based hands-on training.
Day 1: The theoretical part was an Introduction to the Knowledge Management Cycle and where research fits in this model. The practical part was how to conduct an online review of literature
Day 2: The theoretical part was about the responsible conduct of research, and scientific misconduct, with focus on plagiarism. The practical part included the installation and the use of Reference Manager, including how to import the references found in the LR (given in session 1) in a database in the Reference Manager software.
Day 3: The theoretical part covered the basics of scientific writing in English. The practical part included writing, and re-writing some pieces, using the provided phrasebanks and verbs 'cheat-sheets'.
Day 4 was on the writing for publication, including detailed description of the peer-review publication model and how it works. We also touched very briefly, due to time constraints, to an overview and two examples of ethical issues in research. The practical part included writing an effective cover Letter to the editor, choosing proper manuscript title, and writing an informed consent.
This is a lesson in Research 1- Basic Research and is good for a 1.5 hours classroom activity. It covers images that can motivate undergraduate students from class participation during the class activity.
A presentation from the joint CILIP Information Literacy Group and Library and Information Research Group's Writing Research Proposals and Publication event.
A document that provides an unbiased and comprehensive synthesis
of relevant studies and research.
Characteristics of a Systematic Review
Purposes of a systematic review
Your Systematic Review: Getting StartedElaine Lasda
Presentation for University at Albany- SUNY community related to best practices for conducting systematic reviews and other evidence synthesis practices.
Ch 6 Comp Analysis Prob 2NameChapter 6 Comparative Analysis Problem 2SectionDateAmazon.com, Inc. vs. Wal-Mart Stores, Inc. (a)Amazon.comWal-Mart Inventory turnover: Days in inventory: (b)
377
MSL 6000, Psychological Foundations of Leadership 1
Course Description
Psychological Foundations of Leadership contains the basic concepts, theories, and research regarding psychological
issues related to organizational behavior and leadership. This course includes the nature of leadership, leadership
behavior, and specific psychological traits of ordinary individuals in leadership roles.
Course Textbook
Daft, R. L. (2015). The leadership experience (6th ed.). Stamford, CT: Cengage Learning.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze the major psychological foundations of leadership.
2. Identify influence tactics used by leaders.
3. Discuss how leadership behaviors and situational factors can affect leadership success.
4. Compare and contrast various leadership models.
5. Differentiate among the skills, traits, and behaviors characteristic of various leader types.
6. Identify the characteristics a leader needs to achieve organizational objectives.
7. Describe the four leadership styles of the Hersey and Blanchard situational leadership model.
8. Examine the recommendations of the multiple-linkage model pertaining to group performance.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
5. Suggested Reading: Suggested Readings are listed in Units I-V, VII, and VIII. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I and III-
VII. Assessments are composed of written-response questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units II and VIII. Specific
information and instructions regarding t ...
A systematic review (SR) is a rigorous and organized method to synthesize
the evidence from multiple studies on a particular research question or topic.
The purpose of a systematic review is to identify, appraise, and summarize all
available evidence relevant to a specific research question in a transparent
and replicable manner.
It aims to provide a comprehensive overview of academic literature
concerning a particular research question of topic.
This presentation explores the steps nee
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
5. Steps
Identify a problem
Formulate a research question
Define inclusion and exclusion criteria
Locate studies (Literature review)
Form a systematic review team
Select Studies
Assess quality of studies
Perform data analysis
Present results
Perform data analysis and synthesis of
relevant studies
11. Select studies
Stage 1.
Reviewers look only at
the title, abstract and
keywords.
Stage 2:
Reviewers read the full text of
each article to make final
inclusion/exclusion decision.
Thus, two independent
reviews of all articles are
needed to determine which
articles will be included.
26. How to
chose a
electronic
data base
• According to your subject area (Life sciences, social
sciences, humanities, agriculture, etc…)
• According to availability:
Open access (Pubmed)
University login:OVID, EbscoHost,
Web of Science
Other : Professional associations
29. Can I just
search Google
Scholar?
• Google Scholar (GS) lacks a controlled
vocabulary
• GS cannot store search histories, and it is not
possible to combine searches or evaluate
changes made to search queries.
• Wildcards and limits (for instance study types)
cannot be used precisely.
• Only the first 1,000 citations of any search in
GS are viewable and search strings must be
kept under 256 characters.
• GS does not allow to download results in bulk
to reference management software.
30. Identify topic scope – words
and concepts
• What are the factors
affecting the quality of
undergraduate medical
curriculum?
• Factors , indicators ,
Markers
• Quality , standards
• Curriculum , Syllabus ,
Course
33. A well-designed search strategy consists of a
combination of keywords and controlled vocabulary
search terms.
Keywords are “natural language”
words describing your topic.The
search engine looks for keywords
anywhere in the record (title, author
name, abstract, journal name..)
often returns many irrelevant
results.
A controlled vocabulary is a
standardized set of terms used by a
database to categorize articles
based on the content. Using terms
from a database’s controlled
vocabulary retrieves more relevant
articles.
34. HOW TO COMBINE MESH TERMS AND KEYWORD: USE THE
LOGICAL OPERATORS (AND, OR, NOT)
35. Logical operators: the
easy one - AND
‘and’ looks for articles containing both terms
and it narrows the search
37. Logical operators: the
difficult one - NOT
• Excludes terms from the search
• Looks for articles containing “Africa”, excludes those containing “Asia”
• Watch out because you will eliminate records which include both terms
Syllabus not Assessment
38. Other searching
techniques :
limits (or filters)
• Many databases allow you to
“limit” your search in different
ways, thus refining the search and
reducing the number of results.
• Limits are usually available on
advanced search screens, or you
can apply them after doing your
keyword search.
39.
40. AFTER YOU HAVE RUN THE SEARCH:
WHAT TO DO WITH YOUR SEARCH
RESULTS
41. In a Nut Shell….. 1. Select search terms and
sources of information
2. Run searches and manage
search results
3. Report your search
4. Prepare a bibliography for
your article/thesis
Stage 1
Based on these components, if both the reviewers are convinced that the publication is ineligible, the article is excluded. In case there is insufficient information to decide, the article can advance to Stage 2. If reviewers disagree about the inclusion of an article, it is better to take it to Stage 2, based on the rationale that it is better to assess using the full text rather than abstract
Stage 2
If the reviewers disagree at Stage 2, another team member may be included to assess the article and consensus must be reached. This is the stage at which concise recording of decision-making is needed to ensure transparency.
Stage 1
Based on these components, if both the reviewers are convinced that the publication is ineligible, the article is excluded. In case there is insufficient information to decide, the article can advance to Stage 2. If reviewers disagree about the inclusion of an article, it is better to take it to Stage 2, based on the rationale that it is better to assess using the full text rather than abstract
Stage 2
If the reviewers disagree at Stage 2, another team member may be included to assess the article and consensus must be reached. This is the stage at which concise recording of decision-making is needed to ensure transparency.
