Summary of the Essay Assignment for PSYC 1001
Each student will write an essay reviewing one empirical study in psychology. Complete instructions are in the Essay Instructions learning module. The grading rubric explains exactly how these essays will be graded. Please refer to it. The power point presentation gives more details about the assignment and tips to doing it. Please review it. The sample essay is an example of how a perfect essay would appear. Please read over it.Instructions Summary For each essay a student will:
1. Locate a research article (see steps for locating an article) in the field of psychology that:
is peer-reviewed,
reports an original empirical study (no meta-analyses or literature reviews),
has a “Methods” or “Procedures” section, and
is located in the UC library.
1. Have the article approved by the instructor:
after finding the article, email me the citation (without an attached pdf) using the library’s citation page for the article.
my email is [email protected].
within 2 days I will email back approving the article or asking you to find a new article.
you may need (or choose) to find a new article if the first one is not a good fit.
2. Complete 2 prewriting assignments that have students locate the information in their article that must be included in the essay.
The first prewriting assignment (EI PW1) is worth 50 points and requires students to identify from the article they found in the UC library:
i. The APA citation copied and pasted from the UC library website;
ii. The authors of the article who conducted the research and wrote the article;
iii. The year that the article was published;
iv. The title of article;
v. The name of the journal that published the article;
vi. The page numbers in the journal that the article appeared on;
vii. The purpose that motivated the research study;
viii. The theory (stated as IV affects DV) tested by the study;
ix. The number, species, and other important characteristics of the subjects who provided the data for the study;
x. A control variable that is the same for all subjects in the study;
xi. A possible confounding variable that could mess up the results of the study if it is not controlled; and
xii. A reason that the research is important or is not important.
The second prewriting assignment (EI PW2) is worth 50 points and requires students to identify from the article they found in the UC library:
xiii. The independent variable (IV) in the theory;
xiv. One way that the IV is operationalized so that it can be measured in the study;
xv. Any control group who got 0 of the IV;
xvi. The dependent variable (DV) in the theory;
xvii. One way the DV is operationalized so that it can be measured in the study;
xviii. The one specific hypothesis tested with the operationalized IV and operationalized DV stated above;
xix. The design (how data was collected) used in the study;
xx. The data that confirm or do not confirm the specific hypothesis stated above;
xxi. The p-value comput.
PSY 326 Research Methods Week 2 GuidanceWelcome to Week 2 of Res.docxwoodruffeloisa
PSY 326 Research Methods Week 2 Guidance
Welcome to Week 2 of Research Methods! This week, you will have an overview of qualitative versus quantitative, and experimental versus non-experimental research approaches. Required resources are sections 1.2, 1.3, 2.1, and 5.2 of the textbook (Newman, 2016), two research studies (Blixen, Perzyski, Bukah, Howland, & Sajatovic, 2016; Boyers & Rowe, 2018), and three helpful videos about writing research questions and hypotheses. The videos are linked in the Course Materials and the written assignment prompt.
Assignments for the week include a discussion, an interactive learning activity and quiz, a journal exercise, and a written assignment. To see how your assignments will be graded, look at the rubrics accessible through a link on the screen for each discussion or assignment.
The Week 2 discussion is Method Comparisons. Your initial post is due by Day 3, and all replies are due by Day 7. To prepare for the discussion, read the sections of the textbook listed above and the lecture portion of this instructor guidance. Your initial discussion post will have two parts. The first part is the same for everyone. Explain the similarities and differences between qualitative and quantitative research. Then, explain the difference between experimental and non-experimental research.
The second part of the post is a jigsaw puzzle. Instead of having the entire class read and report on four categories of research, each person will research and report on one category. Categories are assigned based on the first letter of your last name. When you determine your assigned category, use the Research Methods research guide and the databases in the Ashford University Library to find at least two scholarly/peer-reviewed articles about that type of research. Then, describe the features of the research category, name at least one specific research design in the category, and suggest a suitable topic for this type of research. Document your sources in APA style.
At least three replies to the initial posts of classmates will be required for this discussion, because you must read and respond to at least one post about each of the other three research categories. As the expert on your assigned category, you will also be expected to respond to questions posted on your thread by others. See the discussion prompt for complete details.
After you have learned about the research design categories from the assigned readings and participating in the discussion, you will be ready to do the interactive learning activity and take the quiz called Name That Design Category, due by Day 6. In the first part of the learning activity, match the name of the design category with its description. In the scenarios presented in the second part of the learning activity, you must select all categories of research that apply, and not select any that do not apply to the described research situation. When you have mastered the interactive learning activity, ...
University of Guelph, Learning Commons Library (httpwww.lib.uog.docxdickonsondorris
University of Guelph, Learning Commons Library (http://www.lib.uoguelph.ca/get-assistance/writing/specific-types-papers/using-scientific-journal-article-write-critical-review)
Using a Scientific Journal Article to Write a Critical Review
Writing a critical review of a journal article can help to improve your research skills. By assessing the work of others, you develop skills as a critical reader and become familiar with the types of evaluation criteria that will be applied to research in your field and thus your own research.
You are expected to read the article carefully, analyse it, and evaluate the quality and originality of the research, as well as its relevance and presentation. Its strengths and weaknesses are assessed, followed by its overall value. Do not be confused by the term critique: it does not mean that you only look at the negative aspects of what the researcher has done. You should address both the positive and negative aspects.
If your lecturer has given you specific advice on how to write a critical review, follow that advice. If not, the following steps may help you. These steps are based on a detailed description of how to analyse and evaluate a research article provided by Wood (2003) in her lab guide.
This guide is divided into two parts. The first part, "Researching the Critique," outlines the steps involved in selecting and evaluating a research article. The second part, "Writing your Critique," discusses two possible ways to structure your critique paper.
A. Researching the Critique
The questions listed under many of the subheadings in this section may provide you with a good place to begin understanding what you are looking for and what form your critique might take.
1. Select a Topic
If your lecturer does not assign a topic or a particular article for you to review, and you must choose a topic yourself, try using a review article from your field. Review articles summarize and evaluate current studies (research articles) on a particular topic. Select a review article on a topic that interests you and that is written clearly so you can understand it.
2. Select a Research Article
Use the review article to select a research article. This can be very useful in writing your critique. The review article will provide background information for your analysis, as well as establishing that the research paper you are critiquing is significant: if the paper was not so highly regarded, it would not have been selected to be reviewed.
When choosing a research article, examine the Materials & Methods section closely and make sure you have a good grasp of the techniques and methods used. If you don't, you may have difficulty evaluating them.
3. Analyse the Text
Read the article(s) carefully. As you read the article(s) use the following questions to help you understand how and why the research was carried out.
· What is the author's central purpose? Look at INTRODUCTION.
· What methods were used to accomplish this purpose (systematic recor ...
SYLLABUSCOURSE NUMBER NGR 5110COURSE TITLE Nursing Research.docxmabelf3
SYLLABUSCOURSE NUMBER: NGR 5110
COURSE TITLE: Nursing Research
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
1. Text and materials:
Ruth M. Tappen. (2015). Nursing Research. Advanced Nursing Research: From Theory to Practice. (2nd ed.). ISBN-13: 9781284048308. ISBN-10: 1284048306. Publisher: Jones & Bartlett Learning
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course description: This course examines the relationship of research and practice and the use of data as a basis for decision-making. Various approaches to the research process are explored. Ethical considerations in research are presented.
3. Learning Outcomes:
a. Upon successful completion of this class, the MSN student will be able to gain understanding of essential steps of the planning phase to conduct a research study: topic selection, literature review, relationship between theory and research, and the developmental stages of theory (AACN Essentials I, II, IV, V, VI, and VIII).
b. Upon successful completion of this course, the MSN student will be able to understand the necessary steps to conduct a nursing research: study design, type of study, research ethics, data collection, data analysis, implementation, and interpretation phase (AACN Essentials I, II, IV, V, VI, and VIII).
c. Upon successful completion of this course, the MSN student will be able to demonstrate the ability to use the complex steps of the reporting phase: presenting research findings, preparing research proposals, publishing results, and using evidence-based practice (AACN Essentials I, II, IV, V, VI, and VIII).
1. Objectives
a. The student will be able to identify research topics, review the literature, and interpret the developmental stages of theories (Descriptive/Explanatory/Predictive), and use a selected research article to test a theory as related to nursing practice.
b. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
c. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
d. The student will be able to distinguish type of studies (Qualitative/Quantitative/Experimental/Descriptive/Epidemiological/and Longitudinal) by interpreting scholarly articles.
e. The student will be able to demonstrate knowledge of the reporting phase of nursing research by preparing a research proposal using a poster or a virtual presentation.
f. The student will be able to conduct an individual research by writing a paper based on a research proposal reflecting evidence-based nursing practice.
4. Course Requirements
· Assignments: (Please also refer to assignment section in Blackboard)
Library Assignment # 1: AACN Essential Pape.
TOPIC MEDIAS INFLUENCE ON BODY IMAGEPART 1Assigcurranalmeta
>>>TOPIC:
MEDIA'S INFLUENCE ON BODY IMAGE<<<
PART 1:
Assignment 3: Final Project Annotated Bibliography
Craft a research question on the topic you selected in your first discussion question post. Then locate at least five articles from peer-reviewed journals that pertain to your question that will be used to write the introduction section of your research proposal.
Submit these five citations in the form of an APA-style reference page. Under each citation, write one paragraph summarizing the main points of the article. As you read your articles, keep the following questions at hand; these will help you generate the information about each article.
· What were the topic/research questions being investigated?
· How was the study conducted (participants, materials, procedure, etc.)?
· What did the results reveal?
· How might these methodological considerations affect the research findings and the conclusions drawn from them?
· How does this article fit in with your paper? How did it influence your own ideas about your paper?
Based on your reading of the literature, what do you expect to find?
Include a hypothesis and a title page for your submission.
Submit your paper to the
Submissions Area
by the due date assigned
. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Created a research question based on a research topic approved by the instructor and submitted a testable hypothesis.
15
Submitted citations in the form of an APA-style reference page for five articles and included a paragraph summarizing each article and discussing its relevance.
40
Ensured that all the articles are from peer-reviewed journals.
20
Submitted a title page for the submission.
5
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
PART 2:
Instructions
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 ...
Evidence TemplateQuestion What is the evidence that _______ inter.docxSANSKAR20
Evidence TemplateQuestion: What is the evidence that _______ interventions in _________ (individuals/settings) effects a change in ________ [nursing administration/leadership focus topic]?Citation CharacteristicsExample: Article #1: Pipe, T.B. Bortz, J., Dueck, A., Pendergast, D. Buchda, B., Summers, J. (2009).Article #1: Author(s), YearArticle #2: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearType of Study: RCT/QN, QN, QL, MM, QERCT/QNStudy SettingHospitalsVariablesDependent variable - Stress; Independent variable - Mindfulness trainingFrameworks/TheoriesStress TheoryStudy DesignProspective RCTSample Sizen = 33Sampling MethodVolunteers randomly assigned to intervention/comparison groups.Sample CharacteristicsNurse LeadersData Sources/Data QualitySelf-report on the following surveys selected to measure stress: Symptom Checklist 90-Revised, Positive Symptoms Distress Index, Global Severity Index Measurements taken at baseline and 1-week post course completion.InterventionBrief Mindfulness Meditation Course provided to the nurse leaders in the intervention group.Study ResultsIntervention group had significantly higher improvement on Positive Symptom Distress Index (p= .01), Global Severity Index (p= .019), and nearly significant increase Positive symptoms (p=.066)LimitationsSmall sample size and limited comparative studies of the intervention protocol. Group assignment was not double blinded. Room for bias.RecommendationsIntervention has potential for stress reduction. Larger sample needed in next study. Needs to examine satisfaction and long term use for stress control.Evidence Rating Level/QualityLevel II/Low QualityDelete this column before submitting to DropboxRCT = Randomized Controlled TrialQN = Quantitative StudyRCT/QN = Randomized Quantitative Controlled StudyQL = Qualitative StudyQE = Quasi-Experimental Study
Article Title ListEvidence Article Column LetterArticle TitleArticle HyperlinkBCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZ
Levels of EvidenceLevel of EvidenceDefinitionLevel 1Systematic review of relevant randomized controlled trials or evidence-based clinical practice guidelines based on systematic reviews of RCTsLevel 2Individual randomized controlled experimental studiesLevel 3Quasi-experimental studies - nonrandomized studies, controlled single group pre/post testLevel 4Evidence from well-designed case-controlled and cohort studiesLevel 6 Evidence from systematice reviews of descriptive and qualitative studiesLevel 7Opinions of respected authorities; opinions of expert committee, including their interpretation of non-research-based information
Quality of EvidenceQuality of EvidenceTypeDefinitionA - HighResearchConsistent with sufficient sample size, adequate control, and definitive conclusions; consistent recommendations, based on extensive literature review that includes thoughtful r ...
PSY 326 Research Methods Week 2 GuidanceWelcome to Week 2 of Res.docxwoodruffeloisa
PSY 326 Research Methods Week 2 Guidance
Welcome to Week 2 of Research Methods! This week, you will have an overview of qualitative versus quantitative, and experimental versus non-experimental research approaches. Required resources are sections 1.2, 1.3, 2.1, and 5.2 of the textbook (Newman, 2016), two research studies (Blixen, Perzyski, Bukah, Howland, & Sajatovic, 2016; Boyers & Rowe, 2018), and three helpful videos about writing research questions and hypotheses. The videos are linked in the Course Materials and the written assignment prompt.
Assignments for the week include a discussion, an interactive learning activity and quiz, a journal exercise, and a written assignment. To see how your assignments will be graded, look at the rubrics accessible through a link on the screen for each discussion or assignment.
The Week 2 discussion is Method Comparisons. Your initial post is due by Day 3, and all replies are due by Day 7. To prepare for the discussion, read the sections of the textbook listed above and the lecture portion of this instructor guidance. Your initial discussion post will have two parts. The first part is the same for everyone. Explain the similarities and differences between qualitative and quantitative research. Then, explain the difference between experimental and non-experimental research.
The second part of the post is a jigsaw puzzle. Instead of having the entire class read and report on four categories of research, each person will research and report on one category. Categories are assigned based on the first letter of your last name. When you determine your assigned category, use the Research Methods research guide and the databases in the Ashford University Library to find at least two scholarly/peer-reviewed articles about that type of research. Then, describe the features of the research category, name at least one specific research design in the category, and suggest a suitable topic for this type of research. Document your sources in APA style.
At least three replies to the initial posts of classmates will be required for this discussion, because you must read and respond to at least one post about each of the other three research categories. As the expert on your assigned category, you will also be expected to respond to questions posted on your thread by others. See the discussion prompt for complete details.
After you have learned about the research design categories from the assigned readings and participating in the discussion, you will be ready to do the interactive learning activity and take the quiz called Name That Design Category, due by Day 6. In the first part of the learning activity, match the name of the design category with its description. In the scenarios presented in the second part of the learning activity, you must select all categories of research that apply, and not select any that do not apply to the described research situation. When you have mastered the interactive learning activity, ...
University of Guelph, Learning Commons Library (httpwww.lib.uog.docxdickonsondorris
University of Guelph, Learning Commons Library (http://www.lib.uoguelph.ca/get-assistance/writing/specific-types-papers/using-scientific-journal-article-write-critical-review)
Using a Scientific Journal Article to Write a Critical Review
Writing a critical review of a journal article can help to improve your research skills. By assessing the work of others, you develop skills as a critical reader and become familiar with the types of evaluation criteria that will be applied to research in your field and thus your own research.
You are expected to read the article carefully, analyse it, and evaluate the quality and originality of the research, as well as its relevance and presentation. Its strengths and weaknesses are assessed, followed by its overall value. Do not be confused by the term critique: it does not mean that you only look at the negative aspects of what the researcher has done. You should address both the positive and negative aspects.
If your lecturer has given you specific advice on how to write a critical review, follow that advice. If not, the following steps may help you. These steps are based on a detailed description of how to analyse and evaluate a research article provided by Wood (2003) in her lab guide.
This guide is divided into two parts. The first part, "Researching the Critique," outlines the steps involved in selecting and evaluating a research article. The second part, "Writing your Critique," discusses two possible ways to structure your critique paper.
A. Researching the Critique
The questions listed under many of the subheadings in this section may provide you with a good place to begin understanding what you are looking for and what form your critique might take.
1. Select a Topic
If your lecturer does not assign a topic or a particular article for you to review, and you must choose a topic yourself, try using a review article from your field. Review articles summarize and evaluate current studies (research articles) on a particular topic. Select a review article on a topic that interests you and that is written clearly so you can understand it.
2. Select a Research Article
Use the review article to select a research article. This can be very useful in writing your critique. The review article will provide background information for your analysis, as well as establishing that the research paper you are critiquing is significant: if the paper was not so highly regarded, it would not have been selected to be reviewed.
When choosing a research article, examine the Materials & Methods section closely and make sure you have a good grasp of the techniques and methods used. If you don't, you may have difficulty evaluating them.
3. Analyse the Text
Read the article(s) carefully. As you read the article(s) use the following questions to help you understand how and why the research was carried out.
· What is the author's central purpose? Look at INTRODUCTION.
· What methods were used to accomplish this purpose (systematic recor ...
SYLLABUSCOURSE NUMBER NGR 5110COURSE TITLE Nursing Research.docxmabelf3
SYLLABUSCOURSE NUMBER: NGR 5110
COURSE TITLE: Nursing Research
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
1. Text and materials:
Ruth M. Tappen. (2015). Nursing Research. Advanced Nursing Research: From Theory to Practice. (2nd ed.). ISBN-13: 9781284048308. ISBN-10: 1284048306. Publisher: Jones & Bartlett Learning
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course description: This course examines the relationship of research and practice and the use of data as a basis for decision-making. Various approaches to the research process are explored. Ethical considerations in research are presented.
3. Learning Outcomes:
a. Upon successful completion of this class, the MSN student will be able to gain understanding of essential steps of the planning phase to conduct a research study: topic selection, literature review, relationship between theory and research, and the developmental stages of theory (AACN Essentials I, II, IV, V, VI, and VIII).
b. Upon successful completion of this course, the MSN student will be able to understand the necessary steps to conduct a nursing research: study design, type of study, research ethics, data collection, data analysis, implementation, and interpretation phase (AACN Essentials I, II, IV, V, VI, and VIII).
c. Upon successful completion of this course, the MSN student will be able to demonstrate the ability to use the complex steps of the reporting phase: presenting research findings, preparing research proposals, publishing results, and using evidence-based practice (AACN Essentials I, II, IV, V, VI, and VIII).
1. Objectives
a. The student will be able to identify research topics, review the literature, and interpret the developmental stages of theories (Descriptive/Explanatory/Predictive), and use a selected research article to test a theory as related to nursing practice.
b. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
c. The student will be able to apply knowledge of research methods to analyze, critique, and interpret research using the design and implementation phase of selected studies that are relevant to nursing practice
d. The student will be able to distinguish type of studies (Qualitative/Quantitative/Experimental/Descriptive/Epidemiological/and Longitudinal) by interpreting scholarly articles.
e. The student will be able to demonstrate knowledge of the reporting phase of nursing research by preparing a research proposal using a poster or a virtual presentation.
f. The student will be able to conduct an individual research by writing a paper based on a research proposal reflecting evidence-based nursing practice.
4. Course Requirements
· Assignments: (Please also refer to assignment section in Blackboard)
Library Assignment # 1: AACN Essential Pape.
TOPIC MEDIAS INFLUENCE ON BODY IMAGEPART 1Assigcurranalmeta
>>>TOPIC:
MEDIA'S INFLUENCE ON BODY IMAGE<<<
PART 1:
Assignment 3: Final Project Annotated Bibliography
Craft a research question on the topic you selected in your first discussion question post. Then locate at least five articles from peer-reviewed journals that pertain to your question that will be used to write the introduction section of your research proposal.
Submit these five citations in the form of an APA-style reference page. Under each citation, write one paragraph summarizing the main points of the article. As you read your articles, keep the following questions at hand; these will help you generate the information about each article.
· What were the topic/research questions being investigated?
· How was the study conducted (participants, materials, procedure, etc.)?
· What did the results reveal?
· How might these methodological considerations affect the research findings and the conclusions drawn from them?
· How does this article fit in with your paper? How did it influence your own ideas about your paper?
Based on your reading of the literature, what do you expect to find?
Include a hypothesis and a title page for your submission.
Submit your paper to the
Submissions Area
by the due date assigned
. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Created a research question based on a research topic approved by the instructor and submitted a testable hypothesis.
15
Submitted citations in the form of an APA-style reference page for five articles and included a paragraph summarizing each article and discussing its relevance.
40
Ensured that all the articles are from peer-reviewed journals.
20
Submitted a title page for the submission.
5
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
PART 2:
Instructions
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 ...
Evidence TemplateQuestion What is the evidence that _______ inter.docxSANSKAR20
Evidence TemplateQuestion: What is the evidence that _______ interventions in _________ (individuals/settings) effects a change in ________ [nursing administration/leadership focus topic]?Citation CharacteristicsExample: Article #1: Pipe, T.B. Bortz, J., Dueck, A., Pendergast, D. Buchda, B., Summers, J. (2009).Article #1: Author(s), YearArticle #2: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearArticle #_: Author(s), YearType of Study: RCT/QN, QN, QL, MM, QERCT/QNStudy SettingHospitalsVariablesDependent variable - Stress; Independent variable - Mindfulness trainingFrameworks/TheoriesStress TheoryStudy DesignProspective RCTSample Sizen = 33Sampling MethodVolunteers randomly assigned to intervention/comparison groups.Sample CharacteristicsNurse LeadersData Sources/Data QualitySelf-report on the following surveys selected to measure stress: Symptom Checklist 90-Revised, Positive Symptoms Distress Index, Global Severity Index Measurements taken at baseline and 1-week post course completion.InterventionBrief Mindfulness Meditation Course provided to the nurse leaders in the intervention group.Study ResultsIntervention group had significantly higher improvement on Positive Symptom Distress Index (p= .01), Global Severity Index (p= .019), and nearly significant increase Positive symptoms (p=.066)LimitationsSmall sample size and limited comparative studies of the intervention protocol. Group assignment was not double blinded. Room for bias.RecommendationsIntervention has potential for stress reduction. Larger sample needed in next study. Needs to examine satisfaction and long term use for stress control.Evidence Rating Level/QualityLevel II/Low QualityDelete this column before submitting to DropboxRCT = Randomized Controlled TrialQN = Quantitative StudyRCT/QN = Randomized Quantitative Controlled StudyQL = Qualitative StudyQE = Quasi-Experimental Study
Article Title ListEvidence Article Column LetterArticle TitleArticle HyperlinkBCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZ
Levels of EvidenceLevel of EvidenceDefinitionLevel 1Systematic review of relevant randomized controlled trials or evidence-based clinical practice guidelines based on systematic reviews of RCTsLevel 2Individual randomized controlled experimental studiesLevel 3Quasi-experimental studies - nonrandomized studies, controlled single group pre/post testLevel 4Evidence from well-designed case-controlled and cohort studiesLevel 6 Evidence from systematice reviews of descriptive and qualitative studiesLevel 7Opinions of respected authorities; opinions of expert committee, including their interpretation of non-research-based information
Quality of EvidenceQuality of EvidenceTypeDefinitionA - HighResearchConsistent with sufficient sample size, adequate control, and definitive conclusions; consistent recommendations, based on extensive literature review that includes thoughtful r ...
INFT 101Article Evaluation Assignment InstructionsPurpose In .docxdirkrplav
INFT 101
Article Evaluation Assignment Instructions
Purpose: In this assignment, you will apply the skills you learned from Chapter 8 of the textbook, and the course presentation on research. You must review this material before beginning the assignment.
Overview: You will locate, evaluate, and cite an article for a pretend research paper. While you will not need to write an actual paper, you will need to demonstrate your ability to conduct a search on the Jerry Falwell Library website, evaluate an article for quality and credibility, and cite your sources with integrity.
Instructions: In this assignment, you will:
· Choose a topic to research from the options in Step 1.
· Search for and locate an appropriate article for your paper. Your article must be:
· Appropriate for writing a paper on the chosen topic (relevant).
· Written by a credible author.
· Scholarly in nature.
· Current for the field of research—in this instance, no more than 5 years old.
· Objectively written.
· Evaluate your article for quality and credibility.
· Cite your source with integrity.
Follow the steps below and record your responses to each question in the space provided.
Note: Your score for this assignment is based on your accurate evaluation of your chosen article, not on meeting the criteria of the pretend research paper. Do not change articles if you find that yours is deficient on some point. Instead, perform a thorough evaluation of the article selected, as this is the basis for your grade.
Step 1. Obtain a topic:
Mark your chosen topic with an X.
The importance of time management as an online student
How adult learning theory applies to online learners
Academic integrity in online higher education
Learning preferences and online students
Step 2. Search for and locate a scholarly article that is related to your topic:
Criteria
Your Responses
Article Search
What search terms did you initially use when looking for your article?
Criteria
Your Responses
Article Search (continued)
Did you have to alter your search terms to find an article? What search terms did you end up using?
Paste the permalink for your article in the box.
How does your chosen article relate to your topic?
Step 3. Evaluate your article for quality and credibility:
Criteria
Your Responses
Credible
Who is/are the author/s?
How is/are the author/s qualified to write this article? (You may need to conduct a Google search to find out more about your author/s.)
Is this a credible source? Why or why not?
Scholarly
What is the name of the publication in which your article was printed?
Is the article written in a formal or informal style? Provide an example.
Does the article include references to other publications? If so, how many? (This information is often available on the article information page.)
Criteria
Your Responses
Scholarly (continued)
Was this article peer-reviewed? How can you tell? (This information is often available on the article information page.)
.
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Explore the Issue PapersYou will choose a topic from the Complet.docxnealwaters20034
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence .
Top of FormAssignment 1Bottom of FormAssignment 3 Researc.docxturveycharlyn
Top of Form
Assignment 1
Bottom of Form
Assignment 3: Research Manuscript Critique Part 1
Please post your assignment by submitting it by the due date assigned to theSubmissions Area. Complete each item listed below for each manuscript.
Step 1: Access the Shared Documents at the bottom of the Course Content Menuin your online classroom.
Step 2: Select the sub-module which pertains to your discipline—Research Articles_Business or Research Articles_Social Sciences.
Step 3: Select Three manuscripts in your area of study to examine throughout this course:
· 1 qualitative study
· 1 quantitative study
· 1 mixed methods study
Critique the manuscripts using the checklists below. You will be using these research articles to help you understand what exactly goes into the research methods for dissertations and other research. Each module you will identify specific elements in these research articles relating specifically to that module. These will serve as great examples for what you will need to do in your own research!
Complete the following research manuscript critique for each selected article.
Manuscript Reference: (Include the APA style Reference here)
Type of Study: (Quantitative, Qualitative, Mixed Methods)
Research Topic: (Identify the phenomenon of interest.)
Purpose of the Study: (Briefly, in 1-3 sentences, describe the purpose or significance of the study)
Overarching Research Question or Theory: (What is the primary research question or theory for this study?)
Specific Research Questions/ Philosophical Underpinnings: (Include the specific research questions, hypotheses or philosophical underpinnings for each study.)
All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Identified 3 research articles using 3 different research designs including: Quantitative, Qualitative and Mixed Methods.
3
Correctly identified the type of methodology used for each research article selected.
3
Identified the research topic for each study.
3
Described the purpose or significance of each study.
6
Identified the overarching research question or theory for each study.
6
Identified specific research questions, hypotheses, or philosophical underpinnings for each study.
12
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:
39
Assignment 2
Assignment 2: Formulating Research Questions
The purpose of this assignment is to demonstrate how the research question informs the choice of methodology. Formulate your research question or theory (for some qualitative work) and identify which type of methodological approach would best answer your question: Quantitative, ...
MID-AMERICA CHRISTIAN UNIVERSITY College of Adult and G.docxMARRY7
MID-AMERICA CHRISTIAN UNIVERSITY
College of Adult and Graduate Studies
PSYCHOLOGY AND
ETHICS RESEARCH I
PSYC 3501
Syllabus
BACHELOR OF SCIENCE IN PSYCHOLOGY AND ETHICS
ADULT SCHOOL OF PSYCHOLOGY AND BEHAVIORAL SCIENCE
Revision: September 15, 2013
PSYC 3501 Psychology & Ethics Research I MACU College of Adult and Graduate Studies
2
Instructor
See Contact Information in D2L under News in Course Home.
Course Description
The second course in the research block expands the study of the fundamentals of research to designing a
research study that meets the criteria for Chapter 3 in a formal research project. Students will apply
evaluation criteria to critique their study to identify weaknesses in the research design and inappropriate or
biased selection of participants. Once approved, students will perform their study and prepare to write the
results in PSYC 4823. Prerequisite: PSYC 3403 Research and Ethical Decision Making
Course Overview
This course continues the study of writing and consuming as well as validating empirical research
through the continuation of the capstone research project. The student will have completed
Chapters 1 and 2 and then have completed Chapter 3 (Methods) by the end of this course. Students
will be initially presented with information on creating survey questions in research consistent with
their research design and will learn how to sample populations as well as how to construct
questions. Students will be asked to explore the current research and be able to identify the
different components of research within those articles. By doing this, students will be able to
critically review research and become good consumers of research.
Student Outcomes
Within this course, students will be introduced to and instructed in the application of research
methodology both as a producer and a consumer as well as research design. At course end,
students be able to:
1. Critically evaluate research from a scientific perspective.
2. Evaluate the statistical analysis of research to determine significance of the study.
3. Apply basic principles of research to their own career choice.
4. Design a survey questionnaire for use in their chosen career.
5. Examine the literature to produce questions for further research and evaluation.
6. Create a methods section to explore their research question.
7. Evaluate an hypothesis and to determine the significance of an effect in research.
8. Read and use research literature in their discipline.
9. Systematically and rationally use research in decision making.
10. Conduct library research and use computers in research.
11. Critically analyze research to be good consumers of research.
12. Scientifically develop research to be good producers of research.
13. Evaluate a methods section of a research article for clarity and significance.
14. Identify the differences in research desi ...
Due 32117You MUST use this outline for the format of your .docxharold7fisher61282
Due 3/21/17
You
MUST
use this outline for the format of your Week 1 Paper. If you do not know how to write a research essay please see the "Help with Writing" announcement. Remember that you want to identify what qualitative and quantitative research is and be sure to use critical thinking to explain how you know which type of research the article you chose is by illustrating the definition with information from the article.
I. Introduction -
a.Who are the authors and title of your article?
b.What is the question and the hypothesis present within this research article?
II. Area of Psychology
III. Ethical Issues
a. What APA Research Ethical Guidelines were a risk in this study?
b. How did the researchers ensure that they ethical guidelines were not violated?
IV. Conclusion
Research Article Identification
Read each of the abstracts for the articles listed below and then
select one of them to be the full article that you will use for all the written assignments in this course
. The abstracts and full-text versions of the articles can be accessed through the databases in the Ashford University Library. On the Library home page, use
[email protected]
to search most of the databases simultaneously. The article choices are:
Cruwys, T., South, E. I., Greenaway, K. H., & Haslam, S. A. (2015). Social identity reduces depression by fostering positive attributions.
Social Psychological and Personality Science, 6
(1), 65-74. doi:10.1177/1948550614543309
Deliens, T., Clarys, P., De Bourdeaudhuij, I., & Deforche, B. (2014). Determinants of eating behaviour in university students: A qualitative study using focus group discussions.
BMC Public Health, 14
(1), 53. doi:10.1186/1471-2458-14-53
Ko, S. J., Sadler, M. S., & Galinsky, A. D. (2015). The sound of power: Conveying and detecting hierarchical rank through voice.
Psychological Science, 26
(1), 3-14. doi:10.1177/0956797614553009
McCann, T. V., & Lubman, D. I. (2012). Young people with depression and their satisfaction with the quality of care they receive from a primary care youth mental health service: A qualitative study.
Journal of Clinical Nursing, 21
(15/16), 2179-2187. doi:10.1111/j.1365-2702.2012.04086.x
Murphy, D., Hunt, E., Luzon, O., & Greenberg, N. (2014). Exploring positive pathways to care for members of the UK armed forces receiving treatment for PTSD: A qualitative study.
European Journal of Psychotraumatology, 5,
1-8. doi:10.3402/ejpt.v5.21759
Patrick, V. M., & Hagtvedt, H. (2012). “I don’t” versus “I can’t”: When empowered refusal motivates goal-directed behavior.
Journal of Consumer Research, 39
(2), 371-381. doi:10.1086/663212
If you have questions about how to search for articles, you may refer to the tutorial titled, “Finding an Article When You Have the Citation”, which is available within the Ashford University Library. In addition, the Library has 24/7 chat to assist you with reference questions.
After making your selection, read the “Meth.
Methods II Preview Assignment No examples for answeri.docxbuffydtesurina
Methods II Preview Assignment
No examples for answering questions part. Find Abstract example next page.
Abstract
Two studies looked at eyewitness confidence in lineup studies. In study one, 551 undergraduate
participants saw a picture of a target “suspect”. They then viewed an eight person lineup that
altered the lineup instructions (they were told the target was either present, might be present, or
they were not given any information, though in reality the target “suspect” was always missing).
The authors predicted that participants would both choose a suspect and be more confident in
their choice when told the target was present compared to the other two conditions. Results
confirmed this prediction. In study two, 337 participants also received either the target present or
might not be present instructions, though they were given a lineup that differed in size (eight
versus four members). Like study one, participants in the target present condition chose and were
more confident in their choice than participants in the target might be present condition, but only
when given an eight person lineup. This implies that telling someone that a person is present in a
lineup can lead them to find a suspect, but only if they have a lot of lineup choices.
Keywords: target present, target absent, simultaneous lineups, confidence
Commented [LL1]: Abstract heading starts on its own
page, centered and bold
Commented [LL2]: Everything in Abstract should be
double-spacing, times new roman font and 12 font size
Commented [LL3]: First line not indent in Abstract
Commented [L4]: The student wrote this in 189 words!
It’s a lot of information in a short amount of space, so make
sure to edit it a lot to get all relevant information in place.
Commented [LL5]: Make sure you indicated research
questions, hypotheses, IV&DV, participants, results, general
conclusion/implication of the study.
Commented [LL6]: Italicize “Keywords” phrase
Commented [L7]: 0.5 inch indent for Keywords, and
italicize “Keywords”
Commented [L8]: Make sure to include at 3-5
EFFECTIVE keywords, that is, when writing keywords, you
must think what words you could have in helping someone
find your research. Independent variables, experimental
design, hypotheses… are NOT good keywords.
METHODS II PREVIEW ASSIGNMENT 1
Methods II Preview Assignment Instructions (Worth 40 Points)
METHODS II PREVIEW ASSIGNMENT 2
Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a
brief preview to the paper you will write in Methods II next semester. Not only do I want
you to see what will go into your eventual Methods II research paper, but I also want to
make sure that you can write a clear, succinct paragraph for a research study that covers
all of the relevant information needed to convey the important parts of.
Methods II Preview Assignment No examples for answerikarenahmanny4c
Methods II Preview Assignment
No examples for answering questions part. Find Abstract example next page.
Abstract
Two studies looked at eyewitness confidence in lineup studies. In study one, 551 undergraduate
participants saw a picture of a target “suspect”. They then viewed an eight person lineup that
altered the lineup instructions (they were told the target was either present, might be present, or
they were not given any information, though in reality the target “suspect” was always missing).
The authors predicted that participants would both choose a suspect and be more confident in
their choice when told the target was present compared to the other two conditions. Results
confirmed this prediction. In study two, 337 participants also received either the target present or
might not be present instructions, though they were given a lineup that differed in size (eight
versus four members). Like study one, participants in the target present condition chose and were
more confident in their choice than participants in the target might be present condition, but only
when given an eight person lineup. This implies that telling someone that a person is present in a
lineup can lead them to find a suspect, but only if they have a lot of lineup choices.
Keywords: target present, target absent, simultaneous lineups, confidence
Commented [LL1]: Abstract heading starts on its own
page, centered and bold
Commented [LL2]: Everything in Abstract should be
double-spacing, times new roman font and 12 font size
Commented [LL3]: First line not indent in Abstract
Commented [L4]: The student wrote this in 189 words!
It’s a lot of information in a short amount of space, so make
sure to edit it a lot to get all relevant information in place.
Commented [LL5]: Make sure you indicated research
questions, hypotheses, IV&DV, participants, results, general
conclusion/implication of the study.
Commented [LL6]: Italicize “Keywords” phrase
Commented [L7]: 0.5 inch indent for Keywords, and
italicize “Keywords”
Commented [L8]: Make sure to include at 3-5
EFFECTIVE keywords, that is, when writing keywords, you
must think what words you could have in helping someone
find your research. Independent variables, experimental
design, hypotheses… are NOT good keywords.
METHODS II PREVIEW ASSIGNMENT 1
Methods II Preview Assignment Instructions (Worth 40 Points)
METHODS II PREVIEW ASSIGNMENT 2
Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a
brief preview to the paper you will write in Methods II next semester. Not only do I want
you to see what will go into your eventual Methods II research paper, but I also want to
make sure that you can write a clear, succinct paragraph for a research study that covers
all of the relevant information needed to convey the important parts of ...
Course Project Part 2—Literature ReviewThis is a continuation o.docxmercylittle80626
Course Project: Part 2—Literature Review
This is a continuation of the Course Project presented in Week 2.
The Course Project Part 1 Done by youin the below link:
https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-1-grading-rubic-an
Before you begin, review the Course Project Overview document located in the Week 2 Resources area.
The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.
To prepare:
Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.
Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.
Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.
Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
To complete:
Write a 3- to 4-page literature review that includes the following:
A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
Your literature review summary table with all references formatted in correct APA style
Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course.
Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the t.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
Summarize the article in about 100 to 120 words. The summary shoul.docxfredr6
Summarize the article in about 100 to 120 words. The summary should be clear, accurate, concise, and sufficiently complete. Readers should be able to read your summary and not need to read the original, but still not want for knowledge.
Leonard Pitts, Don't Confuse Them with the Facts
Don’t Confuse Them with the Facts
By Leonard Pitts
February 21, 2010
I got an e-mail the other day that depressed me.
It concerned a piece I recently did that mentioned Henry Johnson, who was awarded the French Croix de Guerre in World War I for single-handedly fighting off a company of Germans (some accounts say there were 14, some say almost 30, the ones I find most authoritative say there were about two dozen) who threatened to overrun his post.
Johnson managed this despite the fact that he was only 5-foot-4 and 130 pounds, despite the fact that his gun had jammed, despite the fact that he was wounded 21 times.
My mention of Johnson’s heroics drew a rebuke from a fellow named Ken Thompson, which I quote verbatim and in its entirety:
“Hate to tell you that blacks were not allowed into combat intell (sic) 1947, that fact. World War II ended in 1945. So all that feel good, one black man killing two dozen Nazi, is just that, PC bull.”
In response, my assistant, Judi Smith, sent Mr. Thompson proof of Johnson’s heroics: a link to his page on the Web site of Arlington National Cemetery. She thought this settled the matter.
Thompson’s reply? “There is no race on headstones and they didn’t come up with the story in tell (sic) 2002.”
Judi: “I guess you can choose to believe Arlington National Cemetery or not.”
Thompson: “It is what it is, you don’t believe either … “
At this point, Judi forwarded me their correspondence, along with a despairing note. She is probably somewhere drinking right now.
You see, like me, she can remember a time when facts settled arguments. This is back before everything became a partisan shouting match, back before it was permissible to ignore or deride as “biased” anything that didn’t support your worldview.
If you and I had an argument and I produced facts from an authoritative source to back me up, you couldn’t just blow that off. You might try to undermine my facts, might counter with facts of your own, but you couldn’t just pretend my facts had no weight or meaning.
But that’s the intellectual state of the union these days, as evidenced by all the people who still don’t believe the president was born in Hawaii or that the planet is warming. And by Mr. Thompson, who doesn’t believe Henry Johnson did what he did.
I could send him more proof, I suppose. Johnson is lauded in history books (“Before the Mayflower” by Lerone Bennett Jr., “The Dictionary of American Negro Biography” by Rayford Logan and Michael Winston) and in contemporaneous accounts (The Saturday Evening Post, The New York Times). I could also point out that blacks have fought in every war in American history, though before Harry Truman desegregated the military in 1948, t.
Summarize, in Your own words (do not copy from the website.docxfredr6
Summarize, in
Your
own words (do not copy from the website)
two
of the methods for sustainable agriculture from “
Solution
s: Advance Sustainable Agriculture
: Using science-based practices, we can produce abundant food while preserving our soil, air and water” including all hyperlinks used.
List one method that you think would work well in your local village/town/region. Why would it work well? Explain.
Please outline in your own words, one other new thing you learned this week in the course. How does it apply to your life?
.
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INFT 101Article Evaluation Assignment InstructionsPurpose In .docxdirkrplav
INFT 101
Article Evaluation Assignment Instructions
Purpose: In this assignment, you will apply the skills you learned from Chapter 8 of the textbook, and the course presentation on research. You must review this material before beginning the assignment.
Overview: You will locate, evaluate, and cite an article for a pretend research paper. While you will not need to write an actual paper, you will need to demonstrate your ability to conduct a search on the Jerry Falwell Library website, evaluate an article for quality and credibility, and cite your sources with integrity.
Instructions: In this assignment, you will:
· Choose a topic to research from the options in Step 1.
· Search for and locate an appropriate article for your paper. Your article must be:
· Appropriate for writing a paper on the chosen topic (relevant).
· Written by a credible author.
· Scholarly in nature.
· Current for the field of research—in this instance, no more than 5 years old.
· Objectively written.
· Evaluate your article for quality and credibility.
· Cite your source with integrity.
Follow the steps below and record your responses to each question in the space provided.
Note: Your score for this assignment is based on your accurate evaluation of your chosen article, not on meeting the criteria of the pretend research paper. Do not change articles if you find that yours is deficient on some point. Instead, perform a thorough evaluation of the article selected, as this is the basis for your grade.
Step 1. Obtain a topic:
Mark your chosen topic with an X.
The importance of time management as an online student
How adult learning theory applies to online learners
Academic integrity in online higher education
Learning preferences and online students
Step 2. Search for and locate a scholarly article that is related to your topic:
Criteria
Your Responses
Article Search
What search terms did you initially use when looking for your article?
Criteria
Your Responses
Article Search (continued)
Did you have to alter your search terms to find an article? What search terms did you end up using?
Paste the permalink for your article in the box.
How does your chosen article relate to your topic?
Step 3. Evaluate your article for quality and credibility:
Criteria
Your Responses
Credible
Who is/are the author/s?
How is/are the author/s qualified to write this article? (You may need to conduct a Google search to find out more about your author/s.)
Is this a credible source? Why or why not?
Scholarly
What is the name of the publication in which your article was printed?
Is the article written in a formal or informal style? Provide an example.
Does the article include references to other publications? If so, how many? (This information is often available on the article information page.)
Criteria
Your Responses
Scholarly (continued)
Was this article peer-reviewed? How can you tell? (This information is often available on the article information page.)
.
Explore the Issue PapersYou will choose a topic from the Complet.docxelbanglis
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence ...
Explore the Issue PapersYou will choose a topic from the Complet.docxnealwaters20034
Explore the Issue Papers
You will choose a topic from the Complete Marriage and Family Home Reference Guide to study more closely. In 4–6 pages, you will compare current knowledge with facts from research and then examine the chosen topic from both a psychological and a theological perspective.
1. Briefly provide your initial thoughts on the topic. This section will not require source material. The purpose is simply for you to identify what you know about this topic. You may discuss facts, a biblical perspective, the moral dilemma involved in the topic, or just your thoughts around the topic. This section must be 1 page.
2. Look at the research that has been done on the topic. This section must be well-organized with headings and subheadings and must include at least 4 empirical sources. This section must be 2–3 pages. You may consider, but are not confined to, the following prompts and questions:
· Check some of what you know against what research has to say. How could this topic affect a marriage or family?
· What are benefits and consequences of approaching this topic and working through it within the affected family unit?
3. Compare the psychological and theological perspectives of the topic. The point here is to compare what the research says about the topic to what the Bible says about the topic. Not all of the topics from "The Quick-Reference Guide to Marriage and Family Counseling" are directly mentioned in the Bible. However, you may use biblical principles and discuss similarities and discrepancies found between these 2 perspectives. This section must be 1–2 pages.
4. The conclusion of this paper must include a good summary of the information provided in the preceding 3 sections. You must also provide an idea for future study of the topic. What further information could be provided in relation to this topic? For example, what are some variables that play a part of depression in marriage? Is depression within marriage easier to work through if the depression is a result of a mood disorder or of circumstances outside of the marriage?
5. Correct current APA formatting must be implemented throughout this paper, including avoiding first person and using properly formatted citations and headings. A title page and references page must be included; however, an abstract will NOT be necessary for this assignment. Assignment instructions and the grading rubric must be carefully reviewed to ensure that all assignment criteria are met.
Reference
Dobson, J. (2000). Complete marriage and family home reference guide. Carol Stream, IL: Tyndale House Publishers, Inc. ISBN: 9780842352673.
OVERVIEW
Synthesize conceptual information pertinent to the research question; this is information that you extract from the articles selected for this review. Submit a draft literature review.
Note: Developing a research proposal requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence .
Top of FormAssignment 1Bottom of FormAssignment 3 Researc.docxturveycharlyn
Top of Form
Assignment 1
Bottom of Form
Assignment 3: Research Manuscript Critique Part 1
Please post your assignment by submitting it by the due date assigned to theSubmissions Area. Complete each item listed below for each manuscript.
Step 1: Access the Shared Documents at the bottom of the Course Content Menuin your online classroom.
Step 2: Select the sub-module which pertains to your discipline—Research Articles_Business or Research Articles_Social Sciences.
Step 3: Select Three manuscripts in your area of study to examine throughout this course:
· 1 qualitative study
· 1 quantitative study
· 1 mixed methods study
Critique the manuscripts using the checklists below. You will be using these research articles to help you understand what exactly goes into the research methods for dissertations and other research. Each module you will identify specific elements in these research articles relating specifically to that module. These will serve as great examples for what you will need to do in your own research!
Complete the following research manuscript critique for each selected article.
Manuscript Reference: (Include the APA style Reference here)
Type of Study: (Quantitative, Qualitative, Mixed Methods)
Research Topic: (Identify the phenomenon of interest.)
Purpose of the Study: (Briefly, in 1-3 sentences, describe the purpose or significance of the study)
Overarching Research Question or Theory: (What is the primary research question or theory for this study?)
Specific Research Questions/ Philosophical Underpinnings: (Include the specific research questions, hypotheses or philosophical underpinnings for each study.)
All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Identified 3 research articles using 3 different research designs including: Quantitative, Qualitative and Mixed Methods.
3
Correctly identified the type of methodology used for each research article selected.
3
Identified the research topic for each study.
3
Described the purpose or significance of each study.
6
Identified the overarching research question or theory for each study.
6
Identified specific research questions, hypotheses, or philosophical underpinnings for each study.
12
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:
39
Assignment 2
Assignment 2: Formulating Research Questions
The purpose of this assignment is to demonstrate how the research question informs the choice of methodology. Formulate your research question or theory (for some qualitative work) and identify which type of methodological approach would best answer your question: Quantitative, ...
MID-AMERICA CHRISTIAN UNIVERSITY College of Adult and G.docxMARRY7
MID-AMERICA CHRISTIAN UNIVERSITY
College of Adult and Graduate Studies
PSYCHOLOGY AND
ETHICS RESEARCH I
PSYC 3501
Syllabus
BACHELOR OF SCIENCE IN PSYCHOLOGY AND ETHICS
ADULT SCHOOL OF PSYCHOLOGY AND BEHAVIORAL SCIENCE
Revision: September 15, 2013
PSYC 3501 Psychology & Ethics Research I MACU College of Adult and Graduate Studies
2
Instructor
See Contact Information in D2L under News in Course Home.
Course Description
The second course in the research block expands the study of the fundamentals of research to designing a
research study that meets the criteria for Chapter 3 in a formal research project. Students will apply
evaluation criteria to critique their study to identify weaknesses in the research design and inappropriate or
biased selection of participants. Once approved, students will perform their study and prepare to write the
results in PSYC 4823. Prerequisite: PSYC 3403 Research and Ethical Decision Making
Course Overview
This course continues the study of writing and consuming as well as validating empirical research
through the continuation of the capstone research project. The student will have completed
Chapters 1 and 2 and then have completed Chapter 3 (Methods) by the end of this course. Students
will be initially presented with information on creating survey questions in research consistent with
their research design and will learn how to sample populations as well as how to construct
questions. Students will be asked to explore the current research and be able to identify the
different components of research within those articles. By doing this, students will be able to
critically review research and become good consumers of research.
Student Outcomes
Within this course, students will be introduced to and instructed in the application of research
methodology both as a producer and a consumer as well as research design. At course end,
students be able to:
1. Critically evaluate research from a scientific perspective.
2. Evaluate the statistical analysis of research to determine significance of the study.
3. Apply basic principles of research to their own career choice.
4. Design a survey questionnaire for use in their chosen career.
5. Examine the literature to produce questions for further research and evaluation.
6. Create a methods section to explore their research question.
7. Evaluate an hypothesis and to determine the significance of an effect in research.
8. Read and use research literature in their discipline.
9. Systematically and rationally use research in decision making.
10. Conduct library research and use computers in research.
11. Critically analyze research to be good consumers of research.
12. Scientifically develop research to be good producers of research.
13. Evaluate a methods section of a research article for clarity and significance.
14. Identify the differences in research desi ...
Due 32117You MUST use this outline for the format of your .docxharold7fisher61282
Due 3/21/17
You
MUST
use this outline for the format of your Week 1 Paper. If you do not know how to write a research essay please see the "Help with Writing" announcement. Remember that you want to identify what qualitative and quantitative research is and be sure to use critical thinking to explain how you know which type of research the article you chose is by illustrating the definition with information from the article.
I. Introduction -
a.Who are the authors and title of your article?
b.What is the question and the hypothesis present within this research article?
II. Area of Psychology
III. Ethical Issues
a. What APA Research Ethical Guidelines were a risk in this study?
b. How did the researchers ensure that they ethical guidelines were not violated?
IV. Conclusion
Research Article Identification
Read each of the abstracts for the articles listed below and then
select one of them to be the full article that you will use for all the written assignments in this course
. The abstracts and full-text versions of the articles can be accessed through the databases in the Ashford University Library. On the Library home page, use
[email protected]
to search most of the databases simultaneously. The article choices are:
Cruwys, T., South, E. I., Greenaway, K. H., & Haslam, S. A. (2015). Social identity reduces depression by fostering positive attributions.
Social Psychological and Personality Science, 6
(1), 65-74. doi:10.1177/1948550614543309
Deliens, T., Clarys, P., De Bourdeaudhuij, I., & Deforche, B. (2014). Determinants of eating behaviour in university students: A qualitative study using focus group discussions.
BMC Public Health, 14
(1), 53. doi:10.1186/1471-2458-14-53
Ko, S. J., Sadler, M. S., & Galinsky, A. D. (2015). The sound of power: Conveying and detecting hierarchical rank through voice.
Psychological Science, 26
(1), 3-14. doi:10.1177/0956797614553009
McCann, T. V., & Lubman, D. I. (2012). Young people with depression and their satisfaction with the quality of care they receive from a primary care youth mental health service: A qualitative study.
Journal of Clinical Nursing, 21
(15/16), 2179-2187. doi:10.1111/j.1365-2702.2012.04086.x
Murphy, D., Hunt, E., Luzon, O., & Greenberg, N. (2014). Exploring positive pathways to care for members of the UK armed forces receiving treatment for PTSD: A qualitative study.
European Journal of Psychotraumatology, 5,
1-8. doi:10.3402/ejpt.v5.21759
Patrick, V. M., & Hagtvedt, H. (2012). “I don’t” versus “I can’t”: When empowered refusal motivates goal-directed behavior.
Journal of Consumer Research, 39
(2), 371-381. doi:10.1086/663212
If you have questions about how to search for articles, you may refer to the tutorial titled, “Finding an Article When You Have the Citation”, which is available within the Ashford University Library. In addition, the Library has 24/7 chat to assist you with reference questions.
After making your selection, read the “Meth.
Methods II Preview Assignment No examples for answeri.docxbuffydtesurina
Methods II Preview Assignment
No examples for answering questions part. Find Abstract example next page.
Abstract
Two studies looked at eyewitness confidence in lineup studies. In study one, 551 undergraduate
participants saw a picture of a target “suspect”. They then viewed an eight person lineup that
altered the lineup instructions (they were told the target was either present, might be present, or
they were not given any information, though in reality the target “suspect” was always missing).
The authors predicted that participants would both choose a suspect and be more confident in
their choice when told the target was present compared to the other two conditions. Results
confirmed this prediction. In study two, 337 participants also received either the target present or
might not be present instructions, though they were given a lineup that differed in size (eight
versus four members). Like study one, participants in the target present condition chose and were
more confident in their choice than participants in the target might be present condition, but only
when given an eight person lineup. This implies that telling someone that a person is present in a
lineup can lead them to find a suspect, but only if they have a lot of lineup choices.
Keywords: target present, target absent, simultaneous lineups, confidence
Commented [LL1]: Abstract heading starts on its own
page, centered and bold
Commented [LL2]: Everything in Abstract should be
double-spacing, times new roman font and 12 font size
Commented [LL3]: First line not indent in Abstract
Commented [L4]: The student wrote this in 189 words!
It’s a lot of information in a short amount of space, so make
sure to edit it a lot to get all relevant information in place.
Commented [LL5]: Make sure you indicated research
questions, hypotheses, IV&DV, participants, results, general
conclusion/implication of the study.
Commented [LL6]: Italicize “Keywords” phrase
Commented [L7]: 0.5 inch indent for Keywords, and
italicize “Keywords”
Commented [L8]: Make sure to include at 3-5
EFFECTIVE keywords, that is, when writing keywords, you
must think what words you could have in helping someone
find your research. Independent variables, experimental
design, hypotheses… are NOT good keywords.
METHODS II PREVIEW ASSIGNMENT 1
Methods II Preview Assignment Instructions (Worth 40 Points)
METHODS II PREVIEW ASSIGNMENT 2
Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a
brief preview to the paper you will write in Methods II next semester. Not only do I want
you to see what will go into your eventual Methods II research paper, but I also want to
make sure that you can write a clear, succinct paragraph for a research study that covers
all of the relevant information needed to convey the important parts of.
Methods II Preview Assignment No examples for answerikarenahmanny4c
Methods II Preview Assignment
No examples for answering questions part. Find Abstract example next page.
Abstract
Two studies looked at eyewitness confidence in lineup studies. In study one, 551 undergraduate
participants saw a picture of a target “suspect”. They then viewed an eight person lineup that
altered the lineup instructions (they were told the target was either present, might be present, or
they were not given any information, though in reality the target “suspect” was always missing).
The authors predicted that participants would both choose a suspect and be more confident in
their choice when told the target was present compared to the other two conditions. Results
confirmed this prediction. In study two, 337 participants also received either the target present or
might not be present instructions, though they were given a lineup that differed in size (eight
versus four members). Like study one, participants in the target present condition chose and were
more confident in their choice than participants in the target might be present condition, but only
when given an eight person lineup. This implies that telling someone that a person is present in a
lineup can lead them to find a suspect, but only if they have a lot of lineup choices.
Keywords: target present, target absent, simultaneous lineups, confidence
Commented [LL1]: Abstract heading starts on its own
page, centered and bold
Commented [LL2]: Everything in Abstract should be
double-spacing, times new roman font and 12 font size
Commented [LL3]: First line not indent in Abstract
Commented [L4]: The student wrote this in 189 words!
It’s a lot of information in a short amount of space, so make
sure to edit it a lot to get all relevant information in place.
Commented [LL5]: Make sure you indicated research
questions, hypotheses, IV&DV, participants, results, general
conclusion/implication of the study.
Commented [LL6]: Italicize “Keywords” phrase
Commented [L7]: 0.5 inch indent for Keywords, and
italicize “Keywords”
Commented [L8]: Make sure to include at 3-5
EFFECTIVE keywords, that is, when writing keywords, you
must think what words you could have in helping someone
find your research. Independent variables, experimental
design, hypotheses… are NOT good keywords.
METHODS II PREVIEW ASSIGNMENT 1
Methods II Preview Assignment Instructions (Worth 40 Points)
METHODS II PREVIEW ASSIGNMENT 2
Methods II Preview Assignment Instructions
1). Psychological Purpose
The psychological purpose behind the Methods II Preview Assignment is to give you a
brief preview to the paper you will write in Methods II next semester. Not only do I want
you to see what will go into your eventual Methods II research paper, but I also want to
make sure that you can write a clear, succinct paragraph for a research study that covers
all of the relevant information needed to convey the important parts of ...
Course Project Part 2—Literature ReviewThis is a continuation o.docxmercylittle80626
Course Project: Part 2—Literature Review
This is a continuation of the Course Project presented in Week 2.
The Course Project Part 1 Done by youin the below link:
https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-1-grading-rubic-an
Before you begin, review the Course Project Overview document located in the Week 2 Resources area.
The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.
To prepare:
Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.
Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.
Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.
Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.
To complete:
Write a 3- to 4-page literature review that includes the following:
A synthesis of what the studies reveal about the current state of knowledge on the question that you developed
Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.
Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry
Your literature review summary table with all references formatted in correct APA style
Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course.
Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the t.
Research Presentation instructions Research Question andCitation.docxdebishakespeare
Research Presentation instructions
Research Question andCitations
The Research Presentation begins with a research question and a bibliographic search. You should identify 2 to 4 studies that address the same research question. Please send your References to me with citations written in APA style --see APA Manual of Style, 6th ed. -- no later than the date listed in the Calendar. I will use your Research Question to peruse the titles to make sure they look like original reports of empirical studies that are all on the same research question, and I will do an APA check on one of your citations. No grade will be taken; however, part of your presentation grade depends on using appropriate articles and writing your References page in APA style. If you are in doubt about whether a study is an "original report of an empirical study," feel free to attach it to the Citations and RQ email. Please start early on this assignment and plan to spend several hours searching for the right kind of articles that are all on the same research question. If you need assistance with APA style, please consult the Kail and Cavanaugh text References for many examples of APA-style reference citations.
A sampling of possible topics is listed here, but please feel free to examine other topics of interest. It helps to define your topic in terms of the “effects of X on Y in Z population.” For example:
Effects of X...
...on Y...
...in Z population
Example Research Questions
pretend play, parenting conflict, violence, divorce, alcoholism, daycare, self-esteem, social isolation, untimely death of family member, homelessness, early reading, eating disorders
intelligence, creativity, school achievement, social well-being language development, attachment, identity, physical health, dating practices
preschoolers, elementary school students, children, high school students, infants, adolescents, seniors, young adults
1. What are the effects of pretend play on language development in preschoolers?
2. What are the effects of pretend play on school achievement in elementary school students.
3. What are the effects of family violence on social well-being in adolescents?
4. What are the effects of peer pressure on academic achievement in middle-schoolers?
NB: Please make sure that the items you choose for each "variable" in your research question work together sensibly.
Examples of relevant journals at the ISU Cunningham Memorial Library include: Developmental Psychology, Human Development, Infancy, Adolescence, Child Development, Social Development, Childhood and Adolescence, Family and Community Health, Family Relations and Child Development, Merrill-Palmer Quarterly, Journal of Experimental Child Psychology, Journal of Educational Psychology, Journal of Child Language. There are many other journals that also publish empirical reports of studies on human development. Increasingly, reputable journals are available online. If you have a question about a given source, ...
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
Summarize the article in about 100 to 120 words. The summary shoul.docxfredr6
Summarize the article in about 100 to 120 words. The summary should be clear, accurate, concise, and sufficiently complete. Readers should be able to read your summary and not need to read the original, but still not want for knowledge.
Leonard Pitts, Don't Confuse Them with the Facts
Don’t Confuse Them with the Facts
By Leonard Pitts
February 21, 2010
I got an e-mail the other day that depressed me.
It concerned a piece I recently did that mentioned Henry Johnson, who was awarded the French Croix de Guerre in World War I for single-handedly fighting off a company of Germans (some accounts say there were 14, some say almost 30, the ones I find most authoritative say there were about two dozen) who threatened to overrun his post.
Johnson managed this despite the fact that he was only 5-foot-4 and 130 pounds, despite the fact that his gun had jammed, despite the fact that he was wounded 21 times.
My mention of Johnson’s heroics drew a rebuke from a fellow named Ken Thompson, which I quote verbatim and in its entirety:
“Hate to tell you that blacks were not allowed into combat intell (sic) 1947, that fact. World War II ended in 1945. So all that feel good, one black man killing two dozen Nazi, is just that, PC bull.”
In response, my assistant, Judi Smith, sent Mr. Thompson proof of Johnson’s heroics: a link to his page on the Web site of Arlington National Cemetery. She thought this settled the matter.
Thompson’s reply? “There is no race on headstones and they didn’t come up with the story in tell (sic) 2002.”
Judi: “I guess you can choose to believe Arlington National Cemetery or not.”
Thompson: “It is what it is, you don’t believe either … “
At this point, Judi forwarded me their correspondence, along with a despairing note. She is probably somewhere drinking right now.
You see, like me, she can remember a time when facts settled arguments. This is back before everything became a partisan shouting match, back before it was permissible to ignore or deride as “biased” anything that didn’t support your worldview.
If you and I had an argument and I produced facts from an authoritative source to back me up, you couldn’t just blow that off. You might try to undermine my facts, might counter with facts of your own, but you couldn’t just pretend my facts had no weight or meaning.
But that’s the intellectual state of the union these days, as evidenced by all the people who still don’t believe the president was born in Hawaii or that the planet is warming. And by Mr. Thompson, who doesn’t believe Henry Johnson did what he did.
I could send him more proof, I suppose. Johnson is lauded in history books (“Before the Mayflower” by Lerone Bennett Jr., “The Dictionary of American Negro Biography” by Rayford Logan and Michael Winston) and in contemporaneous accounts (The Saturday Evening Post, The New York Times). I could also point out that blacks have fought in every war in American history, though before Harry Truman desegregated the military in 1948, t.
Summarize, in Your own words (do not copy from the website.docxfredr6
Summarize, in
Your
own words (do not copy from the website)
two
of the methods for sustainable agriculture from “
Solution
s: Advance Sustainable Agriculture
: Using science-based practices, we can produce abundant food while preserving our soil, air and water” including all hyperlinks used.
List one method that you think would work well in your local village/town/region. Why would it work well? Explain.
Please outline in your own words, one other new thing you learned this week in the course. How does it apply to your life?
.
summarize chapter 10 for psychology first paragraph Introduction, s.docxfredr6
summarize chapter 10 for psychology: first paragraph Introduction, second paragraph observation and third paragraph conclusion
1. Preoperational intelligence according to Piaget is thinking between ages of 2 and 6. This means that children cannot yet perform logical operations, that is they cannot use logical principles.
2. According to Vygotsky, children learn because adults present challenges, offer assistance, and encourage motivation.
3. The vocabulary of children consists primarily of verbs and concrete nouns.
4. Centration – the tendency of preoperational children to focus only on one aspect of a situation or object.
5. Egocentrism – thinking that is self-centered. In the preoperational period a child views the world exclusively from his or her own perspective.
6. Focus on appearance refers to the preoperational child’s tendency to focus only on apparent attributes and ignore all others.
7. Irreversibility is the characteristic of preoperational thought in which the young child fails to recognize that a process can be reversed to restore the original conditions of a situation
.
SUMMARIZED ANNALYSIS of ANTI-PAMELAednesday, March 18, 2015ANT.docxfredr6
SUMMARIZED ANNALYSIS of ANTI-PAMELA
ednesday, March 18, 2015
ANTI-PAMELA by ELIZA HAYWOOD, SUMMARY and ANALYSIS
ANTI-PAMELA by ELIZA HAYWOOD
SUMMARY
Syrena Tricksy is raised in London, GBR by her liaison mother to attract a wealthy husband. She is trained in acting and deception. When Syrena is older than 13 and her other friends are beginning to enter into apprenticeships, and other areas of employment, Syrena is sent off to serve as a maid for a wealthy mistress named Mrs. Martin whom she knows through family connections, and is expected to use her newfound position to attract a patron and lover.
Immediately, Syrena is disgusted with the formality of her new family, and begs to be sent home. Syrena must miss a trip home because it is raining on the weekend, and boasts of deceiving a man into attraction for her on the next day in a letter that was sent on Monday. The man, named Vardine, vows to give all his money to her the next day. Syrena's mother who is named Ann applauds Syrena's receipt but cautions her optimism in trusting the new lover, and encourages her to increase the manipulation until the man is powerless. Syrena discovers the man has no estate and Ann cautions Syrena to shun the man completely. Because Syrena liked the man, she tricks Ann into letting her leave the Martins by claiming that someone has caught small pox in the house.
Vardine meets Syrena in the park and they go out drinking alcohol together. Syrena finds a new lady named Mrs. L for whom to serve. Vardine tells Syrena that he will marry her at any time. Syrena tricks Vardine into giving her five guineas to repay a fictional debt from Ann to Mrs. Martin; Vardine only has 2 guineas then, and promises to obtain another 3 by Friday. On Friday, Vardine sends a note to her that he has been sent to Ireland in the English invading military and does not have the 3 guineas.
Syrena writes to Ann that Thomas L, one of Syrena's new patrons, forced Syrena to kiss him and slipped 5 guineas down her blouse. Later, Thomas comes into Syrena's room and attempts to force himself on her, but she refuses. His son, referred to as Mr. L, jumps out of the closet as soon as Thomas leaves and condemns Thomas' behavior while praising Syrena. Syrena suspects Mr. L and his father are like-minded in their pursuit of her. Mr. L begins to kiss Syrena without her permission. Thomas accosts Syrena while she is hiding from Mr. L, and promises to show her his good intentions when they are away at the countryside together. When they go to the country Thomas tells Syrena he loves her, hinting that he will support her if she becomes his unwed lover, but Syrena refuses. Ann tells Syrena she should be less harsh toward Thomas, but focus her energy on manipulating Mr. L, who tells her that he cannot risk marrying her because Thomas would disapprove. Thomas draws Syrena a legal offer to pay her 100 pounds cash per year during Thomas' life and 50 pounds per year after Thomas' death, and ed.
summarize the key point or points most critical to the intellig.docxfredr6
summarize the key point or points most critical to the intelligence cycle.
--- > Also, summarize the key points in the following article
Apply Crime Analysis & GIS mapping to understand its importance to identifying, disrupting and development of intervention strategies that can assist law enforcement with Domestic Violence and stalking crimes.
Groff, E. R., Johnson, L., Ratcliffe, J. H., & Wood, J. (2013). Exploring the relationship between foot and car patrol in violent crime areas.
Policing, 36
(1), 119-139. doi:http://dx.doi.org.ezproxy2.apus.edu/10.1108/13639511311302506
In doing so, write a summary review of the important materials
presented. Following APA format (title page, content pages, reference page), double spaced, 12 pt font size, and common font style (Times New Roman).
APA format is required of all Summary Paper assignments, including a cover page, in-text citations, and a full reference list. If tables, charts or images are used an Appendix is required.
2-pages of content maximum.
.
Summarize your childhood and family. Include the following informati.docxfredr6
Summarize your childhood and family. Include the following information:
Where were you born (e.g., state, country, or geographical region)?
Do you have siblings?
Where do you fall in the birth order of your family?
Where did you grow up?
What was your childhood like?
How did your understanding of self and gender begin to develop?
What role did gender stereotypes play? What types of toys were you encouraged to play with? What activities were you encouraged to do?
What was your adolescence like? Was it a time of storm and stress, or was it a smooth transition?
Detail the nature versus nurture controversy from the scientific evidence. Address the following:
Define nature and nurture.
Describe which (either nature or nurture) you feel had a greater impact on your development.
How did nature and nurture work together to influence who you are today in terms of personality, sexuality, and gender?...Black male raise in the country...five sisters one brother
.
Summarize, for a country of your choice (India)group of non-c.docxfredr6
Summarize, for a country of your choice: (India)
group of non-communicable diseases: Cardiovascular Disease (Ischemic heart, stroke)
Include in your presentation:
the people most affected by this disease or diseases
key risk factors
the economic and social costs of the disease(s)
what might be done to address the disease(s) in cost-effective ways.
key organizations and institutions, their roles, and the manner in which they can cooperate to address these key global health issues
Direction:
4 pages
Use a minimum of three scholarly sources and cite your sources.
Write in a professional manner with a logical sequence.
No plagiarism
APA format
Textbook : Global Health 101
4th Edition
Author:
Richard Skolnik
Publisher:
Jones and Bartlett Learning
Year:
2019
.
Summarize this documentary film about The Rite of Spring balle.docxfredr6
Summarize this documentary film
about
The Rite of Spring
ballet by Igor Stravinsky. Include details about the construction of this masterwork, the difficulties the composer presents to both audience and performers, what took place at the premiere, and all other information you obtain from Michael Tilson Thomas’ excellent commentary. Watch the whole video and be specific.
https://www.youtube.com/watch?v=nr_0ve2KFuk
.
Summarize this paragraph in your own word when the american colonis.docxfredr6
Summarize this paragraph in your own word: when the american colonists gained their independence from the british after the revolutionary war,the americans were faced with a problem: what kind of government should they have ? They'd lived for years under british rule , and they had lots of complaints.now they would create a government from scratch, nd they had a few requirements.
.
Summarize the three (3) current competing theories of the origin of .docxfredr6
Summarize the three (3) current competing theories of the origin of life on Earth: it arrived from an extraterrestrial source, it originated as a heterotroph, it originated as an autotroph.
The answer to the question of the origin of life is a puzzle that scientists to this day cannot solve. Yet with continual research, scientists find evidence that will one day bring a solution. At present, there are three competing theories of how life came on Earth. All these theories but one of them states that life arrived here from an outside source. Swedish scientist Svante Arrhenius popularized the idea of panspermia in the early nineteen hundreds; this is the concept that life arose outside the Earth and that living things were transported to Earth to seed the planet with life. According to the passage, this theory does not explain how life arose originally and had little scientific support at that time.
Arrhenius' theory however has been revived and modified after gaining new evidence from the examinations of meteorites and space explorations. Organic molecules are found in many meteorites, and this suggests that life may have existed elsewhere in the solar system. An analysis of a meteorite found in Antarctica in 1996 suggested that from its chemical make-up, it was a portion of Mars; also the presence of complex organic molecules and small globules resembled those found on earth. At the current moment, most scientists no longer agree that their structures are from microorganisms, but there are still groups of scientists who still believe that they are.
Another hypothesis for the origin of life focuses on spontaneous generation. Spontaneous generation is the concept that living things arise from nonliving material. Aristotle proposed this concept between 384-322 B.C. and it was widely accepted until the seventeenth century. Many scientists support the idea that first living things on Earth were heterotrophs, which lived off organic molecules in the ocean. There is evidence to suggest that a wide variety of compounds were present in the early oceans, some of which could have been used, unchanged, by primitive cells. Because the earliest cells appear in the fossil record before any evidence of oxygen in the atmosphere, these early heterotrophs would have been anaerobic organisms.
According to the heterotrophic hypothesis the first living beings were very simple organisms, i.e., not producers of their own food, which emerged from the gradual association of organic molecules into small organized structures (the coacervates). The first organic molecules in their turn would have appeared from substances of the earth's primitive atmosphere submitted to strong electrical discharges, to solar radiation and to high temperatures.
Although the heterotrophic hypothesis for the origin living things was the prevailing theory for many years, recent discoveries have caused many scientists to consider an alternative that leads to the third hypothesis of how Earth.
Summarize the process of a program’s development based on the pr.docxfredr6
Summarize
the process of a program’s development based on the program scenario you have used throughout the course from Appendix B.
Include
the following sections:
Overview of the program
Assessment
Needs and problem statement
Program planning
Alternative funding
Implementation
Evaluation
Write
a 1,750- to 2,100-word paper that contains all of the above elements.
Format
your paper consistent with APA guidelines.
Third person should be used, so that tone is formal.
Appendix B
Program Scenario Three
PEACE Domestic Violence Agency
Organization Mission
PEACE’s
mission is to reduce victim trauma, empower survivors, and promote recovery through direct services. PEACE is committed to reducing the incidence of sexual assault and domestic violence through education and strives to challenge societal norms and beliefs that condone and perpetuate violence in the community.
Brief Community Description
The city of Portland is similar to many other communities throughout the country. As a large metropolitan city, the region has experienced increasing reports of domestic and youth violence, spousal and child abuse, assault, and incidents of road rage over the last 5 years.
Funding Opportunity
The National Foundation’s funding program,
Supporting Families,
strives to fulfill the following objectives:
·
Promote the well-being of young men, women, and children whose lives have been affected by
domestic violence,
and to reduce the prevalence of domestic violence through increased service provision, education, and awareness.
·
Improve the quality of life of
families with a member or members in prison
, through the provision of services responsive to their needs.
·
Provide
young people
who are or have been involved with the
criminal justice system with a rehabilitation program
designed to obtain the skills, confidence, and personal support networks to enable them to lead fulfilled and successful lives.
The foundation has two grant programs under which it provides funding to
nonprofits
:
·
The Small Grants Program offers one-time grants of up to $5,000 to registered charities with an annual budget under $500,000.
·
The Investor Program is an innovative funding program designed to support six organizations under each of the objectives of the Supporting Families program, with up to $150,000 a year for up to 3 years.
.
Summarize the key details about your chosen leader.Who i.docxfredr6
Summarize the key details about your chosen leader.
Who is s/he?
What is the organization?
What are one or two important points you have learned so far in your study of the leader?
This section of your paper should only be 1 or 2 paragraphs.
Analyze the leader’s alignment to the four universal principles: integrity, responsibility, compassion, and forgiveness, citing examples and research to support your assessment. In essence, how did the leader demonstrate (or not demonstrate) those principles in his or her leadership practice?
Analyze the different bases of power this leader used, citing examples and research to support your assessment. In essence, how did this leader demonstrate use of power and which bases of power did s/he use to influence others?
Analyze the demonstrated beliefs of this leader, citing examples and research to support your assessment. In essence, what did the leader appear to believe about:
people inside the organization,
people outside the organization,
power,
processes and policies,
profit (or other relevant outcomes).
Analyze how this leader affected the culture of his or her organization, citing examples and research to support your assessment. In essence,
How did this leader’s attitudes and actions affect followers?
Which behaviors had a strong effect on followers?
Was this leader credible? Based on what evidence?
How did this leader’s attitudes and actions influence the organization’s ethical practices?
Was the leader an ethical leader? Based on what evidence
.
Summarize the PICO(T) components of the health care challenge presen.docxfredr6
Summarize the PICO(T) components of the health care challenge presented in the following Vila Health scenario and qualitative research study, and write a PICO(T) question:
Vila Health: The Best Evidence for a Health Care Challenge
.
Carlfjord, S., Öhrn, A., & Gunnarsson, A. (2018).
Experiences from ten years of incident reporting in health care: A qualitative study among department managers and coordinators.
BMC Health Services Research, 18
, 1–9.
PLEASE SEE THE ATTACHED DOCUMENTS AN USE AT LEAST 4 SOURCES!!! PLEASE USE THE SOURCES LISTED ON THESE DOCUMENTS!!! MENTIONING VILA HEALTH
.
Summarize the process of a program’s development based on the prog.docxfredr6
Summarize
the process of a program’s development based on the program scenario you have used throughout the course from Appendix B.
Include
the following sections:
·
Overview of the program
·
Assessment
·
Needs and problem statement
·
Program planning
·
Alternative funding
·
Implementation
·
Evaluation
Write
a 1,750- to 2,100-word paper that contains all of the above elements.
Format
your paper consistent with APA guidelines.
Post
your paper as an attachment.
.
Summarize the influences of diversity within a workplace.Your .docxfredr6
Summarize the influences of diversity within a workplace.
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Hartman, L., DesJardins, J., & MacDonald, C. (2014). 1.
Business ethics: decision making for personal integrity and social responsibility
(3rd ed., pp. 294-296
). New York: McGraw-Hill.
No Wiki, Dictionary.com or Plagiarism
.
summarize the facts about HIV What is HIV, why is HIV a g.docxfredr6
summarize the facts about HIV: What is HIV, why is HIV a global public health issue, what are the global HIV statistics, where in the world is HIV most prevalent? Hypothesize an explanation of why there is so much disparity between developing and developed countries. How is HIV infection, transmission, and treatment influenced by the Determinants of Health? Do you think there is a connection between poverty and HIV? Why? What HIV interventions have been found to most effective?
.
Summarize the following subjects of Chapter 3Different type.docxfredr6
Summarize the following subjects of Chapter 3
Different types of network circuits and media
Digital transmission of digital data
Analog transmission of digital data
Digital transmission of analog data
Analog and digital modems
Multiplexing
Discuss & Present TWO of the following subjects:
5- space-based global Internet service
https://www.youtube.com/watch?v=hXa3bTcIGPU
https://www.blueorigin.com/news/blue-origin-to-launch-telesats-advanced-global-leo-satellite-constellation
https://www.starlink.com/
https://www.oneweb.world/
6- Select and present a Network topic from IEEE Spectrum
https://spectrum.ieee.org/computing/networks
.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Summary of the Essay Assignment for PSYC 1001Each student will wri.docx
1. Summary of the Essay Assignment for PSYC 1001
Each student will write an essay reviewing one empirical study
in psychology. Complete instructions are in the Essay
Instructions learning module. The grading rubric explains
exactly how these essays will be graded. Please refer to it. The
power point presentation gives more details about the
assignment and tips to doing it. Please review it. The sample
essay is an example of how a perfect essay would appear. Please
read over it.Instructions Summary For each essay a student will:
1. Locate a research article (see steps for locating an article) in
the field of psychology that:
is peer-reviewed,
reports an original empirical study (no meta-analyses or
literature reviews),
has a “Methods” or “Procedures” section, and
is located in the UC library.
1. Have the article approved by the instructor:
after finding the article, email me the citation (without an
attached pdf) using the library’s citation page for the article.
my email is [email protected].
within 2 days I will email back approving the article or asking
you to find a new article.
you may need (or choose) to find a new article if the first one is
not a good fit.
2. Complete 2 prewriting assignments that have students locate
the information in their article that must be included in the
essay.
The first prewriting assignment (EI PW1) is worth 50 points and
requires students to identify from the article they found in the
UC library:
i. The APA citation copied and pasted from the UC library
website;
ii. The authors of the article who conducted the research and
wrote the article;
iii. The year that the article was published;
2. iv. The title of article;
v. The name of the journal that published the article;
vi. The page numbers in the journal that the article appeared on;
vii. The purpose that motivated the research study;
viii. The theory (stated as IV affects DV) tested by the study;
ix. The number, species, and other important characteristics of
the subjects who provided the data for the study;
x. A control variable that is the same for all subjects in the
study;
xi. A possible confounding variable that could mess up the
results of the study if it is not controlled; and
xii. A reason that the research is important or is not important.
The second prewriting assignment (EI PW2) is worth 50 points
and requires students to identify from the article they found in
the UC library:
xiii. The independent variable (IV) in the theory;
xiv. One way that the IV is operationalized so that it can be
measured in the study;
xv. Any control group who got 0 of the IV;
xvi. The dependent variable (DV) in the theory;
xvii. One way the DV is operationalized so that it can be
measured in the study;
xviii. The one specific hypothesis tested with the
operationalized IV and operationalized DV stated above;
xix. The design (how data was collected) used in the study;
xx. The data that confirm or do not confirm the specific
hypothesis stated above;
xxi. The p-value computed by the statistics and if the hypothesis
is confirmed or not; and
xxii. How ethically the subjects were treated by the researchers.
3. After satifactorily completing both prewriting assignments,
students will write a 500-600 word essay (see rubric for grading
criteria) that includes:
the full citation with author(s), year published, title, journal
name, and page numbers;
the purpose or theory motivating the research study;
3. one (and only one) of the specific hypotheses tested in the
study;
the subjects for the study giving the number and species as a
minimum;
the research methods (design) used including how the
independent variable (IV) and dependent variable (DV) in the
chosen specific hypothesis were measured;
the variables that apply to the one chosen specific hypothesis
including:
i. the one independent variable and how it is operationalized,
ii. the one dependent variable and how it is operationalized, and
iii. a control or confounding variable;
numerical results from the data reported in the article that apply
to the one chosen specific hypothesis (looking in a table is often
necessary);
the conclusion of the researchers to confirm or not confirm the
hypothesis;
the student’s own opinion of the ethics for the study including
reasons; and
the student’s own evaluation of the importance of the research
including reasons.
4. Essays must:
be typed double spaced, using12-point font and 1 inch margins;
use correct spelling, grammar, and punctuation;
include student’s name, assignment due date, and page number
on every page; and
be submitted on Canvas in the correct dropbox under
“Assignments”.
5. Essays will be graded within 3 weeks of the due date and
then students will have at least 1 week in which they may revise
their essay if they choose.
Essays and revisions will be graded using the rubic on the next
page.
Revisions are optional, but cannot be submitted late.
The final grade will be average of initial essay grade and the
revision grade if students do a revision. Otherwise the initial
4. grade stands.
Essays and prewriting assignments are turned in electronically
on Canvas:
First prewriting EI PW1 is due February 24 at 4pm and the
second EI PW2 is due February 26 at 4pm.
Students may have to redo the prewriting assignments if they do
not complete it successfully (score at least 40 out of 50) the
first time.
Essay is due on March 11 at 4pm, revision due April 29 at 4pm.
Late first submission for prewriting or essays will be penalized
10 percent. If the first submission for an essay is more than 5
days late, it may not be graded in time to revise. Late revisions
are not accepted.
Essays must be submitted in the correct drop box under
“Assignments” on Canvas using MSWord “.docx” format.
Complete detailed instructions for the essays, including the
grading rubric, are in the “EI (Essay Instructions): Research on
the Mind” learning module.
Essay Grading Rubric for Introduction to Psychology
Excellent
(10 pts)
Good
(8-9 pts)
Adequate
(6-7 pts)
Attempted Fair
(4-5 pts)
Attempted Poor (2-3 pts)
Not apparent
(0-1 pts)
Clarity of writing
5. No errors in sentence structure, quotes, spelling, or grammar
A few errors but meaning is clear
Several errors; some that interfere with meaning
Several errors that interfere with meaning
Many errors that interfere with meaning
Essay is difficult to understand because of errors
Citation
All 5 elements correct (authors, title, date, journal, & page
numbers)
At least 4 elements correct including authors, date, and title
Authors, date, and title correct
Little citation information given, but article can be identified
Inadequate citation to locate article
No citation given
Theory / purpose
Purpose of study and theory tested clearly stated
Purpose or theory stated although may be vague
Purpose or theory alluded to, but not clearly stated
Some mention of the purpose of the study
Purpose and theory incorrect
No purpose or theory stated
Hypothesis
1 specific hypothesis clearly stated with operationalized IV and
DV
Hypothesis stated but not tied to theory or variables
Hypothesis vague or unclear
Incorrect hypothesis
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Subjects
Number, species & some descriptive information for subjects
given
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information
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Variables
IV, DV, and a confound or control clearly identified
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Results
Results w/ statistics and if hypothesis confirmed clearly stated
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confirmed
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Student’s opinion of the ethics and reasoning clearly stated
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fpsyg-08-00106 February 4, 2017 Time: 17:58 # 1
ORIGINAL RESEARCH
published: 07 February 2017
doi: 10.3389/fpsyg.2017.00106
Edited by:
Matthew William Geoffrey Dye,
Rochester Institute of Technology,
USA
Reviewed by:
Jacqueline Leybaert,
8. Université libre de Bruxelles, Belgium
Jerker Rönnberg,
Linköping University, Sweden
*Correspondence:
Mairéad MacSweeney
[email protected]
Specialty section:
This article was submitted to
Cognitive Science,
a section of the journal
Frontiers in Psychology
Received: 13 September 2016
Accepted: 16 January 2017
Published: 07 February 2017
Citation:
Pimperton H, Ralph-Lewis A and
MacSweeney M (2017)
Speechreading in Deaf Adults with
Cochlear Implants: Evidence
for Perceptual Compensation.
Front. Psychol. 8:106.
doi: 10.3389/fpsyg.2017.00106
Speechreading in Deaf Adults with
Cochlear Implants: Evidence for
9. Perceptual Compensation
Hannah Pimperton1, Amelia Ralph-Lewis1 and Mairéad
MacSweeney1,2*
1 Institute of Cognitive Neuroscience, University College
London, London, UK, 2 Deafness, Cognition and Language
Centre,
University College London, London, UK
Previous research has provided evidence for a speechreading
advantage in congenitally
deaf adults compared to hearing adults. A ‘perceptual
compensation’ account of this
finding proposes that prolonged early onset deafness leads to a
greater reliance on
visual, as opposed to auditory, information when perceiving
speech which in turn
results in superior visual speech perception skills in deaf adults.
In the current study we
tested whether previous demonstrations of a speechreading
advantage for profoundly
congenitally deaf adults with hearing aids, or no amplificiation,
were also apparent
in adults with the same deafness profile but who have
experienced greater access
to the auditory elements of speech via a cochlear implant (CI).
We also tested the
prediction that, in line with the perceptual compensation
account, receiving a CI at
a later age is associated with superior speechreading skills due
to later implanted
individuals having experienced greater dependence on visual
speech information. We
designed a speechreading task in which participants viewed
silent videos of 123 single
words spoken by a model and were required to indicate which
10. word they thought had
been said via a free text response. We compared congenitally
deaf adults who had
received CIs in childhood or adolescence (N = 15) with a
comparison group of hearing
adults (N = 15) matched on age and education level. The adults
with CI showed
significantly better scores on the speechreading task than the
hearing comparison
group. Furthermore, within the group of adults with CI, there
was a significant
positive correlation between age at implantation and
speechreading performance; earlier
implantation was associated with lower speechreading scores.
These results are both
consistent with the hypothesis of perceptual compensation in
the domain of speech
perception, indicating that more prolonged dependence on
visual speech information
in speech perception may lead to improvements in the
perception of visual speech. In
addition our study provides metrics of the ‘speechreadability’ of
123 words produced in
British English: one derived from hearing adults (N = 61) and
one from deaf adults with
CI (N = 15). Evidence for the validity of these
‘speechreadability’ metrics come from
correlations with visual lexical competition data.
Keywords: speechreading, deaf, cochlear implants,
compensation, lipreading
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12. superior speech perception skills in the visual-only modality. If
this perceptual compensation hypothesis is correct, we would
predict that deaf individuals would show superior speechreading
(visual-only speech perception) skills to hearing individuals
at a group level. However, evidence regarding whether there
exists a speechreading advantage for deaf individuals has been
mixed.
A body of work by Ronnberg et al. (1983) with individuals
who had acquired hearing loss in adulthood found no evidence
for superior speechreading skills in these adults compared
with hearing adults (Lyxell and Ronnberg, 1989, 1991). The
results of these studies led Ronnberg to conclude that “daily
dependence on lipreading in a variety of social situations
does not seem to suffice as a trigger for the development
of speech-reading skill” (Ronnberg, 1995). Tye-Murray et al.
(2007) examined speechreading of phonemes, words and
sentences in older adults with mild-moderate hearing loss
acquired in adulthood and compared their performance to
older adults without hearing loss. In a visual-only condition
they found no significant advantages for the adults with
hearing loss on phonemes or sentences, but did find that
they displayed a significant advantage over the adults without
hearing loss in terms of their visual recognition of single
words.
In contrast with the findings on adults with acquired hearing
loss, studies with groups of adults who have congenital or early
onset deafness have been more consistent in demonstrating
significant speechreading advantages compared to hearing
adults.
Bernstein et al. (2000) examined the ability of adults with
normal hearing (N = 96) and with severe to profound early
onset (94% experienced onset ≤ 4 years) deafness (N = 72)
to speechread consonant-vowel nonsense syllables, words and
sentences. The adults with early onset deafness showed
13. enhanced
speechreading ability relative to the hearing adults on all three
types of speechreading stimuli, indicative of superior visual
phonetic perception in the deaf adults. Auer and Bernstein
(2007) replicated this finding of a significant speechreading
advantage for adults with early onset deafness. They compared
the performance of a large group (N = 112) of adults with
early deafness (onset < 4 years) with that of a group of
hearing adults (N = 220) on a sentence-level speechreading
task. They found significant advantages for the deaf adults who
identified 43.55% of the target words correctly compared to
only 18.57% for the hearing group. They concluded that “the
need to rely on visual speech throughout life and particularly
for the acquisition of spoken language by individuals with
early onset hearing loss, can lead to enhanced speechreading
ability.” Similar results were reported by Mohammed et al.
(2006) using the Test of Adult Speechreading, a speechreading
test that assesses speechreading skill at different levels of
linguistic complexity and that was designed specifically to give
deaf and hearing individuals an equal chance to demonstrate
their speechreading skill by not requiring spoken or written
responses. They found significant speechreading advantages for
a group of 29 profoundly deaf adults (age of onset < 5 years)
over a comparison group of 29 hearing adults. In a study
of Brazilian Portuguese-speaking adults, Oliveira et al. (2014)
found similar advantages for deaf adults over hearing adults
in terms of their performance on a range of speechreading
tasks, and consistent advantages for those deaf adults with
prelingual onset as compared to those with post-lingual
onset.
A range of skills are likely to underpin this speechreading
advantage in those born deaf. In particular it is clear that
individual differences in cognitive skills play an important
role in speechreading skill (for review see Rönnberg et al.,
14. 2013). For example, Rönnberg et al. (1999) reported a case
study of speechreading ‘expert’ – MM. They report that MM’s
speechreading skill was associated with high cognitive skills,
such
as phonological skills and working memory capacity.
Better visual speech understanding in individuals with
congenital or early onset deafness, compared to hearing
individuals, but not in those with later onset of deafness is
consistent with work on perceptual compensation in blind
individuals. Gougoux et al. (2004) found superior pitch
discrimination skills in early blind adults (blinded < 2 years
old) compared to sighted adults but no evidence of these
enhancements to listening skills in late blind adults
(blinded > 5 years old). They also reported a significant
negative correlation between age of blindness onset and pitch
discrimination performance, with those who were blind from
an earlier age showing superior performance on the pitch
discrimination task, and argued that “cerebral plasticity is more
efficient at early developmental stages” (Gougoux et al., 2004).
Subsequent studies have controlled for the influence of musical
experience by including sighted controls closely matched on
musical experience and have still provided consistent evidence
regarding the enhancement to pitch discrimination associated
with earlier onset of blindness (Wan et al., 2010).
Speechreading in Cochlear Implant
Users
In the majority of the studies reviewed above that demonstrated
a
speechreading advantage in adults born severely to profoundly
deaf, the participants either used hearing aids or no hearing
device (Bernstein et al., 2000; Mohammed et al., 2006; Auer
and Bernstein, 2007). Thus, these individuals would have
had minimal access to the auditory speech signal meaning
that their dependence on visual speech to access spoken
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Pimperton et al. Speechreading in Deaf Adults with Cochlear
Implants
language would have been high. Aparicio et al. (2012) have
demonstrated that this visual speech signal can be enhanced
by the use of cued speech (CS) which requires the user to
pay more attention to the lips. They tested deaf CS and non-
CS users and hearing participants on a sentence to picture
speechreading test. Deaf participants who were native CS users
were better speechreaders than deaf participants who were non-
CS users. Furthermore, the two groups of deaf participants
were better speechreaders than the hearing participants. This
study demonstrates that different language and communication
experiences in deaf individuals can lead to differences in
speechreading skill.
Another way to increase the clarity of the speech signal to a
deaf person is of course to increase access to the auditory input.
Over the last two decades increasing numbers of profoundly
deaf children and adults have received cochlear implants (CI);
devices which convert acoustic stimuli into electrical signals
and directly stimulate the auditory nerve to provide deaf
individuals with access to sound (American Speech-Language-
Hearing Association, 2004). For individuals who are
congenitally
16. deaf but are implanted in early childhood, or for those who
receive a CI following an acquired hearing loss, it is often
the case that the CI gives them sufficient access to speech
sounds for them to be able to recognize speech in auditory-
only conditions, although there is considerable variability in
speech perception outcomes even within these populations
(American Speech-Language-Hearing Association, 2004). This
raises the question of whether the superior access to auditory
speech that deaf CI users experience impacts on their ability
to perceive visual speech. It is possible that a lesser degree
of dependence on the visual perceptual elements of speech
for understanding spoken language means that the group-
level deaf speechreading advantage may not be evident for CI
users.
However, it is important to recognize that a CI uses
a maximum of 22 electrodes to replace the function of
around 16,000 hair cells and as a consequence conveys highly
impoverished information about speech sounds compared to
a normally functioning human cochlea (Giraud et al., 2001;
Nittrouer et al., 2012). The reduced spectral information
conveyed by the CI is particularly problematic in terms of
its impact on auditory speech perception in the presence of
background noise (Srinivasan et al., 2013). This suggests that
despite the increased access to auditory speech that a CI can
bring, CI users might continue to make greater use of visual
speech information than hearing individuals and thus may
display a speechreading advantage.
The study by Oliveira et al. (2014) described above included
some deaf participants with CIs but they were grouped together
with participants without CIs, so it was not possible to
differentiate whether the individuals with CIs displayed a group
advantage relative to the hearing controls in terms of their
speechreading skills. A small number of studies have reported
data comparing speechreading skills of groups of deaf
17. individuals
who have received a CI with hearing individuals. Rouger et al.
(2007) assessed speechreading performance in a group of post-
lingually deafened adults using a task in which participants
had to identify and repeat bisyllabic words presented in a
visual only format. The participants completed the assessment
both prior to receipt of a CI, immediately after switch on
and in the years subsequent to implantation. They found
that the deaf adults (N = 97) showed significantly higher
speechreading performance than a comparison group of hearing
adults (N = 163) when they were assessed prior to cochlear
implantation. This advantage maintained in the months and
years following cochlear implantation despite these deaf adults
substantially increasing their auditory-only word recognition
abilities. Additionally, Rouger et al. (2007) reported on a small
sample (N = 8) of participants who had experienced sudden
onset deafness less than a year before they received a CI and
who
still showed significantly superior speechreading performance
compared to the hearing participants prior to, and following,
cochlear implantation. They argued on the basis of this that “a
high level of speechreading ability can be acquired rapidly
during
a period of auditory deprivation,” a position in stark contrast to
that of Ronnberg (1995).
As part of a study looking at audiovisual spoken word
training, Bernstein et al. (2014) reported scores on a sentence-
level lipreading task (Auer and Bernstein, 2007) for a sample of
pre- or perilingually profoundly deaf adults (N = 28) with CIs,
the majority of whom received their CI in adulthood (>19
years),
and a sample of hearing adults (N = 43). As was the case in the
original Auer and Bernstein (2007) study, Bernstein, Eberhardt
and Auer found a significant advantage for the deaf group over
18. the hearing group in terms of their ability to identify words
from sentences presented in a visual-only format; the average
percentage words correct for the CI group was 39.4%, compared
to 8.1% for the hearing group.
Huyse et al. (2013) compared the performance of congenitally,
profoundly deaf children with CIs (N = 31; M age = 10 years,
SD = 0.47) with that of hearing children (N = 31; M
age = 10 years, SD = 0.5) on a task that required them to
identify
vowel-consonant-vowel nonsense syllables. They reported no
significant differences between the groups in terms of their
identification performance when the syllables were presented in
a visual-only format, indicating no speechreading advantage for
these deaf children with CIs over their hearing peers. This
finding
is consistent with the results from a study by Kyle et al. (2013)
which compared the speechreading skills of a more
audiologically
diverse group of deaf children (severely to profoundly deaf, and
using CIs, hearing aids or no device) with those of hearing
children using a speechreading test that assessed visual speech
recognition at multiple levels of linguistic complexity (words,
sentences, and short stories). They found that the deaf and
hearing children performed very similarly on this test; there
were
no significant differences between the groups on any of the
three
subtests. It is possible that increased experience of and attention
to visual speech over a period of years is necessary for the
development of superior visual speech perception skills
observed
in adults. Alternatively, it may be the case that the language
skills
of deaf children limit their performance on speechreading tasks,
making it harder for them to demonstrate an advantage in their
19. visual speech perception skills than it is for deaf adults with
more
experience of the spoken language the tests are conducted in.
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In this study we therefore focused on deaf adults and
aimed to test whether the group-level speechreading advantage
demonstrated by Rouger et al. (2007) in post-lingually deafened
adults who received their CIs in adulthood, and by Bernstein
et al. (2014) in pre- and perilingually deafened adults who
received their CIs in adulthood, could be replicated in a group
of congenitally deaf adults who received their CIs in childhood
or adolescence. We predicted that although these adults may
on average have experienced greater access to auditory speech
sounds than adults with equivalent levels of deafness without
CIs they would still have experienced, and be continuing
to experience, a much greater dependence on visual speech
information than hearing individuals and hence would show
evidence of perceptual compensation and demonstrate group-
level advantages in their speechreading skills compared to
hearing adults.
As mentioned above, auditory speech perception outcomes
following implantation are highly variable and are impacted by
20. a
number of different variables. For post-lingually deafened
adults,
factors identified as predictors of auditory speech perception
following implantation include duration of pre-implant deafness
and residual hearing pre-implant (Blamey et al., 1992; van Dijk
et al., 1999). For prelingually deaf children, age at
implantation,
residual hearing pre-implant, non-verbal ability, and exposure
to an oral education have been identified as factors related to
variation in speech perception outcomes following implantation
(O’Donoghue et al., 2000; Svirsky et al., 2004; Geers et al.,
2008).
Under the framework of perceptual compensation, it would be
predicted that individual variability in auditory speech
perception
with a CI may relate to individual variability in visual speech
perception, with those individuals getting the least auditory
speech access via their CI relying the most on visual speech on
a day to day basis and hence showing the greatest enhancements
in their visual speech perception skills.
In the present study we focus on one variable that has
been consistently associated with variability in auditory speech
perception outcomes following CI; age at implantation. Age
at implantation effects on speech perception outcomes have
been discussed in the context of sensitive periods for the
development of the central auditory system. Sharma et al.
(2002) have argued that the first 3.5 years of life is a
period of maximal plasticity of the central auditory system.
They found evidence from electrophysiological recordings of
cortical auditory evoked potentials (CAEPs) that, for
congenitally
deaf children, implantation after 3.5 years is associated with
an increased risk of developing atypical CAEPs following
implantation, with these atypical CAEPs particularly likely with
21. implantation after the age of 7 years (Sharma et al., 2002).
These findings suggest that receipt of an implant earlier in life
may be associated with better auditory speech perception as a
consequence of increased plasticity of the central auditory
system.
Additionally, earlier recipients will also have experienced an
increased number of years accessing auditory speech via the CI
than later recipients. Taken together these factors may
contribute
to earlier implanted individuals showing a reduced reliance on,
and therefore less well-developed, visual speech perception
skills
than later implanted individuals.
One study has addressed this question of whether there
is evidence of a relationship between age at implantation
and speechreading ability and has done so in children with
CIs: Bergeson et al. (2005) compared the visual, auditory,
and audiovisual speech perception performance of a group of
earlier implanted (≤4 years 5 months) children with those
of a group of later implanted (>4 years 5 months) children
both before and in the years following implantation. They
found that overall the earlier implanted children showed better
speech perception performance than the later implanted children
when sentences were presented in auditory-only conditions,
but that this advantage was reversed when the sentences were
presented in visual-only conditions with the later-implanted
group showing superior performance in that context. These
findings in children with CIs are consistent with the perceptual
compensation hypothesis in indicating that a more protracted
period of deafness, with onset in early childhood, may be
associated with superior visual speech perception skills. In the
present study we sought to test this hypothesis in adults with
CIs
who received their implant at highly variable ages (2–19 years).
The majority of children who are eligible for a CI today are now
22. receiving one before the age of 3 years (Raine, 2013) meaning
that opportunities to address questions about the implication
of variability in age of implantation that spans beyond the
sensitive period for the development of the central auditory
system are increasingly limited; thus this sample presents a
unique opportunity.
To summarize, in the present study we tested the following
hypotheses:
(a) Profoundly, congenitally deaf adults with CIs would show
a significant advantage in their single word speechreading
skills compared to a matched group of hearing adults.
(b) Within the group of adults with CIs, age at implantation
would relate to speechreading skill, with earlier implanted
adults showing less good speechreading skills.
MATERIALS AND METHODS
Participants
Sixty one native English-speaking hearing participants provided
data for this study. All reported normal hearing and normal
or corrected-to-normal vision. The participants were either
undergraduate students participating for course credit or
volunteers from the wider community who had responded to
adverts to take part in the study. All provided informed consent
prior to participation in the study. An additional 13 participants
consented to participate in the study but were excluded from the
current dataset as a result of not completing all items in the
task.
Fifteen congenitally deaf participants with CIs participated
in this study. Age at implantation ranged from 2 to 19 years
(M = 8.27, SD = 5.05). All reported normal or corrected-to-
normal vision and profound deafness.
23. To faciliate comparisons between the speechreading
performance of CI and hearing participants, each of the
15 CI participants was individually matched to a hearing
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participant from the larger hearing sample (N = 61) on the
basis of age and education level, with these 15 matched hearing
participants forming the hearing comparison group (HCG).
There were no significant differences in the distribution of
ages between the CI (median = 23, range = 22–26) and HCG
(median = 23, range = 20–31) groups (U = 122, Z = 0.41,
p = 0.71, r = 0.07). The groups also did not differ significantly
in terms of the distribution of highest education level achieved
[χ2(2, N = 30) = 0.16, p = 0.92, ϕc = 0.07].
Materials and Procedure
One hundred and twenty three words were selected as the target
words for this experiment (see Supplementary Table S1 for full
list). All words were either concrete nouns or colors.
Information
on the visual speech lexical competition experienced by the
speechread target words was sourced from the Phi-Lex database
(Strand, 2014). The measure used was a continuous measure
24. of visual lexical competition (ConV). This measure reflected
the overall competition in the reference lexicon for the target
word based on the similarity of the response distributions of its
constituent phonemes (from a forced choice visual only
phoneme
identification task) to those of phonemes in every other word of
the same pattern type in the lexicon. For further details of how
this measure was derived, see Strand (2014). This variable was
available for 86 out of the 123 words in the study.
A video of each word being spoken by a female model was
made using a Sony Handycam (HDR-CX115). The word was
spoken aloud at a normal conversational volume during the
recording and the videos were subsequently edited to mute the
volume such that the participants saw a natural production of
the word but without any sound. The same model produced
each word. The model maintained a neutral facial expression in
the production of every word and the camera distance, lighting
and background conditions were consistent for each word (see
Figure 1).
Four different randomized orders of the 123 videos were
produced and participants were randomly assigned to complete
one of the four orders. The videos were presented using Opinio,
a web-based survey tool, and participants completed the task
via the internet on their personal computers. Participants were
instructed that they would see silent videos of a model saying a
single word and that they could only view each video once.
They
were required to click to play each video and then write the
word
they thought they had seen in a free text response box before
moving onto the next video.
When scoring the responses as correct or not relative to
the target, participants were given one point for an item if
25. the response either directly matched the target or if they had
produced a homophone of the target (e.g., had written ‘I’ for the
target ‘eye’). This meant they could score a maximum of 123 on
the task.
Prior to completing the speechreading task the participants
provided demographic information via the web-based tool.
Additional audiological information was collected from the
participants with a CI via a paper-based response form prior to
their completion of the speechreading task.
FIGURE 1 | Screenshot of visual speech model who produced
all
stimuli.
RESULTS
Overall Speechreading Performance of
Hearing Participants
The mean number of words identified correctly by the 61
hearing
participants was 22.38 (SD = 9.94; range = 2–48) out of 123.
This
was equivalent to a mean proportion correct of 0.18 (SD = 0.08;
range = 0.02–0.39). The mean number of words identified
correctly by the hearing participants was significantly above the
floor of 0 [t(60) = 17.56, p < 0.001, d = 2.25] and significantly
below the ceiling of 123 [t(60) =−79.08, p < 0.001, d =−10.12].
Comparison of Speechreading
Performance for the CI Participants and
the Hearing Control Group (HCG)
The mean number of words identified correctly by the CI
participants was 40.80 (SD = 16.81; range = 9–62) and by
the matched HCG was 24.20 (SD = 10.40; range = 4–46) (see
Figure 2). This was equivalent to a mean proportion correct
26. of 0.33 (SD = 0.14) for the CI group and 0.20 (SD = 0.08)
for the HCG. Levene’s test indicated unequal variances between
the two groups. Therefore the unequal variance Welch t-test
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