TEAS Report-2.pdf
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The attached document is a copy of the transcript for my scores of the Test of Essential Academic Skills (TEAS). After months of using a study book and completing practice questions and tests, I took the exam and was pleased with my score. Not only does this test require scientific knowledge, but it requires knowledge in math, reading, and language areas as well. As a Clinical Nurse Leader I must know mathematical skills when analyzing data for the organization or hospital I am working for. I also must have top tier reading and language skills, as I will be tasked with doing research and reading many articles and books in order to gather data to report back to whomever may be asking for it. I believe my performance on this test can be solid proof to my academic abilities in all areas that will help me in my future career.
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#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docx
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
MELJUN CORTES research seminar_1_formulating_a_research_problem
The document discusses formulating a research problem and statement. It explains that a research problem should address an issue, question, or knowledge gap. A problem statement is typically in question form and implies empirical testing. Descriptive questions elicit responses through statistics, while inferential questions link descriptive questions by asking about differences or relationships among variables. Samples of problem statements include questions about computer literacy levels and the relationship between program inputs and outputs. The document also discusses criteria for choosing research topics and sources of research problems, as well as formulating research hypotheses as educated guesses about relationships between variables.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docx
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
PurposeThe purpose of this paper is to interpret the two artic.docx
Purpose
The purpose of this paper is to interpret the two articles identified as most important to the group topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 200 points
Preparing the assignment
1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:
a. Clinical Question (30 points/15%)
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.
b. Use Evidence Matrix Table Template: Data Summary - (60 points/30%)
Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
c. Description of Findings (60 points/30%)
Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
d. Conclusion (20 points/10%)
Review major findings in a summary paragraph.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
e. Format (30 points/15%)
1. Correct grammar and spelling
2. Include a title and ref.
Exciting Strategies for GED Test Preparation Instruction
This document outlines an instructional workshop on strategies for preparing students to take the GED test. The workshop covers the basics of the GED, which assesses skills in four subjects using computer-based, standards-aligned questions. It discusses best practices for instruction including using authentic materials and promoting persistence. Participants learn about the test's focus on depth of knowledge, extended writing responses, and alignment to common core standards. They do hands-on activities matching test targets to standards and creating interdisciplinary lesson plans.
Required ReadingsAmerican Nurses Association. (2014). Psychiat.docx
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standard 2 “Diagnosis” (pages 46-47)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 225–238 and pp. 245–258)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology & Hepatology, 6(2), 82–91.
How to Critically Appraise an Article by Young, J.; Solomon, M., in Nature Reviews Gastroenterology & Hepatology, Vol. 6/Issue 2. Copyright 2009 by Nature Publishing Group. Reprinted by permission of Nature Publishing Group via the Copyright Clearance Center.
Select one of the following articles on psychodynamic therapy to evaluate in your Assignment:
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503
Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332
LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982
Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507
Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375
Note: You will access all of these articles from the Walden Library databases.
Required Media
Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 2 minutes.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Ra ...
EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docx
EDUC 815
Final Exam Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Introduction
10 points
Persuades the reader that the topic is important by using 3-4 of relevant and quality literature published within the last 5 years. Provides a detailed overview of the topic at hand and prepares the reader for the background section of the manuscript.
9 points
Persuades the reader that the topic is important by using 3-4 pieces of relevant and quality literature published within the last 5 years. Provides an overview of the topic at hand and prepares the reader for the background section of the manuscript.
1 to 8 points
Provides support for the topic by using less than 2 pieces of literature. Provides a minimal overview of the topic at hand.
0 points
Not present
Participants
14 to 15 points
Clearly and accurately describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and support for adequate sample size.
13 points
Describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and some support for adequate sample size.
1 to 12 points
Somewhat describes target population, sample size, type of sample, and the sampling procedures. Does not provides demographic information and/or support for adequate sample size.
0 points
Not present
Setting
14 to 15 points
Important features of the site and treatment setting are clearly identified. The setting, especially the treatment setting is described in sufficient details so that the study could be replicated.
13 points
Important features of the site and treatment setting are mentioned. The setting, especially the treatment setting needs to be described in detail but lacking some key features.
1 to 12 points
Important features of the site and treatment setting are identified but not clearly. The setting is lacking some key features.
0 points
Not present
Research Design
14 to 15 points
Research design and all variables are clearly identified. Provides a logical and accurate rationale that is supported by research texts and other literature.
13 points
Research design and most variables are identified. Provides a rationale that is supported by research texts and other literature.
1 to 12 points
Research design and variables are inaccurately identified. Fails to provide a rationale that is supported by research texts and other literature.
0 points
Not present
Instrumentation
24 to 25 points
Clearly describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are clearly explained. Validity of the instrument is discussed using previous studies to establish validity. Reliability of the instrument is discussed including reliability coefficients.
22 to 23 points
Describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are .
Scoring Sat Practice Test (1)
The document provides instructions for scoring a SAT practice test. It explains that the test measures multiple scores on a common scale, including section scores, subscores, and cross-test scores. The summary provides step-by-step instructions to calculate total scores, section scores, subscores in specific content areas, and cross-test scores by using the provided answer key and conversion tables.
Recommended
#35537 Topic Course Project Part 3—Translating Evidence Into Pra.docx
#35537 Topic: Course Project: Part 3—Translating Evidence Into Practice. Continuation of the assignment attached
Number of Pages: 3 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
In Part 3 of the Course Project, you consider how the evidence you gathered during Part 2 can be translated into nursing practice.
Now that you have located available research on your PICOT question, you will examine what the research indicates about nursing practices. Connecting research evidence and findings to actual decisions and tasks that nurses complete in their daily practice is essentially what evidence-based practice is all about. This final component of the Course Project asks you to translate the evidence and data from your literature review into authentic practices that can be adopted to improve health care outcomes. In addition, you will also consider possible methods and strategies for disseminating evidence-based practices to your colleagues and to the broader health care field.
To prepare:
Consider Parts 1 and 2 of your Course Project. How does the research address your PICOT question?
With your PICOT question in mind, identify at least one nursing practice that is supported by the evidence in two or more of the articles from your literature review. Consider what the evidence indicates about how this practice contributes to better outcomes.
Explore possible consequences of failing to adopt the evidence-based practice that you identified.
Consider how you would disseminate information about this evidence-based practice throughout your organization or practice setting. How would you communicate the importance of the practice?
To complete:
In a 3- to 4-page paper:
Restate your PICOT question and its significance to nursing practice.
Summarize the findings from the articles you selected for your literature review. Describe at least one nursing practice that is supported by the evidence in the articles. Justify your response with specific references to at least 2 of the articles.
Explain how the evidence-based practice that you identified contributes to better outcomes. In addition, identify potential negative outcomes that could result from failing to use the evidence-based practice.
Outline the strategy for disseminating the evidence-based practice that you identified throughout your practice setting. Explain how you would communicate the importance of the practice to your colleagues. Describe how you would move from disseminating the information to implementing the evidence-based practice within your organization. How would you address concerns and opposition to the change in practice?It should be combined with the other two components of the Course Project and turned in as your Portfolio Assignment for this course.
IMPORTANT
Reminder: The School of Nursing requires th.
MELJUN CORTES research seminar_1_formulating_a_research_problem
The document discusses formulating a research problem and statement. It explains that a research problem should address an issue, question, or knowledge gap. A problem statement is typically in question form and implies empirical testing. Descriptive questions elicit responses through statistics, while inferential questions link descriptive questions by asking about differences or relationships among variables. Samples of problem statements include questions about computer literacy levels and the relationship between program inputs and outputs. The document also discusses criteria for choosing research topics and sources of research problems, as well as formulating research hypotheses as educated guesses about relationships between variables.
ACC202 - Management AccountingTrimester 3 2018 GROUP ASSIGNMENT.docx
ACC202 - Management Accounting
Trimester 3 2018 GROUP ASSIGNMENT
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Student Id Number Student Name
Question
Student Mark
Total Assignment
/100
Assessment Mark (out of 20)
/20
Overview
Group Assignment: 3-5 members (or as agreed with your Tutor)
Nature of Assignment: Essay (2000 – 2500 words)
Date Due: Week 10(Friday 10pm)
Worth: 20%
Submission Method: via Moodle / Turnitin (printed copy to Tutor if requested by Tutor)
Instructions
· This is a Group Assignment of 3-5 members (or as agreed with your Tutor). The groups must be finalised prior to the Mid-trimester test in Week 6.
· Write each of your Student Names and Numbers at the top of this page IN THE BOX PROVIDED. Ensure you identify who your group lead is.
The Group lead will be responsible for all correspondence with the Tutor as well as the assignment final submission.
1) Essay Questions:
What are mid-market innovators and what are the overall strategies and pricing approaches used by these innovators in order to develop their business. Why are mid-market innovators successful? Provide examples where appropriate.
Based on your analysis of mid-market innovators in the first part of the essay question, what challenges are there for incumbent companies?
2) Essay Structure:
The following structure is provided to assist you in developing your response.
1) Executive Summary (an overall statement of no more than 200-250 words outlining the topic, approach, summary of key findings and conclusion)
2) Introduction (this should state what the purpose of the report is, what Accounting theme is being explored, which company is being reviewed (if applicable), which standards / criteria are being applied etc.)
3) Literature Review (this is where you include a summary of the literature you reviewed to develop your understanding of the topic and formulate your recommendations)
4) Analysis (this is the main body)
5) Summary of Findings (this section highlights the key findings from your analysis)
6) Recommendations (this section summarises YOUR key recommendations based on your findings and emphasises your JUDGEMENT)
7) Conclusion (this section should reflect upon what you stated in the introduction i.e. what you have done and what you found. The conclusion is about closing the analysis and NOT introducing new material.)
8) Referencing (Harvard Anglia compliant)
You should also use the attached RUBRIC (refer section 3) to self-assess how well your Essay reaches the targeted outcomes. Please feel free to bring a draft copy to your Tutor to help you assess progress.
3. Analysis Rubric
Criteria
HD (>95%)
HD (85-95%)
Distinction (75-84%)
Credit (65-74%)
Pass (50-64%)
Fail (40-50%)
Fail (<40%)
Executive Summary (5%)
Presented a logical and well-structured executive summary which clearly reflects the assignment requirements, .
PurposeThe purpose of this paper is to interpret the two artic.docx
Purpose
The purpose of this paper is to interpret the two articles identified as most important to the group topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 200 points
Preparing the assignment
1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:
a. Clinical Question (30 points/15%)
1. Describe the problem: What is the focus of your group’s work?
2. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
3. Purpose of the paper: What will your paper do or describe?
***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.
b. Use Evidence Matrix Table Template: Data Summary - (60 points/30%)
Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. References (recent publication within the last 5 years)
2. Purpose/Hypothesis/Study Question(s)
3. Variables: Independent (I) and Dependent (D)
4. Study Design
5. Sample Size and Selection
6. Data Collection Methods
7. Major Findings (Evidence)
c. Description of Findings (60 points/30%)
Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.
1. Compare and contrast variables within each study.
2. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?
3. Participant demographics and information.
4. Instruments used, including reliability and validity.
5. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
6. Next steps: Identify two questions that can help guide the group’s work.
d. Conclusion (20 points/10%)
Review major findings in a summary paragraph.
1. Evidence to address your clinical problem.
2. Make a connection back to all the included sections.
3. Wrap up the assignment and give the reader something to think about.
e. Format (30 points/15%)
1. Correct grammar and spelling
2. Include a title and ref.
Exciting Strategies for GED Test Preparation Instruction
This document outlines an instructional workshop on strategies for preparing students to take the GED test. The workshop covers the basics of the GED, which assesses skills in four subjects using computer-based, standards-aligned questions. It discusses best practices for instruction including using authentic materials and promoting persistence. Participants learn about the test's focus on depth of knowledge, extended writing responses, and alignment to common core standards. They do hands-on activities matching test targets to standards and creating interdisciplinary lesson plans.
Required ReadingsAmerican Nurses Association. (2014). Psychiat.docx
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standard 2 “Diagnosis” (pages 46-47)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 225–238 and pp. 245–258)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology & Hepatology, 6(2), 82–91.
How to Critically Appraise an Article by Young, J.; Solomon, M., in Nature Reviews Gastroenterology & Hepatology, Vol. 6/Issue 2. Copyright 2009 by Nature Publishing Group. Reprinted by permission of Nature Publishing Group via the Copyright Clearance Center.
Select one of the following articles on psychodynamic therapy to evaluate in your Assignment:
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503
Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332
LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982
Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507
Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375
Note: You will access all of these articles from the Walden Library databases.
Required Media
Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 2 minutes.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Ra ...
EDUC 815Final Exam Grading RubricCriteriaLevels of Achieveme.docx
EDUC 815
Final Exam Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Introduction
10 points
Persuades the reader that the topic is important by using 3-4 of relevant and quality literature published within the last 5 years. Provides a detailed overview of the topic at hand and prepares the reader for the background section of the manuscript.
9 points
Persuades the reader that the topic is important by using 3-4 pieces of relevant and quality literature published within the last 5 years. Provides an overview of the topic at hand and prepares the reader for the background section of the manuscript.
1 to 8 points
Provides support for the topic by using less than 2 pieces of literature. Provides a minimal overview of the topic at hand.
0 points
Not present
Participants
14 to 15 points
Clearly and accurately describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and support for adequate sample size.
13 points
Describes the target population, sample size, type of sample, and the sampling procedures. Provides demographic information and some support for adequate sample size.
1 to 12 points
Somewhat describes target population, sample size, type of sample, and the sampling procedures. Does not provides demographic information and/or support for adequate sample size.
0 points
Not present
Setting
14 to 15 points
Important features of the site and treatment setting are clearly identified. The setting, especially the treatment setting is described in sufficient details so that the study could be replicated.
13 points
Important features of the site and treatment setting are mentioned. The setting, especially the treatment setting needs to be described in detail but lacking some key features.
1 to 12 points
Important features of the site and treatment setting are identified but not clearly. The setting is lacking some key features.
0 points
Not present
Research Design
14 to 15 points
Research design and all variables are clearly identified. Provides a logical and accurate rationale that is supported by research texts and other literature.
13 points
Research design and most variables are identified. Provides a rationale that is supported by research texts and other literature.
1 to 12 points
Research design and variables are inaccurately identified. Fails to provide a rationale that is supported by research texts and other literature.
0 points
Not present
Instrumentation
24 to 25 points
Clearly describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are clearly explained. Validity of the instrument is discussed using previous studies to establish validity. Reliability of the instrument is discussed including reliability coefficients.
22 to 23 points
Describes instrument including the name, purpose, and contents. Scales of measurement and the scoring procedures are .
Scoring Sat Practice Test (1)
The document provides instructions for scoring a SAT practice test. It explains that the test measures multiple scores on a common scale, including section scores, subscores, and cross-test scores. The summary provides step-by-step instructions to calculate total scores, section scores, subscores in specific content areas, and cross-test scores by using the provided answer key and conversion tables.
Part 3 (Due 11915)To begin, work through the .docx
Part 3 (Due 1/19/15)
To begin, work through the reference list that was created in the "Section B: Problem Description" assignment in Module 2. Appraise each resource using the "Rapid Critical Appraisal Checklists," available in the textbook appendix or electronically on the textbook student resource CD-ROM. The specific checklist you use will be determined by the type of evidence within the resource.
Develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the "Evaluation Table Template," available in the textbook appendix. Use the "Evaluation Table Template" as an adaptable template.
Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following:
1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
3) Incorporate a description of the validity of the internal and external research.
It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles.
Although you will not be submitting the checklist information or the evaluation table you design in Module 3 with the narrative, the checklist information and evaluation table should be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Refer to "NUR 699 Literature Support Holistic Assessment."
Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section.
NUR 699 – Capstone
Literature Support Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Literature Support
Summarize the research support for the projects problem and proposed solution. Describe the search method.
Summarize all of the research studies used as evidence. Describe research strengths and limitations as well as the validity of the internal and external research.Provides sufficient, compelling, relevant research from peer-reviewed professional jour.
Power Standards
The document discusses implementing a consistent approach to identifying essential standards, called "power standards", across grade levels and content areas in a school district. It proposes a multi-step process for teachers to identify power standards by considering factors like enduring understanding, leverage of skills, and readiness for the next grade level. Teachers would first identify power standards individually and then work in teams to agree on standards at the grade level, grade span, and full K-12 district level to ensure vertical alignment of essential concepts.
Concordia University .docx
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
Florida National University
Florida National University NUR4827
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4827 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will be able to identify the different roles of leadership and management in the nursing field.
· The student will be able to analyze and apply the leadership and management role into the nursing profession.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4827 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.
2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
3. Demonstrate an awareness of complex organizational systems.
4. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team.
6. Apply concepts of quality and safety using structure, process, and outcome measu ...
Running head UNDERSTANDING STATISTICAL CONCEPTS1UNDERSTANDING.docx
Running head: UNDERSTANDING STATISTICAL CONCEPTS1
UNDERSTANDING STATISTICAL CONCEPTS22
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
1. Essay 1
2. Essay 2
3. Essay 3
Part II: Research Study Critique
1. Introduction
2. Methods
3. Results
4. Discussion
Your complete Word document must include a title page with the following:
1. Student’s name
2. Course name and number
3. Instructor’s name
4. Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
· Describe the research question for this experiment.
· What were the null and alternative hypotheses?
· Were the results of this test statistically significant?
· If so, why were they significant?
· Would the researchers reject or fail to reject the null hypothesis?
· Do the results provide sufficient evidence to support the alternative hypothesis?
· Was the sample appropriate for this study? Explain your answer.
...
1. Need Descriptive Statistics completed. (Frequency)2. Need Pow
1. Need Descriptive Statistics completed. (Frequency)
2. Need Power analysis completed. I have 20 participants (with explanation)
Independent variables: DASH Education Diet Program
Dependent variables:
1. Patients’ Blood pressures After DASH Education Diet Program
2. Patients Food Frequency choices after DASH Education Diet Program
3. Patients Knowledge of DASH Education Diet program after education session
Dependent variable Table 1
Participant Number
Pre-Education Systolic
BP
Post-Education Systolic
BP
Percentage
Of Systolic
Change
Pre-Education
Diastolic
BP
Post-
Education
Diastolic
BP
Percentage
Of Diastolic
Change
H001
140
136
-2.86
100
96
-4.00
H002
130
126
-3.08
98
94
-4.08
H003
128
124
-3.13
86
78
-9.30
H004
132
130
-1.52
88
88
0.00
H005
130
130
0.00
92
88
-4.34
H006
146
138
-5.48
104
96
-7.69
H007
124
126
1.61
86
82
-4.65
H008
118
122
3.39
84
86
2.38
H009
136
130
-4.41
100
92
-8.00
H010
140
132
-5.71
100
94
-6.00
H011
144
136
-5.56
102
98
-3.92
H012
132
134
1.52
86
84
-2.33
H013
146
140
-2.74
98
92
-6.12
H014
124
128
3.23
82
84
2.44
H015
138
138
0.00
88
90
2.27
H016
136
130
-4.41
88
84
-4.55
H017
130
132
-1.54
90
90
0.00
H018
128
122
-4.69
96
94
-4.17
H019
130
128
-1.54
96
90
-6.25
H020
142
144
1.41
102
104
1.96
Note. Gray cells indicate the percentage of reduction of BP measurements pre- and post-intervention. 13 participants had lower systolic measurements and 14 participants had lower diastolic measurements post DASH intervention.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
12
4
1
2
1
I know about
The benefits of DASH diet
10
6
0
3
1
I can identify
Foods in the
DASH diet
8
6
1
3
2
It is important to understand
DASH diet
6
1
7
1
6
Following the
DASH diet can improve my bloodpressure
6
2
5
2
5
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale that elicited baseline DASH knowledge.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
2
2
0
12
4
I know about
The benefits of DASH diet
0
0
0
11
9
I can identify
Foods in the
DASH diet
0
0
0
9
11
It is important to understand
DASH diet
0
0
0
6
14
Following the
DASH diet can improve my bloodpressure
0
0
0
5
15
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale after the DASH Intervention.
Dependent variable
Participants Self-Reported Daily Food Intake by Food Group
1 Serving
2 Servings
3 Servings
4 or more Servings
Pre Post
PrePost
PrePost
PrePost
Grains
13 8
5 6
2 3
0 2
Vegetables
15 6
4 6
1 6
0 2
Fruits
16 8
2 9
0 1
2 2
Not ...
1. Need Descriptive Statistics completed. (Frequency)2. Need Pow
1. Need Descriptive Statistics completed. (Frequency)
2. Need Power analysis completed. I have 20 participants (with explanation)
Independent variables: DASH Education Diet Program
Dependent variables:
1. Patients’ Blood pressures After DASH Education Diet Program
2. Patients Food Frequency choices after DASH Education Diet Program
3. Patients Knowledge of DASH Education Diet program after education session
Dependent variable Table 1
Participant Number
Pre-Education Systolic
BP
Post-Education Systolic
BP
Percentage
Of Systolic
Change
Pre-Education
Diastolic
BP
Post-
Education
Diastolic
BP
Percentage
Of Diastolic
Change
H001
140
136
-2.86
100
96
-4.00
H002
130
126
-3.08
98
94
-4.08
H003
128
124
-3.13
86
78
-9.30
H004
132
130
-1.52
88
88
0.00
H005
130
130
0.00
92
88
-4.34
H006
146
138
-5.48
104
96
-7.69
H007
124
126
1.61
86
82
-4.65
H008
118
122
3.39
84
86
2.38
H009
136
130
-4.41
100
92
-8.00
H010
140
132
-5.71
100
94
-6.00
H011
144
136
-5.56
102
98
-3.92
H012
132
134
1.52
86
84
-2.33
H013
146
140
-2.74
98
92
-6.12
H014
124
128
3.23
82
84
2.44
H015
138
138
0.00
88
90
2.27
H016
136
130
-4.41
88
84
-4.55
H017
130
132
-1.54
90
90
0.00
H018
128
122
-4.69
96
94
-4.17
H019
130
128
-1.54
96
90
-6.25
H020
142
144
1.41
102
104
1.96
Note. Gray cells indicate the percentage of reduction of BP measurements pre- and post-intervention. 13 participants had lower systolic measurements and 14 participants had lower diastolic measurements post DASH intervention.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
12
4
1
2
1
I know about
The benefits of DASH diet
10
6
0
3
1
I can identify
Foods in the
DASH diet
8
6
1
3
2
It is important to understand
DASH diet
6
1
7
1
6
Following the
DASH diet can improve my bloodpressure
6
2
5
2
5
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale that elicited baseline DASH knowledge.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
2
2
0
12
4
I know about
The benefits of DASH diet
0
0
0
11
9
I can identify
Foods in the
DASH diet
0
0
0
9
11
It is important to understand
DASH diet
0
0
0
6
14
Following the
DASH diet can improve my bloodpressure
0
0
0
5
15
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale after the DASH Intervention.
Dependent variable
Participants Self-Reported Daily Food Intake by Food Group
1 Serving
2 Servings
3 Servings
4 or more Servings
Pre Post
PrePost
PrePost
PrePost
Grains
13 8
5 6
2 3
0 2
Vegetables
15 6
4 6
1 6
0 2
Fruits
16 8
2 9
0 1
2 2
Not ...
1. need descriptive statistics completed. (frequency)2. need pow
The document outlines a study on the effects of a DASH education diet program on patients' blood pressure and food choices. It provides descriptive statistics and data on 20 participants, including their blood pressure and knowledge levels before and after the program. Security recommendations are needed for the overall team project solution to address policies, plans, and specific security mechanisms.
Chapter 8
The document discusses various methods of career and occupational assessment including interest inventories, multiple aptitude tests, and special aptitude tests. It provides details on several specific assessment tools, such as the Strong Interest Inventory, Self-Directed Search, Career Occupational Preference System, Armed Services Vocational Aptitude Battery, and Differential Aptitude Test. These assessments measure individuals' interests, abilities, and personality traits in order to help them identify suitable career paths and occupations. Counselors, clinicians, and other helpers can utilize these tools to guide clients in career exploration and decision-making.
Ccss 8.30.11
This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Responsive Action Research Presentation
1. A pre-assessment was given to two fifth grade inclusion classrooms to determine students' skill levels in vocabulary and reading comprehension.
2. The data was analyzed and deficits were identified in specific skills like context clues, main idea, and character analysis.
3. Targeted small group instruction was provided to address the deficits.
4. A post-assessment showed overall improvement in skills, though inclusion students demonstrated less growth than non-inclusion peers.
Final ExamFocus of the Final ExamThe purpose of the Final .docx
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
Essay 1
Essay 2
Essay 3
Part II: Research Study Critique
Introduction
Methods
Results
Discussion
Your complete Word document must include a title page with the following:
Student’s name
Course name and number
Instructor’s name
Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
Describe the research question for this experiment.
What were the null and alternative hypotheses?
Were the results of this test statistically significant?
If so, why were they significant?
Would the researchers reject or fail to reject the null hypothesis?
Do the results provide sufficient evidence to support the alternative hypothesis?
Was the sample appropriate for this study? Explain your answer.
What are some possible limitations to this study?
Discuss how you would conduct a follow up study to this one. Explain your answe ...
Providing feedback to individual students on their examination performance
This document describes a new approach to providing individualized feedback to students on their exam performance in a time and cost efficient manner. The key points are:
- Markers grade exams and enter ratings for students on specific criteria into a SharePoint form rather than writing comments, saving time.
- Data is automatically compiled into feedback emails for students showing their grade, performance on criteria, and comparisons to peers.
- Feedback is provided immediately after marking and includes links to learning resources tailored to each student's strengths and weaknesses.
- Students value the individualized, diagnostic feedback and feel more included in the assessment process. It helps them identify areas to improve for future exams.
Common Core Standards
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
Common Core Standards
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English Language Arts and Mathematics. It describes how the standards were created through an iterative process involving states, experts, and public feedback. The standards aim to ensure all students are prepared for college and careers by establishing clear and consistent learning goals across all states in English and Math. They emphasize critical thinking skills and focus on fewer topics at each grade level to allow for deeper understanding.
Edld 5352 week_2_assignment_jan_2012
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the
learning into three different domains; the cognitive domain, the effective domain and the psychomotor
domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by
academicians to write questions and (LOS). An experiment was designed to investigate the semantic
relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities
allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning
that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into
a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution
using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and
90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy
in order to obtain a definite and more accurate classification.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.
Tech-Driven Education Reform: A Model for Simultaneously Improving Student Re...
A major overhaul of our higher education system is desperately needed to increase interest and competence in STEM disciplines. Currently only 40% of entering college students that declare STEM majors complete degrees in STEM disciplines. The efflux of students from STEM majors has been attributed in part to the teaching style that has been used in most lower-level science courses, which is a traditional slideshow and lecture format. This style of teaching has persisted even in the presence of convincing discipline-based education research data that other strategies can increase student attainment of learning outcomes. Engaged, learner-focused activities transparently linked to student learning outcomes have been especially effective for improving student learning in large enrollment classes; however, implementation can be difficult because of the significant time needed to conduct such activities while still covering all the required material and because of the difficulty in demonstrating student attainment of learning outcomes.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
More Related Content
Similar to TEAS Report-2.pdf
Part 3 (Due 11915)To begin, work through the .docx
Part 3 (Due 1/19/15)
To begin, work through the reference list that was created in the "Section B: Problem Description" assignment in Module 2. Appraise each resource using the "Rapid Critical Appraisal Checklists," available in the textbook appendix or electronically on the textbook student resource CD-ROM. The specific checklist you use will be determined by the type of evidence within the resource.
Develop a research table to organize and summarize the research studies. Using a summary table allows you to be more concise in your narrative description. Only research studies used to support your intervention are summarized in this table. Refer to the "Evaluation Table Template," available in the textbook appendix. Use the "Evaluation Table Template" as an adaptable template.
Write a narrative of 750-1,000 words (not including the title page and references) that presents the research support for the projects problem and proposed solution. Make sure to do the following:
1) Include a description of the search method (e.g., databases, keywords, criteria for inclusion and exclusion, and number of studies that fit your criteria).
2) Summarize all of the research studies used as evidence. The essential components of each study need to be described so that readers can evaluate its scientific merit, including study strengths and limitations.
3) Incorporate a description of the validity of the internal and external research.
It is essential to make sure that the research support for the proposed solution is sufficient, compelling, relevant, and from peer-reviewed professional journal articles.
Although you will not be submitting the checklist information or the evaluation table you design in Module 3 with the narrative, the checklist information and evaluation table should be placed in the appendices for the final paper.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Refer to "NUR 699 Literature Support Holistic Assessment."
Upon receiving feedback from the instructor, refine Section C: Literature Support for your final submission. This will be a continuous process throughout the course for each section.
NUR 699 – Capstone
Literature Support Holistic Assessment
Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right.
Criteria
12 pts
24 pts
36 pts
48 pts
60 pts
Literature Support
Summarize the research support for the projects problem and proposed solution. Describe the search method.
Summarize all of the research studies used as evidence. Describe research strengths and limitations as well as the validity of the internal and external research.Provides sufficient, compelling, relevant research from peer-reviewed professional jour.
Power Standards
The document discusses implementing a consistent approach to identifying essential standards, called "power standards", across grade levels and content areas in a school district. It proposes a multi-step process for teachers to identify power standards by considering factors like enduring understanding, leverage of skills, and readiness for the next grade level. Teachers would first identify power standards individually and then work in teams to agree on standards at the grade level, grade span, and full K-12 district level to ensure vertical alignment of essential concepts.
Concordia University .docx
Concordia University Page 3 of 3
Concordia University Page 1 of 3
CAPSTONE PROJECTDOCUMENTATION FORM
Action Research is an exciting, disciplined process of discovery designed to integrate theory into one’s daily practice in a way that improves educational practices and the individual conducting the research. Action Research is the Capstone Project in the Master’s of Education program for Concordia University online. It gives the educator, as a scholarly practitioner, the opportunity to examine relevant issues in his or her own classroom or school which may complicate, compromise, or complement the learning process—and to find meaningful, practical, research-based answers.
In Action Research, teachers are empowered to design a research-based plan, identify learning issues or problems, review relevant literature that examines identified problems, implement specific, research-based strategies, and discover convincing evidence that supports or contravenes their teaching strategies. The most exciting part of Action Research is the teacher can often observe student improvement during the project and can demonstrate, in a quantitative manner, the improvement of student learning. Sagor notes, “Seeing students grow is probably the greatest joy educators can experience” (2002, p. 5).
The steps to the Capstone Project are detailed below. Read through all of the steps before creating your implementation plan. Save this form as a draft until all Action Research steps have been completed and all responses are documented. You will submit this form at different stages of completion throughout EDU 698.
ACTION RESEARCH PROJECT
Name:
Insert text here.
Title of Project:
Insert text here.
Date Completed:
Insert text here.
IMPLEMENTATION TIME FRAME:
Number of weeks:
Insert text here.
TIMELINE of ACTION RESEARCH PROJECT:
Start Date:
Insert text here.
End Date:
Insert text here.
AREA OF FOCUS: What is your chosen area of focus? Why did you choose this area? How does it directly impact you?
Insert text here.
RESEARCH QUESTION:
Insert text here.
DEMOGRAPHICS
DEMOGRAPHIC DATA: Where/What is the research site? Who is directly involved? What statistics will give a clear understanding of the context and culture of the research site? (Do not use name as an identifier.) Provide references for sources used.
Insert text here.
TARGET GROUP: Who are the students you are trying to impact? (Do not use names - you must use another identifier.) How do you think this strategy or content focus will benefit the target group?
Insert text here.
BASELINE DATA: What are the baseline data that support your choice for this area of focus? What patterns or trends do you see in the data? What is your proof that.
Florida National University
Florida National University NUR4827
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4827 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will be able to identify the different roles of leadership and management in the nursing field.
· The student will be able to analyze and apply the leadership and management role into the nursing profession.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4827 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.
2. Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives within the context of the interprofessional team.
3. Demonstrate an awareness of complex organizational systems.
4. Demonstrate a basic understanding of organizational structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives, recognizing that these are complex system issues, which involve individuals, families, groups, communities, populations, and other members of the healthcare team.
6. Apply concepts of quality and safety using structure, process, and outcome measu ...
Running head UNDERSTANDING STATISTICAL CONCEPTS1UNDERSTANDING.docx
Running head: UNDERSTANDING STATISTICAL CONCEPTS1
UNDERSTANDING STATISTICAL CONCEPTS22
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
1. Essay 1
2. Essay 2
3. Essay 3
Part II: Research Study Critique
1. Introduction
2. Methods
3. Results
4. Discussion
Your complete Word document must include a title page with the following:
1. Student’s name
2. Course name and number
3. Instructor’s name
4. Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
· Describe the research question for this experiment.
· What were the null and alternative hypotheses?
· Were the results of this test statistically significant?
· If so, why were they significant?
· Would the researchers reject or fail to reject the null hypothesis?
· Do the results provide sufficient evidence to support the alternative hypothesis?
· Was the sample appropriate for this study? Explain your answer.
...
1. Need Descriptive Statistics completed. (Frequency)2. Need Pow
1. Need Descriptive Statistics completed. (Frequency)
2. Need Power analysis completed. I have 20 participants (with explanation)
Independent variables: DASH Education Diet Program
Dependent variables:
1. Patients’ Blood pressures After DASH Education Diet Program
2. Patients Food Frequency choices after DASH Education Diet Program
3. Patients Knowledge of DASH Education Diet program after education session
Dependent variable Table 1
Participant Number
Pre-Education Systolic
BP
Post-Education Systolic
BP
Percentage
Of Systolic
Change
Pre-Education
Diastolic
BP
Post-
Education
Diastolic
BP
Percentage
Of Diastolic
Change
H001
140
136
-2.86
100
96
-4.00
H002
130
126
-3.08
98
94
-4.08
H003
128
124
-3.13
86
78
-9.30
H004
132
130
-1.52
88
88
0.00
H005
130
130
0.00
92
88
-4.34
H006
146
138
-5.48
104
96
-7.69
H007
124
126
1.61
86
82
-4.65
H008
118
122
3.39
84
86
2.38
H009
136
130
-4.41
100
92
-8.00
H010
140
132
-5.71
100
94
-6.00
H011
144
136
-5.56
102
98
-3.92
H012
132
134
1.52
86
84
-2.33
H013
146
140
-2.74
98
92
-6.12
H014
124
128
3.23
82
84
2.44
H015
138
138
0.00
88
90
2.27
H016
136
130
-4.41
88
84
-4.55
H017
130
132
-1.54
90
90
0.00
H018
128
122
-4.69
96
94
-4.17
H019
130
128
-1.54
96
90
-6.25
H020
142
144
1.41
102
104
1.96
Note. Gray cells indicate the percentage of reduction of BP measurements pre- and post-intervention. 13 participants had lower systolic measurements and 14 participants had lower diastolic measurements post DASH intervention.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
12
4
1
2
1
I know about
The benefits of DASH diet
10
6
0
3
1
I can identify
Foods in the
DASH diet
8
6
1
3
2
It is important to understand
DASH diet
6
1
7
1
6
Following the
DASH diet can improve my bloodpressure
6
2
5
2
5
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale that elicited baseline DASH knowledge.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
2
2
0
12
4
I know about
The benefits of DASH diet
0
0
0
11
9
I can identify
Foods in the
DASH diet
0
0
0
9
11
It is important to understand
DASH diet
0
0
0
6
14
Following the
DASH diet can improve my bloodpressure
0
0
0
5
15
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale after the DASH Intervention.
Dependent variable
Participants Self-Reported Daily Food Intake by Food Group
1 Serving
2 Servings
3 Servings
4 or more Servings
Pre Post
PrePost
PrePost
PrePost
Grains
13 8
5 6
2 3
0 2
Vegetables
15 6
4 6
1 6
0 2
Fruits
16 8
2 9
0 1
2 2
Not ...
1. Need Descriptive Statistics completed. (Frequency)2. Need Pow
1. Need Descriptive Statistics completed. (Frequency)
2. Need Power analysis completed. I have 20 participants (with explanation)
Independent variables: DASH Education Diet Program
Dependent variables:
1. Patients’ Blood pressures After DASH Education Diet Program
2. Patients Food Frequency choices after DASH Education Diet Program
3. Patients Knowledge of DASH Education Diet program after education session
Dependent variable Table 1
Participant Number
Pre-Education Systolic
BP
Post-Education Systolic
BP
Percentage
Of Systolic
Change
Pre-Education
Diastolic
BP
Post-
Education
Diastolic
BP
Percentage
Of Diastolic
Change
H001
140
136
-2.86
100
96
-4.00
H002
130
126
-3.08
98
94
-4.08
H003
128
124
-3.13
86
78
-9.30
H004
132
130
-1.52
88
88
0.00
H005
130
130
0.00
92
88
-4.34
H006
146
138
-5.48
104
96
-7.69
H007
124
126
1.61
86
82
-4.65
H008
118
122
3.39
84
86
2.38
H009
136
130
-4.41
100
92
-8.00
H010
140
132
-5.71
100
94
-6.00
H011
144
136
-5.56
102
98
-3.92
H012
132
134
1.52
86
84
-2.33
H013
146
140
-2.74
98
92
-6.12
H014
124
128
3.23
82
84
2.44
H015
138
138
0.00
88
90
2.27
H016
136
130
-4.41
88
84
-4.55
H017
130
132
-1.54
90
90
0.00
H018
128
122
-4.69
96
94
-4.17
H019
130
128
-1.54
96
90
-6.25
H020
142
144
1.41
102
104
1.96
Note. Gray cells indicate the percentage of reduction of BP measurements pre- and post-intervention. 13 participants had lower systolic measurements and 14 participants had lower diastolic measurements post DASH intervention.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
12
4
1
2
1
I know about
The benefits of DASH diet
10
6
0
3
1
I can identify
Foods in the
DASH diet
8
6
1
3
2
It is important to understand
DASH diet
6
1
7
1
6
Following the
DASH diet can improve my bloodpressure
6
2
5
2
5
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale that elicited baseline DASH knowledge.
Dependent variable 5 part Likert
Questions 1-5
Completely
Disagree
Somewhat
Disagree
Neither Agree
Nor
Disagree
Somewhat
Agree
Completely
Agree
I know what DASH stands for
2
2
0
12
4
I know about
The benefits of DASH diet
0
0
0
11
9
I can identify
Foods in the
DASH diet
0
0
0
9
11
It is important to understand
DASH diet
0
0
0
6
14
Following the
DASH diet can improve my bloodpressure
0
0
0
5
15
Note. Number represents the number of participants who chose the response on a 5-point Likert-type scale after the DASH Intervention.
Dependent variable
Participants Self-Reported Daily Food Intake by Food Group
1 Serving
2 Servings
3 Servings
4 or more Servings
Pre Post
PrePost
PrePost
PrePost
Grains
13 8
5 6
2 3
0 2
Vegetables
15 6
4 6
1 6
0 2
Fruits
16 8
2 9
0 1
2 2
Not ...
1. need descriptive statistics completed. (frequency)2. need pow
The document outlines a study on the effects of a DASH education diet program on patients' blood pressure and food choices. It provides descriptive statistics and data on 20 participants, including their blood pressure and knowledge levels before and after the program. Security recommendations are needed for the overall team project solution to address policies, plans, and specific security mechanisms.
Chapter 8
The document discusses various methods of career and occupational assessment including interest inventories, multiple aptitude tests, and special aptitude tests. It provides details on several specific assessment tools, such as the Strong Interest Inventory, Self-Directed Search, Career Occupational Preference System, Armed Services Vocational Aptitude Battery, and Differential Aptitude Test. These assessments measure individuals' interests, abilities, and personality traits in order to help them identify suitable career paths and occupations. Counselors, clinicians, and other helpers can utilize these tools to guide clients in career exploration and decision-making.
Ccss 8.30.11
This document provides guidance for teachers on getting started with teaching the Common Core State Standards. It discusses aligning pacing guides to the CCSS, understanding the structure and components of the CCSS document, using standards and crosswalks to identify what content is staying the same and what is changing, the emphasis on mathematical practices, examples of performance tasks and sample test items, and strategies for teaching like proof drawings and math talks. It also addresses assessment design and ensuring lessons and pacing allow sufficient time for students to master the depth and rigor of the new standards.
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Responsive Action Research Presentation
1. A pre-assessment was given to two fifth grade inclusion classrooms to determine students' skill levels in vocabulary and reading comprehension.
2. The data was analyzed and deficits were identified in specific skills like context clues, main idea, and character analysis.
3. Targeted small group instruction was provided to address the deficits.
4. A post-assessment showed overall improvement in skills, though inclusion students demonstrated less growth than non-inclusion peers.
Final ExamFocus of the Final ExamThe purpose of the Final .docx
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
Essay 1
Essay 2
Essay 3
Part II: Research Study Critique
Introduction
Methods
Results
Discussion
Your complete Word document must include a title page with the following:
Student’s name
Course name and number
Instructor’s name
Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
Describe the research question for this experiment.
What were the null and alternative hypotheses?
Were the results of this test statistically significant?
If so, why were they significant?
Would the researchers reject or fail to reject the null hypothesis?
Do the results provide sufficient evidence to support the alternative hypothesis?
Was the sample appropriate for this study? Explain your answer.
What are some possible limitations to this study?
Discuss how you would conduct a follow up study to this one. Explain your answe ...
Providing feedback to individual students on their examination performance
This document describes a new approach to providing individualized feedback to students on their exam performance in a time and cost efficient manner. The key points are:
- Markers grade exams and enter ratings for students on specific criteria into a SharePoint form rather than writing comments, saving time.
- Data is automatically compiled into feedback emails for students showing their grade, performance on criteria, and comparisons to peers.
- Feedback is provided immediately after marking and includes links to learning resources tailored to each student's strengths and weaknesses.
- Students value the individualized, diagnostic feedback and feel more included in the assessment process. It helps them identify areas to improve for future exams.
Common Core Standards
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English language arts and mathematics. It describes how the standards were created based on evidence and feedback from states, educators and experts. The standards are designed to ensure all students receive a high-quality education that prepares them for college and careers by establishing clear and consistent learning goals.
Common Core Standards
The document summarizes the development and key aspects of the Common Core State Standards for K-12 education in English Language Arts and Mathematics. It describes how the standards were created through an iterative process involving states, experts, and public feedback. The standards aim to ensure all students are prepared for college and careers by establishing clear and consistent learning goals across all states in English and Math. They emphasize critical thinking skills and focus on fewer topics at each grade level to allow for deeper understanding.
Edld 5352 week_2_assignment_jan_2012
This document provides instructions for an assignment assessing students' analysis of a state's campus technology assessment tool. Students are asked to analyze the Texas Campus STaR Chart, which evaluates schools' progress in four technology domains. Students must access the online STaR Chart, analyze data for their selected campus over three years, and answer questions about strengths, weaknesses, and areas for discussion. They are also instructed to create an educational blog and make posts on technology assessment and their campus STaR Chart findings. The assignment will be evaluated based on criteria such as thoroughness, use of evidence, and writing mechanics.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the
learning into three different domains; the cognitive domain, the effective domain and the psychomotor
domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by
academicians to write questions and (LOS). An experiment was designed to investigate the semantic
relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities
allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning
that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into
a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution
using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and
90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy
in order to obtain a definite and more accurate classification.
CLASSIFICATION OF QUESTIONS AND LEARNING OUTCOME STATEMENTS (LOS) INTO BLOOM’...
Bloom’s Taxonomy (BT) have been used to classify the objectives of learning outcome by dividing the learning into three different domains; the cognitive domain, the effective domain and the psychomotor domain. In this paper, we are introducing a new approach to classify the questions and learning outcome
statements (LOS) into Blooms taxonomy (BT) and to verify BT verb lists, which are being cited and used by academicians to write questions and (LOS). An experiment was designed to investigate the semantic relationship between the action verbs used in both questions and LOS to obtain more accurate
classification of the levels of BT. A sample of 775 different action verbs collected from different universities allows us to measure an accurate and clear-cut cognitive level for the action verb. It is worth mentioning that natural language processing techniques were used to develop our rules as to induce the questions into
chunks in order to extract the action verbs. Our proposed solution was able to classify the action verb into a precise level of the cognitive domain. We, on our side, have tested and evaluated our proposed solution using confusion matrix. The results of evaluation tests yielded 97% for the macro average of precision and 90% for F1. Thus, the outcome of the research suggests that it is crucial to analyse and verify the action
verbs cited and used by academicians to write LOS and classify their questions based on blooms taxonomy in order to obtain a definite and more accurate classification.
Tech-Driven Education Reform: A Model for Simultaneously Improving Student Re...
A major overhaul of our higher education system is desperately needed to increase interest and competence in STEM disciplines. Currently only 40% of entering college students that declare STEM majors complete degrees in STEM disciplines. The efflux of students from STEM majors has been attributed in part to the teaching style that has been used in most lower-level science courses, which is a traditional slideshow and lecture format. This style of teaching has persisted even in the presence of convincing discipline-based education research data that other strategies can increase student attainment of learning outcomes. Engaged, learner-focused activities transparently linked to student learning outcomes have been especially effective for improving student learning in large enrollment classes; however, implementation can be difficult because of the significant time needed to conduct such activities while still covering all the required material and because of the difficulty in demonstrating student attainment of learning outcomes.
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- 1. Individual Performance Profile ATI TEAS Individual Name: LIZ YEX Institution: Yardeh Hope 4 Life Foundation Program Type: Other Student Number: Test Date: 5/13/2022 Attempt: 1 of 1 Days Since Last Attempt: 0 Academic Preparedness Level: Advanced National Mean: 65.6% Total Score: 89.3% Scores Reading Score: 93.6% Math Score: 96.9% Science Score: 85.1% English and Language Usage Score: 75.0% National Content areas do not add up to the total score Page 1 of 3 Report Created on: 7/18/2022 02:31 PM EDT ATI_TEAS_Individual Please see page 3 for an explanation of the Scores
- 2. Topics To Review Reading (47 items) Key Ideas and Details (22 items, 90.9% answered correctly) Identify specific information from a printed communication. (ATI TEAS Study Manual Unit 1, Chapter 5) Identify the topic, main idea, and supporting details. (ATI TEAS Study Manual Unit 1, Chapter 3) Math (32 items) Numbers and Algebra (23 items, 95.7% answered correctly) Apply estimation strategies and rounding rules to real world problems. (ATI TEAS Study Manual Unit 2, Chapter 26) Science (47 items) Human Anatomy and Physiology (32 items, 87.5% answered correctly) Describe the anatomy and physiology of the immune system. (ATI TEAS Study Manual Unit 3, Chapter 44) Describe the anatomy and physiology of the reproductive system. (ATI TEAS Study Manual Unit 3, Chapter 40) Describe the anatomy and physiology of the immune system. (ATI TEAS Study Manual Unit 3, Chapter 44) Describe the anatomy and physiology of the neuromuscular system. (ATI TEAS Study Manual Unit 3, Chapter 39) Scientific Reasoning (7 items, 71.4% answered correctly) Analyze the design of a scientific investigation. (ATI TEAS Study Manual Unit 3, Chapter 56) Explain the relationships among events, objects, and processes. (ATI TEAS Study Manual Unit 3, Chapter 55) English and Language Usage (24 items) Knowledge of Language (9 items, 66.7% answered correctly) Use grammar to enhance clarity in writing. (ATI TEAS Study Manual Unit 4, Chapter 60) Distinguish between formal and informal language. (ATI TEAS Study Manual Unit 4, Chapter 61) Distinguish between formal and informal language. (ATI TEAS Study Manual Unit 4, Chapter 61) Vocabulary Acquisition (6 items, 83.3% answered correctly) Determine the meaning of words by analyzing word parts. (ATI TEAS Study Manual Unit 4, Chapter 65) Page 2 of 3 Report Created on: 7/18/2022 02:31 PM EDT ATI_TEAS_Individual Please see page 3 for an explanation of the Scores
- 3. www.atitesting.com © Assessment Technologies Institute® , Inc. Exp_Ind_ATI_TEAS_ TOTAL SCORE To adjust for possible differences in difficulty among the forms of this assessment, the raw score (the total number of items correct) is converted to the total score through a process known as equating. The total score is on a scale of 0% to 100%. CONTENT AREA SCORES The content area scores appear below the total score on the score report. Like the adjusted individual total score, the scores for the four content areas are adjusted to account for possible differences in difficulty among the forms of this assessment. The content area scores do not add up to the total score. ATI ACADEMIC PREPAREDNESS LEVELS Academic Preparedness Level Academic Preparedness Level Definition Score Range Developmental Developmental scores generally indicate a very low level of overall academic preparedness necessary to support learning of health sciences-related content. Students at this level will require additional preparation for most objectives assessed on ATI TEAS. (See Topics to Review on this score report.) 0.0% to 40.0% Basic Basic scores generally indicate a low level of overall academic preparedness necessary to support learning of health sciences-related content. Students at this level are likely to require additional preparation for many objectives assessed on ATI TEAS. (See Topics to Review on this score report.) 40.7% to 58.0% Proficient Proficient scores generally indicate a moderate level of overall academic preparedness necessary to support learning of health sciences-related content. Students at this level can require additional preparation for some objectives assessed on ATI TEAS. (See Topics to Review on this score report.) 58.7% to 79.3% Advanced Advanced scores generally indicate a high level of overall academic preparedness necessary to support learning of health sciences-related content. Students at this level are not likely to require additional preparation for the objectives assessed on ATI TEAS. 80.0% to 91.3% Exemplary Exemplary scores generally indicate a very high level of overall academic preparedness necessary to support learning of health sciences-related content. Students at this level are not likely to require additional preparation for the objectives assessed on ATI TEAS. 92.0% to 100.0% NATIONAL MEAN This is the average score of all examinees. PROGRAM MEAN This is the average score of all examinees within your specified program type. NATIONAL PERCENTILE RANK This is the percentage of examinees who scored at or below your score. PROGRAM PERCENTILE RANK This is the percentage of examinees within your program type who scored at or below your score. TOPICS TO REVIEW Based on the questions missed on this assessment, a listing of content areas and topics to review is provided. The ATI TEAS Study Manual and ATI TEAS Online Practice assessments are available to aid in the review process and can be found at the ATI website. DISCLAIMER Total scores are calculated using items from all four content areas. Therefore, total scores are not provided for test takers who do not complete all four content areas of the assessment. ATI TEAS Content Areas Number of questions Reading 47 Key ideas details 22 Craft Structure 14 Integration of knowledge ideas 11 Mathematics 32 Numbers algebra 23 Measurement data 9 Science 47 Human anatomy physiology 32 Life physical sciences 8 Scientific reasoning 7 English language usage 24 Conventions of standard English 9 Knowledge of language 9 Vocabulary acquisition 6 150 Score Explanation and Interpretation Individual Performance Profile
- 4. © 2020 Assessment Technologies Institute® , Inc. ATI TEAS Study Manual Correlation Grid Correlation Grid: 2018-2019 (6th edition) to 2020-2021 Utilizing the Individual Performance Profile report provided post assessment, refer to the Topic To Review section. Per section, you will be provided with content areas to review based on incorrect responses on the exam. Using the correlation grids included in this summary, you can find where references to the most recent version of the study manual (2020-2021) align to where this content is covered in the 6th edition (2018-2019). Reading TOPIC 2020- 2021 UNIT 2020- 2021 CHAPTER 2020- 2021 PAGE # 6TH EDITION SECTION 6TH EDITION PAGE # Summarize a complex text 1 Chapter 1 13 R.1.1 7 Infer the logical conclusion from a reading selection 1 Chapter 2 17 R.1.2 9 Identify the topic, main idea, and supporting details 1 Chapter 3 21 R.1.3 10 Follow a given set of directions 1 Chapter 4 25 R.1.4 12 Identify specific information from a printed communication 1 Chapter 5 29 R.1.5 13 Identify information from a graphic representation of information 1 Chapter 6 35 R.1.6 15 Recognize events in a sequence 1 Chapter 7 41 R.1.7 17 Distinguish between fact and opinion, biases and stereotypes 1 Chapter 8 45 R.2.1 21 Recognize the structure of texts in various formats 1 Chapter 9 51 R.2.2 23 Interpret the meaning of words and phrases using context 1 Chapter 10 57 R.2.3 26 Determine the denotative meaning of words 1 Chapter 11 61 R.2.4 28 Evaluate the author's purpose in a given text 1 Chapter 12 65 R.2.5 30 Evaluate the author's point of view in a given text 1 Chapter 13 71 R.2.6 32 Use text features 1 Chapter 14 75 R.2.7 34 Identify primary sources in various media 1 Chapter 15 81 R.3.1 39 Use evidence from text to make predictions and inferences…. 1 Chapter 16 85 R.3.2 40 Compare and contrast themes from print and other sources 1 Chapter 17 89 R.3.3 42 Evaluate an agrument and its specific claims 1 Chapter 18 93 R.3.4 44 Evaluate and integrate data from multiple sources in various…. 1 Chapter 19 97 R.3.5 46
- 5. © 2020 Assessment Technologies Institute® , Inc. ATI TEAS Study Manual Correlation Grid Mathematics TOPIC 2020- 2021 UNIT 2020- 2021 CHAPTER 2020- 2021 PAGE # 6TH EDITION SECTION 6TH EDITION PAGE # Convert among non-negative fractions, decimals and percentages 2 Chapter 20 129 M.1.1 65 Perform arithmetic operations with rational numbers 2 Chapter 21 135 M.1.2 67 Compare and order rational numbers 2 Chapter 22 141 M.1.3 69 Solve equations in one variable 2 Chapter 23 147 M.1.4 71 Solve real world one- or mutli- step problems with rational numbers 2 Chapter 24 153 M.1.5 73 Solve real-world problems involving percentages 2 Chapter 25 157 M.1.6 74 Apply estimation strategies and round rules to real-world problems 2 Chapter 26 161 M.1.7 75 Solve real-world problems involving proportions 2 Chapter 27 167 M.1.8 77 Solve real-world problems involving rations and rates of change 2 Chapter 28 171 M.1.9 78 Translate phrases and sentences into expressions, equations…. 2 Chapter 29 177 M.1.10 80 Interpret relevant information from tables, charts, and graphs 2 Chapter 30 181 M.2.1 85 Evaluate the information in tables, charts, and graphs using statistics 2 Chapter 31 189 M.2.2 87 Explain the relationships between two variables 2 Chapter 32 197 M.2.3 90 Calculate geometric quantities 2 Chapter 33 203 M.2.4 92 Convert within and between standards and metric systems 2 Chapter 34 209 M.2.5 94
- 6. © 2020 Assessment Technologies Institute® , Inc. ATI TEAS Study Manual Correlation Grid Science TOPIC 2020- 2021 UNIT 2020- 2021 CHAPTER 2020- 2021 PAGE # 6TH EDITION SECTION 6TH EDITION PAGE # Describe the general anatomy and physiology of a human 3 Chapter 35 237 S.1.1 107 Describe the anatomy and physiology of the respiratory system 3 Chapter 36 243 S.1.2 109 Describe the anatomy and physiology of the cardiovascular system 3 Chapter 37 249 S.1.3 111 Describe the anatomy and physiology of the gastrointestinal system 3 Chapter 38 255 S.1.4 113 Describe the anatomy and physiology of the neuromuscular system 3 Chapter 39 261 S.1.5 115 Describe the anatomy and physiology of the reproductive system 3 Chapter 40 265 S.1.6 117 Describe the anatomy and physiology of the integumentary system 3 Chapter 41 269 S.1.7 119 Describe the anatomy and physiology of the endocrine system 3 Chapter 42 273 S.1.8 121 Describe the anatomy and physiology of the genitourinary system 3 Chapter 43 277 S.1.9 123 Describe the anatomy and physiology of the immune system 3 Chapter 44 283 S.1.10 125 Describe the anatomy and physiology of the skeletal system 3 Chapter 45 287 S.1.11 127 Describe the basic macromolecules in a biological system 3 Chapter 46 291 S.2.1 133 Compare and contract chromosomes, genes, and DNA 3 Chapter 47 297 S.2.2 135 Explain Mendel's laws of heredity 3 Chapter 48 303 S.2.3 137 Recognize basic atomic structure 3 Chapter 49 309 S.2.4 139
- 7. © 2020 Assessment Technologies Institute® , Inc. ATI TEAS Study Manual Correlation Grid TOPIC 2020- 2021 UNIT 2020- 2021 CHAPTER 2020- 2021 PAGE # 6TH EDITION SECTION 6TH EDITION PAGE # Explain characteristic properties of substances 3 Chapter 50 317 S.2.5 142 Compare and contrast changes in states of matter 3 Chapter 51 323 S.2.6 144 Describe chemical reactions 3 Chapter 52 327 S.2.7 146 Identify basic scientific measurements using laboratory tools 3 Chapter 53 333 S.3.1 151 Critique a scientific explanation using logic and evidence 3 Chapter 54 337 S.3.2 152 Explain relationships among events, objects, and processes 3 Chapter 55 341 S.3.3 153 Analyze the design of a scientific investigation 3 Chapter 56 345 S.3.4 154 English and Language Usage TOPIC 2020- 2021 UNIT 2020- 2021 CHAPTER 2020- 2021 PAGE # 6TH EDITION SECTION 6TH EDITION PAGE # Use conventions of standard English spelling 4 Chapter 57 375 E.1.1 165 Use conventions of standard English punctuation 4 Chapter 58 379 E.1.2 167 Analyze various sentence structures 4 Chapter 59 383 E.1.3 169 Use grammar to enhance clarity in writing 4 Chapter 60 387 E.2.1 173 Distinguish between formal and informal language 4 Chapter 61 391 E.2.2 175 Apply basic knowledge of the elements of the writing process 4 Chapter 62 395 E.2.3 177 Develop a well-organized paragraph 4 Chapter 63 399 E.2.4 179 Use context clues to determine the meaning of words or phrases 4 Chapter 64 403 E.3.1 183 Determine the meaning of words analyzing word parts 4 Chapter 65 407 E.3.2 184