This survey of 135 Australian forensic science students examined their viewing of popular forensic TV shows like CSI and Bones and perceptions of how these shows portray ethics and the profession. Key findings:
- 91% of students had watched forensic TV shows, most frequently NCIS, CSI, and Bones.
- Students recalled ethical issues like evidence contamination and conflict of interest being depicted on the shows. They generally rated how these issues were handled as "poor".
- Students gave median ratings of 1-2 on a scale of 1-5 for the accuracy of how the shows portrayed ethics and forensic science.
- While critical of inaccuracies, some students said the shows sparked interest in the field and exposed them to
The CSI effect at university forensic science students’ telev.docxtodd241
The CSI effect at university: forensic science students’ television viewing
and perceptions of ethical issues
Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc
aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of
Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
Although the so-called ‘CSI effect’ has received attention in the literature for the
influence of forensic science television on jurors’ expectations of evidence
admitted into trials, less research explores the influence of such television
programs on university students enrolled in forensic science degrees. This paper
describes the quantitative and qualitative results of a study of forensic science
students regarding the forensic-related television programs they watch, such as
CSI, Bones and Dexter. We asked students to share their impressions of the
accuracy, ethics, professionalism and role models in the programs. The results
show that forensic science students are almost universally disparaging about the
realism of these programs and have mixed impressions of how the programs
portray forensic science professionalism and ethics. Most students believed that
the programs gave an unrealistic representation of the profession to the public;
yet students were also able to identify positive elements for recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television; education; Australia
Introduction
Popular media have suggested that crime science television programs such as CSI
may influence how lay jurors consider forensic evidence during criminal trials1–8.
This influence has been described as the CSI effect and named after the popular
television drama. It is suggested that jurors confuse the capacity of forensic evidence
with the fictional idealisation of forensic evidence as portrayed on the television
program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular
media claims, there is little objective evidence to support the notion that crime scene
dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that
there are two issues relating to the ‘CSI effect’ proposition, with each affecting either
the prosecution or defence position; (i) the jurors held an inflated value of the
forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic
evidence or when the evidence failed to reach the juries’ idealised expectations the
juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed1–9.
Although the so-called CSI effect has received attention in the literature for the
influence of CSI on jurors’ expectations of forensic evidence admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44.
Vaccine hesitatancy- research proposal ASH1813024M(SHUHYLUL_HANNAN).pdfShuhylul Hannan
This document outlines a proposed research study on COVID-19 vaccine hesitancy in Cox's Bazar, Bangladesh. The study aims to evaluate the current vaccination status and identify factors influencing vaccine refusal and indecision. The methodology involves surveying 10,000 individuals across locations in Cox's Bazar using questionnaires, interviews, and focus groups. Data will be analyzed using descriptive statistics and SPSS. It is anticipated that the study will find health beliefs around side effects and efficacy influence vaccination preferences, and targeted information programs could help address concerns and increase immunization rates.
This document discusses the proper design of clinical trials in radiology. It reviews key aspects of designing a research study such as defining the research question, reviewing existing literature, determining the appropriate study design, defining the study population and variables, and ensuring precise and accurate measurements. Proper design is important for valid assessment of diagnostic tests. Some key points discussed are that the research question should be important, novel, feasible to answer, ethical, and relevant, and that diagnostic methods are commonly evaluated using randomized blinded trials.
Influence of heavy and low television watching on study habits of secondary s...Alexander Decker
This document summarizes a research study that investigated the influence of heavy and low television watching on the study habits of secondary school students. The study involved surveying 500 secondary school students in India to identify heavy and low TV viewers. It then administered a study habits inventory to assess differences between the two groups. The results showed significant differences in study habits between heavy and low TV viewers in areas like time management, note-taking, reading ability, learning motivation, memory, and test-taking. Gender differences were also examined and few differences were found between male and female heavy or low TV viewers. The document provides background on television usage and reviews prior research on television's impact on children and adolescents.
Influence of heavy and low television watching on study habits of secondary s...Alexander Decker
This document summarizes a research study that investigated the influence of heavy and low television watching on the study habits of secondary school students. The study involved surveying 500 secondary school students in India to identify heavy and low TV viewers. It then administered a study habits inventory to assess differences between the two groups. The results showed significant differences in study habits between heavy and low TV viewers in areas like time management, note-taking, reading ability, learning motivation, memory, and test-taking. Gender differences were also examined and few differences were found between male and female heavy or low TV viewers. The document provides background on television usage and reviews prior research on television's impact on children and adolescents.
This document provides an overview of different research methods and designs used in health research. It begins with an introduction to research and outlines quantitative and qualitative research designs. Quantitative designs discussed include descriptive, correlational, causal-comparative, experimental, and cross-sectional studies. Qualitative designs explored are case studies and qualitative methods. Other study types covered are cohort and case-control studies. Randomized controlled trials are also summarized, outlining key aspects like random assignment, control and experimental groups, and blinding. The document provides examples and explanations of each research method and design.
What is research? Depending on who you ask, you will likely get very different answers to this seemingly innocuous question. Some people will say that they routinely research different online websites to find the best place to buy goods or services they want. Television news channels supposedly conduct research in the form of viewer polls on topics of public interest such as forthcoming elections or government-funded projects. Undergraduate students research the Internet to find the information they need to complete assigned projects or term papers. Graduate students working on research projects for a professor may see research as collecting or analyzing data related to their project. Businesses and consultants research different potential solutions to remedy organizational problems such as a supply chain bottleneck or to identify customer purchase patterns. However, none of the above can be considered “scientific research” unless: (1) it contributes to a body of science, and (2) it follows the scientific method.
This module has prepared for the postgraduate medical students in any specialty. Last 10 questions are MCQ which is very important for FCPS part 1 (all subjects)
The CSI effect at university forensic science students’ telev.docxtodd241
The CSI effect at university: forensic science students’ television viewing
and perceptions of ethical issues
Roslyn Weavera*, Yenna Salamonsona, Jane Kocha,b and Glenn Porterc
aUniversity of Western Sydney, Family and Community Health Research Group; bUniversity of
Technology, Sydney, School of Nursing, Midwifery and Health; cUniversity of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
Although the so-called ‘CSI effect’ has received attention in the literature for the
influence of forensic science television on jurors’ expectations of evidence
admitted into trials, less research explores the influence of such television
programs on university students enrolled in forensic science degrees. This paper
describes the quantitative and qualitative results of a study of forensic science
students regarding the forensic-related television programs they watch, such as
CSI, Bones and Dexter. We asked students to share their impressions of the
accuracy, ethics, professionalism and role models in the programs. The results
show that forensic science students are almost universally disparaging about the
realism of these programs and have mixed impressions of how the programs
portray forensic science professionalism and ethics. Most students believed that
the programs gave an unrealistic representation of the profession to the public;
yet students were also able to identify positive elements for recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television; education; Australia
Introduction
Popular media have suggested that crime science television programs such as CSI
may influence how lay jurors consider forensic evidence during criminal trials1–8.
This influence has been described as the CSI effect and named after the popular
television drama. It is suggested that jurors confuse the capacity of forensic evidence
with the fictional idealisation of forensic evidence as portrayed on the television
program2. Goodman-Delahunty and Verbrugge4 suggest that, despite the popular
media claims, there is little objective evidence to support the notion that crime scene
dramas such as CSI have a negative impact on jury verdicts. Wise5 indicated that
there are two issues relating to the ‘CSI effect’ proposition, with each affecting either
the prosecution or defence position; (i) the jurors held an inflated value of the
forensic evidence producing guilty verdicts2–5,9, or (ii) in the absence of forensic
evidence or when the evidence failed to reach the juries’ idealised expectations the
juries would acquit2–3,5. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed1–9.
Although the so-called CSI effect has received attention in the literature for the
influence of CSI on jurors’ expectations of forensic evidence admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44.
Vaccine hesitatancy- research proposal ASH1813024M(SHUHYLUL_HANNAN).pdfShuhylul Hannan
This document outlines a proposed research study on COVID-19 vaccine hesitancy in Cox's Bazar, Bangladesh. The study aims to evaluate the current vaccination status and identify factors influencing vaccine refusal and indecision. The methodology involves surveying 10,000 individuals across locations in Cox's Bazar using questionnaires, interviews, and focus groups. Data will be analyzed using descriptive statistics and SPSS. It is anticipated that the study will find health beliefs around side effects and efficacy influence vaccination preferences, and targeted information programs could help address concerns and increase immunization rates.
This document discusses the proper design of clinical trials in radiology. It reviews key aspects of designing a research study such as defining the research question, reviewing existing literature, determining the appropriate study design, defining the study population and variables, and ensuring precise and accurate measurements. Proper design is important for valid assessment of diagnostic tests. Some key points discussed are that the research question should be important, novel, feasible to answer, ethical, and relevant, and that diagnostic methods are commonly evaluated using randomized blinded trials.
Influence of heavy and low television watching on study habits of secondary s...Alexander Decker
This document summarizes a research study that investigated the influence of heavy and low television watching on the study habits of secondary school students. The study involved surveying 500 secondary school students in India to identify heavy and low TV viewers. It then administered a study habits inventory to assess differences between the two groups. The results showed significant differences in study habits between heavy and low TV viewers in areas like time management, note-taking, reading ability, learning motivation, memory, and test-taking. Gender differences were also examined and few differences were found between male and female heavy or low TV viewers. The document provides background on television usage and reviews prior research on television's impact on children and adolescents.
Influence of heavy and low television watching on study habits of secondary s...Alexander Decker
This document summarizes a research study that investigated the influence of heavy and low television watching on the study habits of secondary school students. The study involved surveying 500 secondary school students in India to identify heavy and low TV viewers. It then administered a study habits inventory to assess differences between the two groups. The results showed significant differences in study habits between heavy and low TV viewers in areas like time management, note-taking, reading ability, learning motivation, memory, and test-taking. Gender differences were also examined and few differences were found between male and female heavy or low TV viewers. The document provides background on television usage and reviews prior research on television's impact on children and adolescents.
This document provides an overview of different research methods and designs used in health research. It begins with an introduction to research and outlines quantitative and qualitative research designs. Quantitative designs discussed include descriptive, correlational, causal-comparative, experimental, and cross-sectional studies. Qualitative designs explored are case studies and qualitative methods. Other study types covered are cohort and case-control studies. Randomized controlled trials are also summarized, outlining key aspects like random assignment, control and experimental groups, and blinding. The document provides examples and explanations of each research method and design.
What is research? Depending on who you ask, you will likely get very different answers to this seemingly innocuous question. Some people will say that they routinely research different online websites to find the best place to buy goods or services they want. Television news channels supposedly conduct research in the form of viewer polls on topics of public interest such as forthcoming elections or government-funded projects. Undergraduate students research the Internet to find the information they need to complete assigned projects or term papers. Graduate students working on research projects for a professor may see research as collecting or analyzing data related to their project. Businesses and consultants research different potential solutions to remedy organizational problems such as a supply chain bottleneck or to identify customer purchase patterns. However, none of the above can be considered “scientific research” unless: (1) it contributes to a body of science, and (2) it follows the scientific method.
This module has prepared for the postgraduate medical students in any specialty. Last 10 questions are MCQ which is very important for FCPS part 1 (all subjects)
Rough Draft Qualitative Research Critique and Ethical Consideration.docxwrite4
This document provides a summary and critique of a qualitative research study on the importance of music for people with dementia. The study interviewed people with dementia, their family caregivers, healthcare staff, and music therapists to understand their perspectives. It found that music was seen as valuable for managing symptoms of dementia and improving mood. However, the critique notes some limitations, such as not clearly describing the interview methodology and analysis process. Overall, the research adds to evidence that music interventions can benefit those with dementia.
Black Hole Essay. The Universe of Black Holes - Free Essay Example PapersOwl...Shalonda Jefferson
The Study of Black Holes - Free Essay Example | PapersOwl.com. Black Holes Essay. Black Holes: Mysterious in Many Ways - Free Essay Example | PapersOwl.com. Black holes: A simple explanation - ClearIAS. Black Holes Research Paper. Black holes. The Universe of Black Holes - Free Essay Example | PapersOwl.com. Essay Black Hole | Black Hole | Gravity. (PDF) The many definitions of a black hole. Scientific Explanation of Black Holes Essay Example | Topics and Well .... Calaméo - Black Hole Essay: How to Write an Essay on Black Holes. Black Hole: A Black Sphere in the Universe - Free Essay Example .... The Phenomenon of Black Holes - Free Essay Example - 1101 Words ....
Perception of Student Offenders on Deterrence Theoryijtsrd
Deterrence theory is known for citing explanations as to the infliction of punishment to an offender. In this study, the researchers focus of interest is directed on the determination as to the perception of student offenders on the mentioned theory. The researchers found out that most of the student respondents belong to the age bracket of 17 18 years old. In terms of gender, male outnumbered female as evidenced by the frequency which is 7 or 70 . Grade 12 got the highest number of respondents having a frequency of 7 or 70 followed by Grade 11 garnering a frequency of 3 or 30 . On the other hand, 3 out 10 respondents or 30 said that they were given immediate punishment after they have committed the violation. Meanwhile, 5 out of 10 respondents said that they were not given immediate punishment. Girlie N. Cañete | Harry Santiago P. Achas | Pamela N. Cañete | Rogelio C. Polo Jr. "Perception of Student Offenders on Deterrence Theory" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45112.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/45112/perception-of-student-offenders-on-deterrence-theory/girlie-n-cañete
Abstract—Sexual health (SH) and sexual behavior of young people have become a growing public concern. But few studies have been conducted to investigate the prevalence and psychosocial correlates of this phenomenon.
Purpose: To understand college students’ sexual knowledge (SK), sexual attitudes (SA), sexual desire (SD) and sexual behavior (SB).
Methods: A self-reported questionnaire survey on SK, SA, SD, and SB was conducted among 520 university students. Their demographic data, SK, SA, SD, and SB were assessed.
Results: A total of 500 students completed the questionnaire. The SKS total score had a mean of 23.05; 105 (21.0%) subjects had had premarital sex; 121 (24.2%) had a partner; 117 (23.4%) had a medical educational background. The results demonstrated an increased risk of premarital sex amongst males and subjects with the risk factors of smoking, drinking, having a partner, and having higher levels of SD and SK and more open SA.
Conclusions: This study provides support for the idea that university students lack SK (especially regarding contraception knowledge), even though the students had a medical educational background. Additionally, a considerable amount of them engaged in premarital SB. Our findings also suggest that university students need sex education, particularly in combining sexuality with their life, in relating to others maturely as a sexual individual, in employing contraception, and in preventing sexually transmitted diseases (STDs). Our study suggests that interventions aimed at expanding university students’ SK and other related skills are required.
HLT 362 V GCU Quiz 11. When a researcher uses a random samSusanaFurman449
HLT 362 V GCU
Quiz 1
1. When a researcher uses a random sample of 400 to make conclusions about a larger population, this is an example of:
· Descriptive statistics
· Demographics
· Inferential statistics
· Dependent variables
2. If a study is comparing number of falls by age, age is considered what type of variable?
· Interval
· Ordinal
· Ratio
· Nominal
3. Validity is:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
4. Data is defined as:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
5. The average of the collected data is known as:
· Mean
· Median
· Variance
· Range
6. The experimental or predictor variable is an example of:
· Extraneous variable
· Dependent variable
· Independent variable
· Nominal data
7. Level of measurement that defines the relationship between things and assigns an order or ranking to each thing is known as:
· Interval
· Ordinal
· Ratio
· Nominal
8. A variable is considered:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· A component of mathematics that looks at gathered data.
· Statistics designed to allow the researcher to infer characteristics regarding a population from sample population.
· External and internal influences within a study that can affect the validity and reliability of the outcomes.
9. External and internal influences within a study that can affect the validity and reliability of outcomes is called:
· Continuous variables
· Demographics
· Bias
· Standard deviation
10. The subset of the population to be studied is called:
· Sample
· Variable
· Population
· Demographic
Put the below in your own words into 1-2 paragraphs for the main conclusion and 1-2 paragraphs for the clinical application
Main conclusion:
The following is one example of a main conclusion and clinical applicability to assist you in formulating your take home message for the dissemination assignment. The details in these descriptions are intentionally detailed for your consideration. Do not include this level of detail in the dissemination assignment.
HPV study:
The Healthy People 2020 HPV vaccination goal of 80% of all United States adolescents[KG1] is not being met with current practices (citation). With insufficient vaccination, reduction in HPV-related disease ...
Awareness, Approach and Practice of Youth towards preclusion of Sexually Tran...PUBLISHERJOURNAL
Awareness, Approach and Practice of Youth towards preclusion of Sexually Transmitted Infections at KIU-TH, Ishaka Bushenyi District
Ahura, Alex
Department of Nursing Science, Kampala International University, Uganda.
________________________________________
ABSTRACT
Sexually Transmitted Infections (STIs) remains a serious reproductive health problem globally. Despite this fact, youths recklessly involve in sexual activities which predisposes them to STIs which could rather be easily preventable. Therefore, the aim of this study was to evaluate the knowledge, attitude and practice of youths aged 19–24 towards prevention of STIs at KIU-TH in Ishaka Bushenyi district, Uganda. The study was a descriptive cross-sectional and quantitative methods were employed in data collection. Fifty respondents both male and female were selected using a convenient sampling method. Most respondents 30 (60%) were between 19 – 20 years, 30(60%) were students and 30(60%) were single. Knowledge towards prevention of STIs was good as majority 50(100%) understood the term STIs, 25(50%) knew HIV infection as an STIs, 50(100%) knew about transmission of STIs, 30(60%) had been sensitized and health educated about STIs prevention and majority knew condom use 30(60%) as one of the ways of preventing STIs. Attitudes were fair as majority 40(80%) believed that STIs can be dangerous and majority 40(80%) felt they could prevent STIs. Practice was poor as majority had 1-2 partners, 30(60%) and majority had their first partner at 15-17 years old 30(60%), majority of the respondents took alcohol 35(70%), majority 37(74%) reported teenage involvement in sexual relationship and 35(70%) reported alcohol as one of the most leading factors into sexual relationships, majority 33(66%) did not take precautions during sexual intercourse only 18(36%) used condoms. The study found out adequate knowledge towards STIs prevention and attitudes were fair but practices were poor.
Keywords: knowledge, attitude, practice, youth, sexually transmitted infections, Uganda
Running head CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS.docxtodd271
Running head: CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
5
CRITIQUE OF QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Adenike George
Walden University
NURS 6052: Essentials of Evidence-Based Practice
April 11, 2019
Critique of Quantitative, Qualitative, or Mixed Method Design
Both quantitative and qualitative methods play a pivotal role in nursing research. Qualitative research helps nurses and other healthcare workers to understand the experiences of the patients on health and illness. Quantitative data allows researchers to use an accurate approach in data collection and analysis. When using quantitative techniques, data can be analyzed using either descriptive statistics or inferential statistics which allows the researchers to derive important facts like demographics, preference trends, and differences between the groups. The paper comprehensively critiques quantitative and quantitative techniques of research. Furthermore, the author will also give reasons as to why qualitative methods should be regarded as scientific.
The overall value of quantitative and Qualitative Research
Quantitative studies allow the researchers to present data in terms of numbers. Since data is in numeric form, researchers can apply statistical techniques in analyzing it. These include descriptive statistics like mean, mode, median, standard deviation and inferential statistics such as ANOVA, t-tests, correlation and regression analysis. Statistical analysis allows us to derive important facts from data such as preference trends, demographics, and differences between groups. For instance, by conducting a mixed methods study to determine the feeding experiences of infants among teen mothers in North Carolina, Tucker and colleagues were able to compare breastfeeding trends among various population groups. The multiple groups compared were likely to initiate breastfeeding as follows: Hispanic teens 89%, Black American teens 41%, and White teens 52% (Tucker et al., 2011).
The high strength of quantitative analysis lies in providing data that is descriptive. The descriptive statistics helps us to capture a snapshot of the population. When analyzed appropriate, the descriptive data enables us to make general conclusions concerning the population. For instance, through detailed data analysis, Tucker and co-researchers were able to observe that there were a large number of adolescents who ceased breastfeeding within the first month drawing the need for nurses to conduct individualized follow-ups the early days after hospital discharge. These follow-ups would significantly assist in addressing the conventional technical problems and offer support in managing back to school transition (Tucker et al., 2011).
Qualitative research allows researchers to determine the client’s perspective on healthcare. It enables researchers to observe certain behaviors and experiences amo.
Factors That Impacted Effective Diabetes Management Within...Susan Tullis
The document discusses quantitative and qualitative research methods. It contrasts the two approaches, noting that quantitative research focuses on numerical data and statistics while qualitative research emphasizes themes and concepts through methods like interviews. The document also provides an example comparing two studies - one used quantitative methods like surveys and tests, while the other used qualitative methods like interviews. It discusses how the data collection and analysis differed between the two studies. Overall, the document outlines some key differences between quantitative and qualitative approaches.
9
Studying Vulnerable Populations
Learning Objectives
After reading this chapter, you should be able to:
• Recognize the three types of research needed to identify, understand, and address the
needs of vulnerable populations.
• Identify vulnerable populations using descriptive research.
• Identify vulnerability using analytic research.
• Assess program efficacy using evaluative research.
Courtesy of Zack Blanton/iStockphoto
bur25613_09_c09_233-258.indd 233 11/26/12 12:53 PM
CHAPTER 9
Critical Thinking
The three types of research all have advantages in certain situations and disadvantages in others. Do
you think there would there be a benefit in using only one type of research in all situations to ensure
consistency and accuracy?
Introduction
Introduction
To understand how to best address the needs of vulnerable populations, research must be conducted. The type of research used to study special populations in America’s health care system falls into three broad categories. Descriptive research
focuses on identifying those most at risk and the methods of identifying these groups and
their needs—for example, identifying which youth are most at risk for violent behavior.
Analytic research focuses on iden-
tifying the reasons for vulnerability
and ways to prevent and remediate
vulnerability, so it is used to iden-
tify why certain youth have higher
risks of violent behavior than others.
Evaluative research helps determine
the success of existing programs that
aim to provide services to vulner-
able groups—meaning that evalu-
ative research asks such questions
as, “What programs are effective at
addressing the needs of youth iden-
tified as being at risk for violent
behavior?”
Each research category serves an
important purpose; However, more
integration between research types
and studies would help improve
the understanding of vulnerability
as well as the programs that serve
America’s most vulnerable. The research associated with vulnerable populations is often
fragmented, in that studies often look at one particular issue or group but do not always
consider the connections that exist across issues and populations.
Courtesy of Gina Sanders/Fotolia
Descriptive, analytic, and evaluative research are
all essential types of research used to study special
populations in America’s health care system.
bur25613_09_c09_233-258.indd 234 11/26/12 12:53 PM
CHAPTER 9Section 9.1 Descriptive Research: Identifying the Vulnerable
Self-Check
Answer the following questions to the best of your ability.
1. Which type of research focuses on identifying those most at risk and the methods
of identifying these groups and their needs?
a. descriptive research
b. analytic research
c. evaluative research
d. collaborative research
2. Which type of research focuses on identifying the reasons for vulnerability and
the ways to prevent and remediate vulnerability?
a. descriptive research
b. evaluative resea ...
Level of Consciousness and Health Protocols at Home among Students of Polytec...AJHSSR Journal
ABSTRACT: The primary objective of this research was to ascertain the Polytechnic College of Botolan
students' level of consciousness and their at-home health care practices. The study also aimed to ascertain the
respondent profile in terms of age, sex, course, year level, and monthly family income, as well as the
respondents' level of awareness and health protocols regarding the COVID 19 pandemic established at home in
terms of nature and mode of transmission, prevention, and control. The primary data-collection tool for this
study was the survey questionnaire. The descriptive research design was employed. The researcher employed a
range of techniques, such as surveys, observations, and pure research, to gather data. The frequency distribution,
percentage distribution, weighted mean, and analysis of variance (ANOVA) were only a few of the statistical
measures that were employed. The results showed that, of the 289 respondents, the majority are women, 22
years old, in their second year of a teacher education program, with low monthly family incomes. Fully Aware
describes the respondents' level of awareness and their health precautions in relation to the domestically spread
COVID19 pandemic in terms of its nature, mechanism of transmission, and methods of prevention and control.
When categorized according to profile characteristics, the respondents did not perceive any significant
differences in the nature or mode of transmission, but when grouped according to course and monthly family
income, they did perceive significant differences in prevention and control.
KEYWORDS : health protocols, level of consciousness, students, Polytechnic College of Botolan
This document discusses three methods of epidemiological studies: descriptive, analytical, and experimental. Descriptive and analytical methods are observational studies that examine disease frequency, distribution, and relationships between health factors without intervention. Experimental studies intervene to determine a factor's effect. Descriptive studies provide an overview of health problems while analytical studies test hypotheses. Experimental studies confirm causes under controlled conditions. The document outlines different study designs within each method like cross-sectional vs longitudinal for descriptive and case-control vs cohort for analytical.
Doctors of Tomorrow – A Pipeline Program for Getting a Head Start in Medicineinventionjournals
Purpose: Pipeline programs have long been embraced as a strategyto recruit students from groups underrepresented in medicine into medical careers. Despite the prevalence of these programs, we know little about why students seek out participation and even less about their perceptions of the potential long-term benefits. This study explored the motivations and expectations of pipeline program participants. Method: Twenty-three high school students participated in the Doctors of Tomorrow (DoT) program, a high school and medical school partnership pipeline program from September 2014 through March 2015. Data for this study included students’ application essays, critical incident narratives, focus group discussions and transcripts from individual interviews. Thematic analysis was used to analyze all narrative materials and transcripts. Results: Our analysis of all program data revealed that DoT participants were motivated to participate in the program to learn about becoming a physician, gain access to individuals in medicine and develop a competitive advantage over other students when applying to college and medical school. Conclusions: Barriers to careers in medicine for individuals from groups underrepresented in medicine is well documented. These findings suggest that students seek to participate in pipeline programs as astrategy to secure goal-oriented, experiential encounters to help improve access points and mitigate barriers to becoming physicians
The document presents a study on the misbeliefs and psychosocial impacts of COVID-19 among the general public in Malaysia in 2020. The study found that most participants had high general knowledge of COVID-19 but knowledge was significantly higher among those with tertiary education. The results showed that modifications to daily life due to the pandemic depended on individual and social perceptions of the disease. The research findings and expert opinions on COVID-19 myths were presented in a documentary video format which had the novelty of publishing academic research online for wider audiences.
This document describes the principles, organization, and operation of a DNA bank established by the Department of Veterans Affairs Cooperative Studies Program. The DNA bank was created to facilitate genetic research using DNA samples collected from participants in clinical trials and studies. Key aspects discussed include obtaining informed consent from participants, ensuring privacy and confidentiality, resolving issues around ownership and future use of genetic material, and providing an infrastructure to support linking genetic and clinical data. The DNA bank is intended to be a shared resource that can support future genetic research across multiple clinical studies in different disease areas over time.
The document describes a study that evaluated conducting remote clinical assessments of individuals with Parkinson's disease (PD) who had undergone direct-to-consumer genetic testing. 50 participants with PD from 23 U.S. states completed remote assessments via video conferencing with a neurologist. The neurologist confirmed the self-reported PD diagnosis in all cases and found generally good agreement between self-reported data and clinical assessments, though agreement varied for specific symptoms. Most participants were satisfied with the virtual visit and expressed interest in future remote research participation. The study demonstrates the feasibility of remotely characterizing genotype and phenotype in geographically diverse populations.
Participation of the population in decisions about their health and in the pr...Pydesalud
Póster presentado por Lilisbeth Perestelo en el congreso Summer Institute for Informed Patient Choice (SIIPC14) celebrado del 25 al 27 de junio de 2014 en Dartmouth, Hanover (EEUU). Web: http://siipc.org
Contacto: lperperr@gobiernodecanarias.org
This document contains a series of exercises on study design for epidemiological research. It provides examples of different types of studies including cohort studies, case-control studies, cross-sectional studies, and longitudinal studies. For each proposed research question, it identifies the most appropriate study design and describes how that design could be implemented to study the relationship of interest. The document also tests understanding of key characteristics and methodologies for different epidemiological study designs.
2
WEEK 2-ASSIGNMENT
Research Article Summaries
Magdalyn38
RES 5240 Applied Research Methods
Feb.28, 2020
What is the Intricate Relationship between Television Watching and Childhood Obesity?
1. Caroli, M., Argentieri, L., Cardone, M., & Masi, A. (2004). Role of television in childhood obesity prevention. International Journal of Obesity, 28(3), S104-S108.
The study seeks to come up with an explanation of the relationship between childhood obesity and TV watching. Food and obesity have many documented consequences and when coupled up with a sedentary lifestyle, the combined effects are quite negative. Specific aspects of TV watching, in this case, are documented and they are linked to the prevalence of childhood obesity in different countries in Europe. The intricate relationship between childhood obesity could also be attributed to the role of the different European government regulations which in all its differences has led to a significant difference in the prevalence of childhood obesity as per the authors of the article.
The research sought to review the role of television in specific activities. Amongst them, one of the effects of TV is the fact that it replaces vigorous activities. As such, there is a positive correlation between the time in which one spends on TV watching and being overweight. This is regardless of the ages of the people. The TV watching activity, as presented in the article, is also linked to obesity prevalence among the different ages of children. Generally, the more the number of hours that one spends watching TV, the higher the chance they are going to be obese.
Through the analysis of literature in the area, it is almost blatant that people that spent more than 4 hours on the TV seemed to have increased in the last 30 years. The analysis of literature was thematic in nature and this was geared towards finding information that was almost prevalent across the different secondary sources. The analysts targeted specific television food commercials targeting children, the use of food in movies and even other kid shows. Besides that, the obese subjects presented in kids’ content were reviewed with the aim of finding out ridiculous traits, and the results that worsen situations. The situation gets worse through the perceived isolation of these subjects. The method of enquiry in the article was evidently a literature study. The data obtained were mainly secondary data and this was through a thematic search of the secondary literature done in the area.
2. Zhang, G., Wu, L., Zhou, L., Lu, W., & Mao, C. (2016). Television watching and risk of childhood obesity: a meta-analysis. The European Journal of Public Health, 26(1), 13-18.
This article is important and a viable contribution to the topic since it attempts to bring to light the relationship between the times spent watching TV and the risk of obesity among children. The article puts forward the argument that over the past few years, childhood obesity r.
2
WEEK 2-ASSIGNMENT
Research Article Summaries
Magdalyn38
RES 5240 Applied Research Methods
Feb.28, 2020
What is the Intricate Relationship between Television Watching and Childhood Obesity?
1. Caroli, M., Argentieri, L., Cardone, M., & Masi, A. (2004). Role of television in childhood obesity prevention. International Journal of Obesity, 28(3), S104-S108.
The study seeks to come up with an explanation of the relationship between childhood obesity and TV watching. Food and obesity have many documented consequences and when coupled up with a sedentary lifestyle, the combined effects are quite negative. Specific aspects of TV watching, in this case, are documented and they are linked to the prevalence of childhood obesity in different countries in Europe. The intricate relationship between childhood obesity could also be attributed to the role of the different European government regulations which in all its differences has led to a significant difference in the prevalence of childhood obesity as per the authors of the article.
The research sought to review the role of television in specific activities. Amongst them, one of the effects of TV is the fact that it replaces vigorous activities. As such, there is a positive correlation between the time in which one spends on TV watching and being overweight. This is regardless of the ages of the people. The TV watching activity, as presented in the article, is also linked to obesity prevalence among the different ages of children. Generally, the more the number of hours that one spends watching TV, the higher the chance they are going to be obese.
Through the analysis of literature in the area, it is almost blatant that people that spent more than 4 hours on the TV seemed to have increased in the last 30 years. The analysis of literature was thematic in nature and this was geared towards finding information that was almost prevalent across the different secondary sources. The analysts targeted specific television food commercials targeting children, the use of food in movies and even other kid shows. Besides that, the obese subjects presented in kids’ content were reviewed with the aim of finding out ridiculous traits, and the results that worsen situations. The situation gets worse through the perceived isolation of these subjects. The method of enquiry in the article was evidently a literature study. The data obtained were mainly secondary data and this was through a thematic search of the secondary literature done in the area.
2. Zhang, G., Wu, L., Zhou, L., Lu, W., & Mao, C. (2016). Television watching and risk of childhood obesity: a meta-analysis. The European Journal of Public Health, 26(1), 13-18.
This article is important and a viable contribution to the topic since it attempts to bring to light the relationship between the times spent watching TV and the risk of obesity among children. The article puts forward the argument that over the past few years, childhood obesity r ...
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
More Related Content
Similar to The CSI effect at university forensic science students’ telev.docx
Rough Draft Qualitative Research Critique and Ethical Consideration.docxwrite4
This document provides a summary and critique of a qualitative research study on the importance of music for people with dementia. The study interviewed people with dementia, their family caregivers, healthcare staff, and music therapists to understand their perspectives. It found that music was seen as valuable for managing symptoms of dementia and improving mood. However, the critique notes some limitations, such as not clearly describing the interview methodology and analysis process. Overall, the research adds to evidence that music interventions can benefit those with dementia.
Black Hole Essay. The Universe of Black Holes - Free Essay Example PapersOwl...Shalonda Jefferson
The Study of Black Holes - Free Essay Example | PapersOwl.com. Black Holes Essay. Black Holes: Mysterious in Many Ways - Free Essay Example | PapersOwl.com. Black holes: A simple explanation - ClearIAS. Black Holes Research Paper. Black holes. The Universe of Black Holes - Free Essay Example | PapersOwl.com. Essay Black Hole | Black Hole | Gravity. (PDF) The many definitions of a black hole. Scientific Explanation of Black Holes Essay Example | Topics and Well .... Calaméo - Black Hole Essay: How to Write an Essay on Black Holes. Black Hole: A Black Sphere in the Universe - Free Essay Example .... The Phenomenon of Black Holes - Free Essay Example - 1101 Words ....
Perception of Student Offenders on Deterrence Theoryijtsrd
Deterrence theory is known for citing explanations as to the infliction of punishment to an offender. In this study, the researchers focus of interest is directed on the determination as to the perception of student offenders on the mentioned theory. The researchers found out that most of the student respondents belong to the age bracket of 17 18 years old. In terms of gender, male outnumbered female as evidenced by the frequency which is 7 or 70 . Grade 12 got the highest number of respondents having a frequency of 7 or 70 followed by Grade 11 garnering a frequency of 3 or 30 . On the other hand, 3 out 10 respondents or 30 said that they were given immediate punishment after they have committed the violation. Meanwhile, 5 out of 10 respondents said that they were not given immediate punishment. Girlie N. Cañete | Harry Santiago P. Achas | Pamela N. Cañete | Rogelio C. Polo Jr. "Perception of Student Offenders on Deterrence Theory" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45112.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/45112/perception-of-student-offenders-on-deterrence-theory/girlie-n-cañete
Abstract—Sexual health (SH) and sexual behavior of young people have become a growing public concern. But few studies have been conducted to investigate the prevalence and psychosocial correlates of this phenomenon.
Purpose: To understand college students’ sexual knowledge (SK), sexual attitudes (SA), sexual desire (SD) and sexual behavior (SB).
Methods: A self-reported questionnaire survey on SK, SA, SD, and SB was conducted among 520 university students. Their demographic data, SK, SA, SD, and SB were assessed.
Results: A total of 500 students completed the questionnaire. The SKS total score had a mean of 23.05; 105 (21.0%) subjects had had premarital sex; 121 (24.2%) had a partner; 117 (23.4%) had a medical educational background. The results demonstrated an increased risk of premarital sex amongst males and subjects with the risk factors of smoking, drinking, having a partner, and having higher levels of SD and SK and more open SA.
Conclusions: This study provides support for the idea that university students lack SK (especially regarding contraception knowledge), even though the students had a medical educational background. Additionally, a considerable amount of them engaged in premarital SB. Our findings also suggest that university students need sex education, particularly in combining sexuality with their life, in relating to others maturely as a sexual individual, in employing contraception, and in preventing sexually transmitted diseases (STDs). Our study suggests that interventions aimed at expanding university students’ SK and other related skills are required.
HLT 362 V GCU Quiz 11. When a researcher uses a random samSusanaFurman449
HLT 362 V GCU
Quiz 1
1. When a researcher uses a random sample of 400 to make conclusions about a larger population, this is an example of:
· Descriptive statistics
· Demographics
· Inferential statistics
· Dependent variables
2. If a study is comparing number of falls by age, age is considered what type of variable?
· Interval
· Ordinal
· Ratio
· Nominal
3. Validity is:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
4. Data is defined as:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· The extent to which an idea or measurement is well-founded and an accurate representation of the real world.
· A measurement level with equal distances between the points and a zero-starting point.
· Raw unorganized information from which conclusions can be made.
5. The average of the collected data is known as:
· Mean
· Median
· Variance
· Range
6. The experimental or predictor variable is an example of:
· Extraneous variable
· Dependent variable
· Independent variable
· Nominal data
7. Level of measurement that defines the relationship between things and assigns an order or ranking to each thing is known as:
· Interval
· Ordinal
· Ratio
· Nominal
8. A variable is considered:
· A data item, such as characteristics, numbers, properties, or quantities, that can be measured or counted.
· A component of mathematics that looks at gathered data.
· Statistics designed to allow the researcher to infer characteristics regarding a population from sample population.
· External and internal influences within a study that can affect the validity and reliability of the outcomes.
9. External and internal influences within a study that can affect the validity and reliability of outcomes is called:
· Continuous variables
· Demographics
· Bias
· Standard deviation
10. The subset of the population to be studied is called:
· Sample
· Variable
· Population
· Demographic
Put the below in your own words into 1-2 paragraphs for the main conclusion and 1-2 paragraphs for the clinical application
Main conclusion:
The following is one example of a main conclusion and clinical applicability to assist you in formulating your take home message for the dissemination assignment. The details in these descriptions are intentionally detailed for your consideration. Do not include this level of detail in the dissemination assignment.
HPV study:
The Healthy People 2020 HPV vaccination goal of 80% of all United States adolescents[KG1] is not being met with current practices (citation). With insufficient vaccination, reduction in HPV-related disease ...
Awareness, Approach and Practice of Youth towards preclusion of Sexually Tran...PUBLISHERJOURNAL
Awareness, Approach and Practice of Youth towards preclusion of Sexually Transmitted Infections at KIU-TH, Ishaka Bushenyi District
Ahura, Alex
Department of Nursing Science, Kampala International University, Uganda.
________________________________________
ABSTRACT
Sexually Transmitted Infections (STIs) remains a serious reproductive health problem globally. Despite this fact, youths recklessly involve in sexual activities which predisposes them to STIs which could rather be easily preventable. Therefore, the aim of this study was to evaluate the knowledge, attitude and practice of youths aged 19–24 towards prevention of STIs at KIU-TH in Ishaka Bushenyi district, Uganda. The study was a descriptive cross-sectional and quantitative methods were employed in data collection. Fifty respondents both male and female were selected using a convenient sampling method. Most respondents 30 (60%) were between 19 – 20 years, 30(60%) were students and 30(60%) were single. Knowledge towards prevention of STIs was good as majority 50(100%) understood the term STIs, 25(50%) knew HIV infection as an STIs, 50(100%) knew about transmission of STIs, 30(60%) had been sensitized and health educated about STIs prevention and majority knew condom use 30(60%) as one of the ways of preventing STIs. Attitudes were fair as majority 40(80%) believed that STIs can be dangerous and majority 40(80%) felt they could prevent STIs. Practice was poor as majority had 1-2 partners, 30(60%) and majority had their first partner at 15-17 years old 30(60%), majority of the respondents took alcohol 35(70%), majority 37(74%) reported teenage involvement in sexual relationship and 35(70%) reported alcohol as one of the most leading factors into sexual relationships, majority 33(66%) did not take precautions during sexual intercourse only 18(36%) used condoms. The study found out adequate knowledge towards STIs prevention and attitudes were fair but practices were poor.
Keywords: knowledge, attitude, practice, youth, sexually transmitted infections, Uganda
Running head CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS.docxtodd271
Running head: CRITIQUE QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
5
CRITIQUE OF QUANTITATIVE, QUALITATIVE, OR MIXED METHODS DESIGN
Critiquing Quantitative, Qualitative, or Mixed Methods Studies
Adenike George
Walden University
NURS 6052: Essentials of Evidence-Based Practice
April 11, 2019
Critique of Quantitative, Qualitative, or Mixed Method Design
Both quantitative and qualitative methods play a pivotal role in nursing research. Qualitative research helps nurses and other healthcare workers to understand the experiences of the patients on health and illness. Quantitative data allows researchers to use an accurate approach in data collection and analysis. When using quantitative techniques, data can be analyzed using either descriptive statistics or inferential statistics which allows the researchers to derive important facts like demographics, preference trends, and differences between the groups. The paper comprehensively critiques quantitative and quantitative techniques of research. Furthermore, the author will also give reasons as to why qualitative methods should be regarded as scientific.
The overall value of quantitative and Qualitative Research
Quantitative studies allow the researchers to present data in terms of numbers. Since data is in numeric form, researchers can apply statistical techniques in analyzing it. These include descriptive statistics like mean, mode, median, standard deviation and inferential statistics such as ANOVA, t-tests, correlation and regression analysis. Statistical analysis allows us to derive important facts from data such as preference trends, demographics, and differences between groups. For instance, by conducting a mixed methods study to determine the feeding experiences of infants among teen mothers in North Carolina, Tucker and colleagues were able to compare breastfeeding trends among various population groups. The multiple groups compared were likely to initiate breastfeeding as follows: Hispanic teens 89%, Black American teens 41%, and White teens 52% (Tucker et al., 2011).
The high strength of quantitative analysis lies in providing data that is descriptive. The descriptive statistics helps us to capture a snapshot of the population. When analyzed appropriate, the descriptive data enables us to make general conclusions concerning the population. For instance, through detailed data analysis, Tucker and co-researchers were able to observe that there were a large number of adolescents who ceased breastfeeding within the first month drawing the need for nurses to conduct individualized follow-ups the early days after hospital discharge. These follow-ups would significantly assist in addressing the conventional technical problems and offer support in managing back to school transition (Tucker et al., 2011).
Qualitative research allows researchers to determine the client’s perspective on healthcare. It enables researchers to observe certain behaviors and experiences amo.
Factors That Impacted Effective Diabetes Management Within...Susan Tullis
The document discusses quantitative and qualitative research methods. It contrasts the two approaches, noting that quantitative research focuses on numerical data and statistics while qualitative research emphasizes themes and concepts through methods like interviews. The document also provides an example comparing two studies - one used quantitative methods like surveys and tests, while the other used qualitative methods like interviews. It discusses how the data collection and analysis differed between the two studies. Overall, the document outlines some key differences between quantitative and qualitative approaches.
9
Studying Vulnerable Populations
Learning Objectives
After reading this chapter, you should be able to:
• Recognize the three types of research needed to identify, understand, and address the
needs of vulnerable populations.
• Identify vulnerable populations using descriptive research.
• Identify vulnerability using analytic research.
• Assess program efficacy using evaluative research.
Courtesy of Zack Blanton/iStockphoto
bur25613_09_c09_233-258.indd 233 11/26/12 12:53 PM
CHAPTER 9
Critical Thinking
The three types of research all have advantages in certain situations and disadvantages in others. Do
you think there would there be a benefit in using only one type of research in all situations to ensure
consistency and accuracy?
Introduction
Introduction
To understand how to best address the needs of vulnerable populations, research must be conducted. The type of research used to study special populations in America’s health care system falls into three broad categories. Descriptive research
focuses on identifying those most at risk and the methods of identifying these groups and
their needs—for example, identifying which youth are most at risk for violent behavior.
Analytic research focuses on iden-
tifying the reasons for vulnerability
and ways to prevent and remediate
vulnerability, so it is used to iden-
tify why certain youth have higher
risks of violent behavior than others.
Evaluative research helps determine
the success of existing programs that
aim to provide services to vulner-
able groups—meaning that evalu-
ative research asks such questions
as, “What programs are effective at
addressing the needs of youth iden-
tified as being at risk for violent
behavior?”
Each research category serves an
important purpose; However, more
integration between research types
and studies would help improve
the understanding of vulnerability
as well as the programs that serve
America’s most vulnerable. The research associated with vulnerable populations is often
fragmented, in that studies often look at one particular issue or group but do not always
consider the connections that exist across issues and populations.
Courtesy of Gina Sanders/Fotolia
Descriptive, analytic, and evaluative research are
all essential types of research used to study special
populations in America’s health care system.
bur25613_09_c09_233-258.indd 234 11/26/12 12:53 PM
CHAPTER 9Section 9.1 Descriptive Research: Identifying the Vulnerable
Self-Check
Answer the following questions to the best of your ability.
1. Which type of research focuses on identifying those most at risk and the methods
of identifying these groups and their needs?
a. descriptive research
b. analytic research
c. evaluative research
d. collaborative research
2. Which type of research focuses on identifying the reasons for vulnerability and
the ways to prevent and remediate vulnerability?
a. descriptive research
b. evaluative resea ...
Level of Consciousness and Health Protocols at Home among Students of Polytec...AJHSSR Journal
ABSTRACT: The primary objective of this research was to ascertain the Polytechnic College of Botolan
students' level of consciousness and their at-home health care practices. The study also aimed to ascertain the
respondent profile in terms of age, sex, course, year level, and monthly family income, as well as the
respondents' level of awareness and health protocols regarding the COVID 19 pandemic established at home in
terms of nature and mode of transmission, prevention, and control. The primary data-collection tool for this
study was the survey questionnaire. The descriptive research design was employed. The researcher employed a
range of techniques, such as surveys, observations, and pure research, to gather data. The frequency distribution,
percentage distribution, weighted mean, and analysis of variance (ANOVA) were only a few of the statistical
measures that were employed. The results showed that, of the 289 respondents, the majority are women, 22
years old, in their second year of a teacher education program, with low monthly family incomes. Fully Aware
describes the respondents' level of awareness and their health precautions in relation to the domestically spread
COVID19 pandemic in terms of its nature, mechanism of transmission, and methods of prevention and control.
When categorized according to profile characteristics, the respondents did not perceive any significant
differences in the nature or mode of transmission, but when grouped according to course and monthly family
income, they did perceive significant differences in prevention and control.
KEYWORDS : health protocols, level of consciousness, students, Polytechnic College of Botolan
This document discusses three methods of epidemiological studies: descriptive, analytical, and experimental. Descriptive and analytical methods are observational studies that examine disease frequency, distribution, and relationships between health factors without intervention. Experimental studies intervene to determine a factor's effect. Descriptive studies provide an overview of health problems while analytical studies test hypotheses. Experimental studies confirm causes under controlled conditions. The document outlines different study designs within each method like cross-sectional vs longitudinal for descriptive and case-control vs cohort for analytical.
Doctors of Tomorrow – A Pipeline Program for Getting a Head Start in Medicineinventionjournals
Purpose: Pipeline programs have long been embraced as a strategyto recruit students from groups underrepresented in medicine into medical careers. Despite the prevalence of these programs, we know little about why students seek out participation and even less about their perceptions of the potential long-term benefits. This study explored the motivations and expectations of pipeline program participants. Method: Twenty-three high school students participated in the Doctors of Tomorrow (DoT) program, a high school and medical school partnership pipeline program from September 2014 through March 2015. Data for this study included students’ application essays, critical incident narratives, focus group discussions and transcripts from individual interviews. Thematic analysis was used to analyze all narrative materials and transcripts. Results: Our analysis of all program data revealed that DoT participants were motivated to participate in the program to learn about becoming a physician, gain access to individuals in medicine and develop a competitive advantage over other students when applying to college and medical school. Conclusions: Barriers to careers in medicine for individuals from groups underrepresented in medicine is well documented. These findings suggest that students seek to participate in pipeline programs as astrategy to secure goal-oriented, experiential encounters to help improve access points and mitigate barriers to becoming physicians
The document presents a study on the misbeliefs and psychosocial impacts of COVID-19 among the general public in Malaysia in 2020. The study found that most participants had high general knowledge of COVID-19 but knowledge was significantly higher among those with tertiary education. The results showed that modifications to daily life due to the pandemic depended on individual and social perceptions of the disease. The research findings and expert opinions on COVID-19 myths were presented in a documentary video format which had the novelty of publishing academic research online for wider audiences.
This document describes the principles, organization, and operation of a DNA bank established by the Department of Veterans Affairs Cooperative Studies Program. The DNA bank was created to facilitate genetic research using DNA samples collected from participants in clinical trials and studies. Key aspects discussed include obtaining informed consent from participants, ensuring privacy and confidentiality, resolving issues around ownership and future use of genetic material, and providing an infrastructure to support linking genetic and clinical data. The DNA bank is intended to be a shared resource that can support future genetic research across multiple clinical studies in different disease areas over time.
The document describes a study that evaluated conducting remote clinical assessments of individuals with Parkinson's disease (PD) who had undergone direct-to-consumer genetic testing. 50 participants with PD from 23 U.S. states completed remote assessments via video conferencing with a neurologist. The neurologist confirmed the self-reported PD diagnosis in all cases and found generally good agreement between self-reported data and clinical assessments, though agreement varied for specific symptoms. Most participants were satisfied with the virtual visit and expressed interest in future remote research participation. The study demonstrates the feasibility of remotely characterizing genotype and phenotype in geographically diverse populations.
Participation of the population in decisions about their health and in the pr...Pydesalud
Póster presentado por Lilisbeth Perestelo en el congreso Summer Institute for Informed Patient Choice (SIIPC14) celebrado del 25 al 27 de junio de 2014 en Dartmouth, Hanover (EEUU). Web: http://siipc.org
Contacto: lperperr@gobiernodecanarias.org
This document contains a series of exercises on study design for epidemiological research. It provides examples of different types of studies including cohort studies, case-control studies, cross-sectional studies, and longitudinal studies. For each proposed research question, it identifies the most appropriate study design and describes how that design could be implemented to study the relationship of interest. The document also tests understanding of key characteristics and methodologies for different epidemiological study designs.
2
WEEK 2-ASSIGNMENT
Research Article Summaries
Magdalyn38
RES 5240 Applied Research Methods
Feb.28, 2020
What is the Intricate Relationship between Television Watching and Childhood Obesity?
1. Caroli, M., Argentieri, L., Cardone, M., & Masi, A. (2004). Role of television in childhood obesity prevention. International Journal of Obesity, 28(3), S104-S108.
The study seeks to come up with an explanation of the relationship between childhood obesity and TV watching. Food and obesity have many documented consequences and when coupled up with a sedentary lifestyle, the combined effects are quite negative. Specific aspects of TV watching, in this case, are documented and they are linked to the prevalence of childhood obesity in different countries in Europe. The intricate relationship between childhood obesity could also be attributed to the role of the different European government regulations which in all its differences has led to a significant difference in the prevalence of childhood obesity as per the authors of the article.
The research sought to review the role of television in specific activities. Amongst them, one of the effects of TV is the fact that it replaces vigorous activities. As such, there is a positive correlation between the time in which one spends on TV watching and being overweight. This is regardless of the ages of the people. The TV watching activity, as presented in the article, is also linked to obesity prevalence among the different ages of children. Generally, the more the number of hours that one spends watching TV, the higher the chance they are going to be obese.
Through the analysis of literature in the area, it is almost blatant that people that spent more than 4 hours on the TV seemed to have increased in the last 30 years. The analysis of literature was thematic in nature and this was geared towards finding information that was almost prevalent across the different secondary sources. The analysts targeted specific television food commercials targeting children, the use of food in movies and even other kid shows. Besides that, the obese subjects presented in kids’ content were reviewed with the aim of finding out ridiculous traits, and the results that worsen situations. The situation gets worse through the perceived isolation of these subjects. The method of enquiry in the article was evidently a literature study. The data obtained were mainly secondary data and this was through a thematic search of the secondary literature done in the area.
2. Zhang, G., Wu, L., Zhou, L., Lu, W., & Mao, C. (2016). Television watching and risk of childhood obesity: a meta-analysis. The European Journal of Public Health, 26(1), 13-18.
This article is important and a viable contribution to the topic since it attempts to bring to light the relationship between the times spent watching TV and the risk of obesity among children. The article puts forward the argument that over the past few years, childhood obesity r.
2
WEEK 2-ASSIGNMENT
Research Article Summaries
Magdalyn38
RES 5240 Applied Research Methods
Feb.28, 2020
What is the Intricate Relationship between Television Watching and Childhood Obesity?
1. Caroli, M., Argentieri, L., Cardone, M., & Masi, A. (2004). Role of television in childhood obesity prevention. International Journal of Obesity, 28(3), S104-S108.
The study seeks to come up with an explanation of the relationship between childhood obesity and TV watching. Food and obesity have many documented consequences and when coupled up with a sedentary lifestyle, the combined effects are quite negative. Specific aspects of TV watching, in this case, are documented and they are linked to the prevalence of childhood obesity in different countries in Europe. The intricate relationship between childhood obesity could also be attributed to the role of the different European government regulations which in all its differences has led to a significant difference in the prevalence of childhood obesity as per the authors of the article.
The research sought to review the role of television in specific activities. Amongst them, one of the effects of TV is the fact that it replaces vigorous activities. As such, there is a positive correlation between the time in which one spends on TV watching and being overweight. This is regardless of the ages of the people. The TV watching activity, as presented in the article, is also linked to obesity prevalence among the different ages of children. Generally, the more the number of hours that one spends watching TV, the higher the chance they are going to be obese.
Through the analysis of literature in the area, it is almost blatant that people that spent more than 4 hours on the TV seemed to have increased in the last 30 years. The analysis of literature was thematic in nature and this was geared towards finding information that was almost prevalent across the different secondary sources. The analysts targeted specific television food commercials targeting children, the use of food in movies and even other kid shows. Besides that, the obese subjects presented in kids’ content were reviewed with the aim of finding out ridiculous traits, and the results that worsen situations. The situation gets worse through the perceived isolation of these subjects. The method of enquiry in the article was evidently a literature study. The data obtained were mainly secondary data and this was through a thematic search of the secondary literature done in the area.
2. Zhang, G., Wu, L., Zhou, L., Lu, W., & Mao, C. (2016). Television watching and risk of childhood obesity: a meta-analysis. The European Journal of Public Health, 26(1), 13-18.
This article is important and a viable contribution to the topic since it attempts to bring to light the relationship between the times spent watching TV and the risk of obesity among children. The article puts forward the argument that over the past few years, childhood obesity r ...
Similar to The CSI effect at university forensic science students’ telev.docx (20)
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
This document contains 29 multiple choice questions about accounting concepts and principles from an ACC 290 final exam, including questions about:
- Financial statements and the statement of cash flows
- Basic accounting equations and debits and credits
- Adjusting entries, trial balances, and calculating financial metrics like cost of goods sold
- Inventory costing methods like FIFO and LIFO
- Internal controls and the Sarbanes-Oxley Act
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
A.The unification of previously fractious and divided Arab tribes.docxmehek4
A.
The unification of previously fractious and divided Arab tribes
B.
The capitulation of Jewish and Christian leaders
C.
Direct military assistance from the Sasanid state
D.
The exhaustion of the Byzantine Empire after Pyrrhic victories over the Ostrogoths and Vandals
.
A.Escribe la forma correcta del verbo en españolNosotros siem.docxmehek4
A. Escribe la forma correcta del verbo en español
Nosotros siempre_____________coca cola con la pizza. (drink)
Tú ________________________________ en Buenos Aires. (live)
Ellos ______________________________el pastel. (divide)
Yo _________________________la comida mexicana. (eat)
Paco ________________________el dinero en la caja. (hides)
Vosotros __________________________estudiar. (should)
Ramón y Carlos _______________________en el parque. (run)
La maestra __________________________ la puerta. (opens)
Yo _______________________el cuatro de Pedro. (describe)
Él _________________________el carro. (sells)
Tú ___________________un regalo para tu cumpleaños. (receive)
Los estudiantes______________________el libro. (read)
Vosotros ________________________a la clase de arte. (attend)
Ella ___________________________hacer la tarea. (promises)
Alejandra y yo ___________________a hablar español. (learn)
El hombre ____________________descubre el tesoro. (discovers)
Uds. ________________________las escaleras. (go up, climb)
Ud. ________________________el examen. (cover)
El niño _________________________la ventana. (breaks)
Las mujeres_________________________en Dios. (believe)
Escribe en español
We drink milk. _________________________________________
He breaks the window.____________________________________
They open the door.______________________________________
You (pl. Spain) promise to write.____________________________
I learn to speak Spanish.___________________________________
Contesta las preguntas
¿Dónde vives?____________________________________________
¿Lees muchos libros?______________________________________
¿Comes mucha comida mexicana?____________________________
¿Debes estudiar todos los días?_______________________________
¿Recibes buenas notas en todas tus clases?______________________
.
A.Both countries fought for independence from Great Britain, b.docxmehek4
A
.
Both countries fought for independence from Great Britain, but the United States won, and China did not.
B
.
Both countries were colonized, but the United States went on to become a major imperial power, and China did not.
C
.
Both countries established colonies in India, but the United States established commercial control, and China did not.
D
.
Both countries established colonies in the Caribbean, but the United States’ colonies rebelled, and China’s did not.
.
a.A patent purchased from J. Miller on January 1, 2010, for a ca.docxmehek4
a.
A patent purchased from J. Miller on January 1, 2010, for a cash cost of $5,640. When purchased, the patent had an estimated life of fifteen years.
b.
A trademark was registered with the federal government for $10,000. Management estimated that the trademark could be worth as much as $200,000 because it has an indefinite life.
c.
Computer licensing rights were purchased on January 1, 2010, for $60,000. The rights are expected to have a four-year useful life to the company.
Compute the acquisition cost of each intangible asset.
patent
trademark
licensing rights
.
A.) Imagine that astronomers have discovered intelligent life in a n.docxmehek4
A.) Imagine that astronomers have discovered intelligent life in a nearby star system. Imagine you are part of a group submitting a proposal for who on Earth should speak for the planet and what 50-word message should be conveyed. Be sure to answer all three questions below, if you choose this option.
(A) Who should speak for Earth and why?
(B) What should this person say in 50 words?
(C) Why is this message the most important compared to other things that could be said?
Instructions: should be at least 200 words.
B.) Observing Jupiter’s Moons
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described.
Goal: Students will conduct a series of inquiries about the position and motion of Jupiter’s moons using prescribed Internet simulations.
Computer Setup:
Access http://space.jpl.nasa.gov/ and
a) Select THE MOON in the “Show me _______ “ drop down menu
b) Select THE SUN in the “as seen from _______ “ drop down menu
c) Select the radio button “I want a field of view of ____ degrees” and set the drop down menu to 0.5
d) Select the check box for EXTRA BRIGHTNESS and then Select “Run Simulator”
Phase I: Exploration
1) The resulting image shows what one would see looking through a special telescope. In this picture, where is the observer with the special telescope located?
2) How does the image change if you INCREASE the field of view?
3) What is the exact date of the image?
4) Astronomers typically mark images based on the time it currently is in Greenwich, England, called UTC. What is the precise time of the image?
5) Using a ruler to measure the distance on the screen between the middle of Earth and the middle of the Moon, what is the measured distance? You do NOT need to know the exact number of kilometers, but simply a ruler-measurement you can compare other measurements you make later. Alternately, you can use the edge of a blank piece of paper held in the landscape orientation and mark the positions of Earth and Moon or the Squidgit ruler found on the last page.
6) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 1 hour and determine the new distance between the Earth and Moon.
7) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by one day from when you started and determine the new distance between the Earth and Moon.
8) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by three days from when you started and determine the new distance between the Earth and Moon.
9) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by five days from when you started and determine the new distance between the Earth and Moon.
10) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 10 days from when you s.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Liberal Approach to the Study of Indian Politics.pdf
The CSI effect at university forensic science students’ telev.docx
1. The CSI effect at university: forensic science students’
television viewing
and perceptions of ethical issues
Roslyn Weaver
a
*, Yenna Salamonson
a
, Jane Koch
a,b
and Glenn Porter
c
a
University of Western Sydney, Family and Community Health
Research Group;
b
University of
Technology, Sydney, School of Nursing, Midwifery and Health;
c
University of Western Sydney,
School of Science and Health
(Received 3 January 2012; final version received 3 May 2012)
2. Although the so-called ‘CSI effect’ has received attention in the
literature for the
influence of forensic science television on jurors’ expectations
of evidence
admitted into trials, less research explores the influence of such
television
programs on university students enrolled in forensic science
degrees. This paper
describes the quantitative and qualitative results of a study of
forensic science
students regarding the forensic-related television programs they
watch, such as
CSI, Bones and Dexter. We asked students to share their
impressions of the
accuracy, ethics, professionalism and role models in the
programs. The results
show that forensic science students are almost universally
disparaging about the
realism of these programs and have mixed impressions of how
the programs
portray forensic science professionalism and ethics. Most
students believed that
the programs gave an unrealistic representation of the
profession to the public;
yet students were also able to identify positive elements for
recruitment and
education purposes.
Keywords: forensic science; CSI effect; students; television;
education; Australia
Introduction
Popular media have suggested that crime science television
programs such as CSI
may influence how lay jurors consider forensic evidence during
3. criminal trials
1–8
.
This influence has been described as the CSI effect and named
after the popular
television drama. It is suggested that jurors confuse the capacity
of forensic evidence
with the fictional idealisation of forensic evidence as portrayed
on the television
program
2
. Goodman-Delahunty and Verbrugge
4
suggest that, despite the popular
media claims, there is little objective evidence to support the
notion that crime scene
dramas such as CSI have a negative impact on jury verdicts.
Wise
5
indicated that
there are two issues relating to the ‘CSI effect’ proposition,
with each affecting either
the prosecution or defence position; (i) the jurors held an
inflated value of the
forensic evidence producing guilty verdicts
2–5,9
, or (ii) in the absence of forensic
4. evidence or when the evidence failed to reach the juries’
idealised expectations the
juries would acquit
2–3,5
. Evidence of the influence of the CSI effect, as claimed in the
popular media, has been mixed
1–9
.
Although the so-called CSI effect has received attention in the
literature for the
influence of CSI on jurors’ expectations of forensic evidence
admitted into criminal
*Corresponding author. Email: [email protected]
Australian Journal of Forensic Sciences
Vol. 44, No. 4, December 2012, 381–391
ISSN 0045-0618 print/ISSN 1834-562X online
� 2012 Australian Academy of Forensic Sciences
http://dx.doi.org/10.1080/00450618.2012.691547
http://www.tandfonline.com
trials
1–9
, less research explores the influence of such programs on
forensic science
5. education. Of the work that has been done, previous research
has linked the
glamorised portrayal of forensic scientists in popular culture to
an increase in the
number of students interested in forensic science
10–13
. Although most of the more
well-known forensic science television programs are American,
the popularity of the
genre extends internationally, and many more forensic science
courses have been
established in Australia
14
and the UK
10,15
, as well as the US
14,16,17
.
Beyond the growth of the courses, other research has also raised
concerns over
whether television programs may have an adverse effect on
forensic science students.
Students may have unrealistic expectations of the course, if not
for their career as
well
11
. The CSI series generally constructs science and evidence as
infallible, and
6. emphasises their realism and credibility
18
. Bergslien
19
suggests that the actual teaching
of forensic science in secondary and tertiary education may
inadvertently reinforce the
CSI effect; others caution that educators may need to adjust
their teaching in response
to the television genre
11
. Undergraduates may be motivated to study forensic science
because of CSI-like programs, and this could provide the
impetus to educators to
develop resources to enhance the understanding of the basic
principles of science and
critical thinking. However, Bergslien
19
asserts that in some courses, less challenging
teaching approaches can reduce the complexity of forensic
science to a standard
laboratory activity with a clear-cut solution, as in the television
programs. Rather than
this, Bergslien suggests some teaching strategies that help
students develop realistic
expectations about how real forensic science is carried out
19
. Some researchers suggest
7. that educators in crime-related disciplines can combat the
inaccurate images in
popular culture by including courses on the media, to encourage
students to be more
critical about how their profession is handled in news and other
media
20
.
With mainstream media sources attributing the rise in
popularity in forensic
studies to the heightened profile of the profession because of
these shows, it is timely
to assess the ways in which forensic students engage with
popular culture depictions
of their future profession. Little work has been done in this
area, although an
American study on forensic anthropology students concluded
that there was no
difference in how many CSI-like programs were consumed by
students who wished
to pursue forensic science and those who did not
21
.
The aims of this study were to investigate the viewing habits of
a sample of
Australian forensic science students regarding the forensic-
related television
programs they watch, and their impressions of the accuracy,
ethics, professionalism
and role models in the shows. The purpose was to enhance our
understanding of how
forensic science students engage with popular images of their
8. profession and to
consider pedagogical implications of the findings.
Methods
Design
This study used a descriptive design to collect data on students’
perceptions of
forensic science television programs. The survey questions were
based on Czarny
et al.’s survey
22
, which explored television viewing habits of medical and
nursing
students for the purpose of considering teaching strategies for
bioethical issues in
health. They asked students about specific contemporary
television programs and
what students thought of the accuracy, bioethical issues, and
role models depicted in
the shows. In our study, we adapted this instrument to the
forensic science discipline
382 R. Weaver et al.
and included shows specific to this field: namely, CSI, CSI:
Miami, CSI: New York,
Bones, Dexter and NCIS. We chose these six programs based on
current popular
programs at the time of the survey. Students were given the
option to nominate other
9. forensic science television programs, and we aggregated these
data as well; however,
the overall percentage of participant-nominated shows was
small and thus not
generally reported here. Our survey included questions related
to demographics,
television viewing, and impressions of how the specific forensic
science programs
portrayed ethical and forensic science issues, as well as
professionalism and role
models. We also added questions about the image of forensic
science on television
programs. The survey concluded with a question asking if
participants had any
comments they wished to include on the topic of their
profession in popular culture.
Study setting and sample
The study took place at a large university in New South Wales,
Australia, between
March and May of 2011 in the first semester. Forensic science
students enrolled in all
years of their three-year undergraduate program participated by
completing surveys.
The university’s human research ethics committee granted
approval to conduct this
project. Surveys were anonymous, and students were informed
that their
participation in the project was voluntary.
The study was part of a larger project exploring health sciences
and forensic
science students’ impressions of how their profession is
represented in popular
culture. This paper reports the results of forensic science
10. students’ surveys.
Of the 215 students who were enrolled in the forensic science
program, 135 (63%)
completed the survey. Compared with all forensic students
enrolled in the program,
there were no significant differences in: (a) age (mean: 20.8
years in population versus
20.6 in sample, P¼0.889), (b) gender (68.4% females versus
68.1%, P¼0.965), and
(c) country of birth (80.9% Australian-born versus 84.4%,
P¼0.402).
Data collection and analysis
All students enrolled in the forensic science program were
invited to participate in
the study in their tutorials or lectures. A research assistant
managed the recruitment
for the study. Students were informed about the purpose of the
study and were given
an information sheet providing details of the project.
A research assistant entered the survey data into IBM SPSS
Statistics 19. The
data analysis process included descriptive statistics. As the
continuous variable age
was not normally distributed, the Mann-Whitney U-test was
used to analyse group
differences. For categorical variables, the chi-square test was
used. Statistical
significance was P 5 0.05.
We performed further data analysis to examine if there were
differences across
years in the course and: (a) TV viewing habits of forensic
11. science dramas; (b)
important sources of information for participants for bioethical
issues. No
statistically significant group differences were uncovered
between years of enrolment
and TV viewing habits or participants’ self-report of important
sources of
information for bioethical issues.
Following quantitative data analysis, the members of the
research team
individually read the qualitative data and then discussed the
data with each other.
These data were drawn from responses to the final survey
question: Is there anything
Australian Journal of Forensic Sciences 383
else you want to tell us about forensic television shows or
forensic science role models?
We also included any comments students wrote on their surveys
to explain their
other answers further. A research assistant entered the
participants’ comments into
Microsoft Word. The qualitative data analysis involved team
members organising
the data by themes in a conventional content analysis approach
23
and discussing as a
group, and we have used the data in this paper to elaborate on
the quantitative
results. Participants’ quotations have been corrected for spelling
12. or readability where
needed, and are presented here in numerical codes with year of
enrolment.
Results
Table 1 presents the demographics of the study participants.
The average age was
20.6 (SD 4.4), and approximately two-thirds of the sample were
female (68.1%).
Most students were born in Australia (84.4%) and just over half
were in paid
employment (57.0%); only one nominated working in forensic-
or police-related
employment.
Participants’ television viewing
The majority of the students had watched television in the past
year (98.5%), ranging
from sports (58.5%) to movies (97.0%). Forensic science shows
were watched by
91.1% of the sample. Of these forensic science programs, NCIS
(81.1%) and CSI
(79.8%) had been viewed by the most students at some stage.
Around two-thirds had
seen CSI: Miami, Bones, and Dexter. However, the most
frequently watched shows
(at least once a week) were NCIS, Bones and Dexter.
Approximately a third reported
watching the top five most-frequently watched shows with
family or friends.
Participants’ television viewing habits are summarised in Table
2.
Table 1. Characteristics of forensic student participants (n ¼
13. 135).
Characteristic
Age, mean (SD) years (Range: 17 to 46 years) 20.6 (4.4)
Sex, Female % 68.1
Country of birth, Australia % 84.4
Language spoken at home: English-speaking only % 82.2
Participating in part-time/paid employment during semester,
Yes % 57.0
Table 2. Television viewing habits of forensic science students
of forensic science dramas.
Forensic drama
Ever
watched (%)
Watched�once/
week (%)
Watched with
family or friends (%)
NCIS 81.1 27.9 50.9
CSI 79.8 19.3 44.7
CSI: Miami 66.0 12.3 34.7
Bones 64.7 24.5 39.8
Dexter 61.9 24.8 33.0
CSI: New York 47.6 5.8 21.1
Criminal Minds 10.4 8.9 6.7
NCIS: LA 7.4 5.2 5.9
384 R. Weaver et al.
14. Ethical issues recalled by students from TV shows
When students were provided with a list of 12 ethical issues and
asked if they
remembered seeing any on the television programs, 65.2% to
80.0% of the sample
reported seeing these issues. The most commonly recalled
topics were contamination
of evidence, conflict of interest, confidentiality, and evidence
integrity. Students were
then asked to rate how each issue was handled overall on the
shows, and could
choose from: Poor, Below Average, OK, and Best. The most
common rating for
these issues was Poor. Only three topics rated as OK, namely:
evidence integrity,
death and dying, and quality or value of life (Table 3).
When asked to rate the accuracy on a six-point Likert scale of
how the top six
programs depicted ethical and forensic science issues, students
rated these shows
with a median of 1 to 2 (0¼Not at all accurate, 5¼Very
accurate). The qualitative
data supported this, with students at times scathing of the shows
– ‘inaccurate
rubbish’ (Student 3, Year 1) – or suggesting that the programs
give unrealistic ideas
about the consequences for unethical behaviour. As one student
stated, ‘TV show
characters aren’t exactly going to get fired for not taking
responsibility or
contaminating evidence but, in reality of course you would get
fired’ (Student 86,
15. Year 1). Others were critical of the inaccuracy of the forensic
science aspects, with
one student saying: ‘I think the things they do on the shows are
mostly correct, but
the main difference is time. As on the show they figure
everything out in a few days,
but normally it can take weeks, months or even years to figure
out the crime’
(Student 48, Year 1). Another participant added, ‘TV shows
always give the
misperception that forensics/science is easy and that we do
more than we legally can’
(Student 119, Year 2).
Despite the negative views that most students had about the
accuracy, some
students could find value in watching the shows. Thus, even
when acknowledging the
shortcomings of the shows, some participants appreciated that
the programs
generate interest in their field: ‘Forensic TV shows are a good
way of getting people
into the profession but lack truth in what really goes behind the
scenes’ (Student 47,
Year 1). Similarly, another wrote ‘Gives an idea of different
types of forensics you
can go in to but not accurate/realistic in what they actually do
beyond the general
role’ (Student 6, Year 1).
Table 3. Recall of ethical issues on television forensic drama
and ratings.
Ethical issue
Recall
(Yes) %
16. Most common
rating %
Contamination of evidence 80.0 Poor 37.0
Conflict of interest 80.0 Poor 33.3
Confidentiality 80.0 Poor & below average (tie) 33.3
Evidence integrity 80.0 OK 32.4
Professional misconduct 77.8 Poor 37.1
Death and dying 77.8 OK 32.4
Evidence continuity 77.0 Poor 37.5
Informed consent 76.3 Poor 35.0
Quality or value of life 74.1 OK 43.0
Lying under oath in court 71.9 Poor 33.0
Forensic errors 71.1 Poor 41.7
Education for healthcare professionals 65.2 Poor 44.3
Australian Journal of Forensic Sciences 385
Another participant criticised the shows but saw an educational
element: ‘I think
that it is good in the sense that they make people think, but bad
in the sense that they
exploit the science and aren’t true to it, cause people spend
their whole lives trying to
learn this stuff and they just throw it around like it doesn’t
matter’ (Student 5,
Year 1). One student found more of value, writing, ‘watching
forensic television
shows I learn more about techniques and critical thinking
towards ethical and
practical views’ (Student 125, Year 2).
Almost half (49.6%) the students said that they had been asked
17. for their opinion
by friends or family members on an ethical or forensic science
issue they had viewed
on a television show. One participant wrote that ‘They ask if the
science is true’
(Student 5, Year 1). In regard to discussing the ethical and
forensic science issues on
TV programs with their friends only, less than half (40.5%) of
the students reported
that they had done this.
When presented with a range of sources that might inform
students about
bioethical issues, students ranked their university school of
sciences as the most
important (67.7%). Other important sources included family
(54.3%) and friends
(40.0%). Television dramas rated as important for only 3% of
the sample (Figure 1).
Professionalism
The surveys included a list of six professional ideals:
responsibility; altruism/honesty/
integrity; caring and compassion; respect; accountability; and
leadership. Most
students (approximately 80%) remembered viewing these on the
forensic science
programs, and the majority believed that they were positively
depicted.
Despite these positive ratings, the qualitative comments
highlighted some
negative aspects around professionalism, with one participant
noting ‘TV shows
18. Figure 1. Important sources of information selected by
participants for bioethical issues.
386 R. Weaver et al.
set unrealistic standards or over simplify work with a lack of
professionalism’
(Student 75, Year 3).
Role models
We provided the students with a list of the major characters in
each of the six
programs and asked them to choose the characters they wanted
most and least to be
like in their own forensic science careers. They could also
nominate other characters.
The most popular characters were Abby Sciuto from NCIS
(37.8%), and
Temperance Brennan from Bones (23.7%). Dexter Morgan from
Dexter was also
a popular character (19.3%), although slightly more students
disliked him as a role
model (20.7%), and we note here, of course, that Dexter
obviously differs from other
characters by operating as both hero (a highly-skilled forensic
scientist) and antihero
(a vigilante serial killer). The most unpopular character was
Horatio Caine from
CSI: Miami (24.4%), as rated by the students (Figure 2).
The qualitative data elaborated on these results, with some
students explaining
that they admired the skills of specific characters but not
19. necessarily their other
traits. For example, although Temperance Brennan, Jack
Hodgins (Bones) and Abby
Sciuto were popular choices for role models, one participant
indicated that this was
‘Skillwise but not people wise’ (Student 5, Year 1). The
polarised views about Dexter
Morgan as a role model are encapsulated in one participant who
chose Dexter as a
Figure 2. Forensic drama characters: role models in professional
career.
Australian Journal of Forensic Sciences 387
role model but noted, rather obviously, ‘Without being a serial
killer’ (Student 17,
Year 1).
Some students also indicated in the open-ended answers that
they found role
models beyond those in television programs, with one student
reflecting on the
importance of real-life inspirations: ‘A girl from the forensic
services group came in
to my work and I would most want to be like her. Not some
actress’ (Student 133,
Year 2). Another confirmed that superior role models are found
outside popular
culture, writing ‘The best role models are the people working in
the profession’
(Student 73, Year 2). These points reflect the fact that the
participants’ comments
were usually very negative about the realism and accuracy of
20. these shows.
The image of forensic science in television shows
The surveys asked students what they thought of how forensic
science was portrayed
on television. Although most students believed the shows
portrayed their profession
as exciting (98.4%) and positive (92.9%), they also thought the
programs gave an
unrealistic representation of the real science (78.4%).
Furthermore, just over half
(51.6%) believed that there should be less forensic science
characters on crime shows,
and about the same percentage (47.6%) felt that the characters
were not good role
models. In addition, the majority (80.8%) believed that TV
shows give the public
wrong ideas about what forensic scientists actually do.
These views were reflected in the open-ended answers, where
students were often
negative about the public perception of forensic science because
of television. Even
those who enjoyed the shows often qualified this enjoyment
with a warning about the
misinformation caused by the shows in the public: ‘Forensic
science TV shows are
fun and interesting to watch, however they do at times give
false representations
about what forensic science in real life is about’ (Student 37,
Year 1). Others
confirmed this, saying ‘I think people often get the wrong idea
about forensics’
(Student 110, Year 2), or: ‘Detectives and forensic investigators
& many numerous
21. roles in TV convince the general public that it is all one job’
(Student 121, Year 2).
Some comments raised the danger of inaccurate portrayals of
forensic science on
television, with one participant writing that ‘Television shows
give people the wrong
idea. When evidence is put to court, the jury will want all the
evidence to point to the
suspect before they will convict them as that is what happens on
the shows’ (Student
11, Year 2).
Discussion
This study confirms previous research in other disciplines that
most students watch
their profession on television, with other studies showing that
most medical and
nursing students watch medical programs
22,24
. As the participants noted, one of the
positive elements of these shows is that portraying forensic
science in popular
television programs can enhance recruitment and provide ideas
about the spectrum
of technologies and specialties available in the career. The
participants’ comments
about this topic (‘Forensic TV shows are a good way of getting
people into the
profession’) confirm the research pointing to the positive aspect
of these shows in
attracting people who may otherwise be unaware of the
profession
22. 11,14–17
.
Given almost half our sample discussed ethical or science issues
from television
programs with family or friends, it is possible to see the value
of exploring the shows
388 R. Weaver et al.
in forensic science curricula. Given the importance of teaching
ethics well in forensic
science
13
, this may be seen as an effective strategy of teaching ethical
issues in an
engaging way. It would appear that the participants in our study
were well able to
remember ethical important issues from the programs, such as
contamination of
evidence, conflict of interest, confidentiality, and evidence
integrity. This is not to
suggest that television is an important source of information for
them; as it is, the
results show students rank television extremely low as an
influence. The participants
in this project, moreover, are enrolled in a course designed to
challenge them to
consider issues associated with forensic science reliability, such
as methods of
expressing forensic findings, effects of contextual bias from
police investigators and
23. defence counsel, contamination issues, evidence integrity and
continuity, statistical
representation and inference, and visual communication in
forensic science, which
are important issues to cover in any forensic science curricula.
However, most participants indicated that the depiction of
science on television
was inaccurate and unrealistic. This finding seems to contradict
previous research
that raises concerns that students in forensic science may have
unrealistic and
exaggerated ideas of what their jobs will entail because of
television programs
11,20
.
Just as the CSI effect in jurors is a disputed notion and can lack
evidence to support
it
25,26
, we suggest that students are more sceptical of these shows
than researchers or
educators might assume. Yet although participants criticised the
science, ethics and
role models provided by the programs, our results show that
most students watch the
television programs and find them to be positive representations
of forensic science,
and can enjoy watching them. Their critiques also indicate that
television images of
forensic science can help in some ways their learning of
science, and ethical issues,
and also the development of their professional identity to some
24. extent.
The positive assessment of forensic science professionalism on
television by
students (80%) is unexpected, given it is possible to see
deviations from professional
ideals at many times across forensic science programs. Yet this
finding perhaps
reflects the narrative construction of many forensic science
characters as honourable,
and committed to seeking justice for victims of crime. The
popularity of some
characters over others may explain this, with role models such
as Brennan and
Hodgins (Bones) and Abby (NCIS) noteworthy for their high
skills and intellect,
despite their unusual personality quirks. We suggest that the
higher level of
popularity for Abby might well be explained by the fact that the
character is young
and female, which largely reflects the cohort we surveyed. This
is not to imply that
students primarily find role models in fiction or even prefer
them. It is worth
emphasising here that some participants’ comments give more
credence to role
models from within the forensic science industry, and this is
reflected in the finding
that almost half the sample believed television characters were
poor role models in
general. Indeed, more than half the students actually felt there
should be less forensic
science characters in crime shows, which perhaps suggests that
they believe the
forensic science profession is over-represented in popular
culture – or, at the very
25. least, is represented in such narrow or inaccurate ways that it
would be preferable to
avoid it entirely.
Although previous research has addressed the CSI effect at
some length in the
context of jurors’ expectations of forensic evidence, there is
less work that explores
this topic in university students. One of the strengths of this
study is that it provides
some answers for educators interested in how university
students regard the popular
image of forensic science. Despite educators’ concerns, it
appears that forensic
Australian Journal of Forensic Sciences 389
science students – at least in our sample – are well able to
distinguish fact from
fiction and indeed are rather critical of the televisual
representations of forensic
science. A further strength is the mixed methods approach,
which allows the
qualitative data to enhance and elaborate on the quantitative
data in ways that are
sometimes lacking in other research.
The limitations of this study include being limited to one cohort
of students in
one university and thus it cannot be representative of all
forensic science students.
This research could be undertaken in other institutions
elsewhere to explore any
differences and similarities. We also acknowledge that our data
26. deal solely with
students’ perceptions of professionalism and that their
understanding of professional
behaviour is consequently likely to be evolving. Students’ field
and work experience
may also play a role in this. The qualitative data were also
limited to those students
who chose to write short responses to the survey questions.
Richer data could be
elicited with interviews.
Future research, therefore, could use in-depth qualitative
interviews with
students to explore this area further. Future studies could
explore students’ reasons
for their choice of forensic science. It would be interesting to
compare the retention
of those students whose entry into their course was influenced
by CSI-like programs
with those who were not, although such research relies on
students’ awareness of this
factor, which is necessarily difficult to measure. Closer analysis
of the shows
themselves and also research evaluating the effectiveness of
including courses on
media representations in forensic science education would help
to further build our
understanding of this important area of the images of forensic
science in popular
culture.
Acknowledgements
This project received funding from the University of Western
Sydney Research Grant Scheme.
Thank you to the students who participated in this project, and
27. also to Maricris Algoso,
Charmaine Miranda, and Ashleigh-Leane Gibbs for data
collection and data entry.
References
1. Podlas K. ‘The CSI effect’: exposing the media myth.
Fordham Intell Prop Media & Ent L
J. 2006;16:429–465.
2. Cole SA, Dioso-Villa R. Investigating the ‘CSI effect’ effect:
media and litigation crisis in
criminal law. Stan L Rev. 2008–2009;61:1335–1374.
3. Goodman-Delahunty J, Tait D. DNA and the changing face of
justice. Aust J Forensic
Sci. 2006;8:97–106.
4. Goodman-Delahunty J, Verbrugge H. Reality, fantasy and the
truth about CSI effects.
InPsych. 2010;2:18–19.
5. Wise J. Providing the CSI treatment: criminal justice
practitioners and the CSI effect.
CICJ. 2010;21:383–399.
6. Harriss C. The evidence doesn’t lie: genre literacy and the
‘CSI’ effect. J Pop Film Televis.
2011;39:5–11.
7. Shelton DE, Kim YS, Barak G. A study of juror expectations
and demands concerning
scientific evidence: does the ‘CSI Effect’ exist? Vanderbilt J of
Entertainment and Tech
Law. 2006;9:331–368.
28. 8. Thomas AP. The CSI effect: fact or fiction. Yale L J.
2006;115:70–72.
9. Tyler TR. Is the CSI effect good science? Yale L J.
2006;115:73–75.
10. New Engineering Foundation. Preparing for the future:
applied and vocational science
provision at an intermediate level in further education colleges.
London, 2008.
11. Durnal EW. Crime scene investigation (as seen on TV).
Forensic Sci Int. 2010;199:1–5.
390 R. Weaver et al.
12. Colgan C. Teaching forensics, then and now. Edu Dig.
2002;68:59–61.
13. Capsambelis CR. So your student wants to be a crime scene
technician? JCJE.
2002;13:113–127.
14. Kobus H, Liddy M. University forensic science programs: a
student attraction strategy or
a value-adding partnership with industry? Forensic Sci Pol
Manag. 2009;1:125–129.
15. Mennell J. The future of forensic and crime scene science:
part II. A UK perspective on
forensic science education. Forensic Sci Int. 2006;157:S13–S20.
16. Cooley CM. Reforming the forensic science community to
avert the ultimate injustice.
Stan L & Pol Rev. 2004;15:381–436.
17. Houck MM. CSI: Reality. Sci Am. 2006;295:84–89.
29. 18. Cavender G, Deutsch SK. CSI and moral authority: the
police and science. Crime Media
Cult 2007;3:67–81.
19. Bergslien E. Teaching to avoid the ‘CSI effect’. J Chem
Educ. 2006;83:609–691.
20. Anderson JF, Mangels NJ, Langsam AH. The challenges of
teaching criminological
theory: can academia deliver what the media promises? Crim
Justice Stud Crit J Crime
Law Soc. 2009;22:223–236.
21. McManus SE. Influence of the CSI effect on education and
mass media. Department of
Anthropology. MA thesis. Orlando: University of Central
Florida; 2010.
22. Czarny MJ, Faden RR, Nolan MT, Bodensiek E, Sugarman
J. Medical and nursing
students’ television viewing habits: potential implications for
bioethics. Am J Bioeth.
2008;8:1–8.
23. Hsieh H-F, Shannon SE. Three approaches to qualitative
content analysis. Qual Health
Res. 2005;15:1277–1288.
24. Weaver R, Wilson I. Australian medical students’
perceptions of professionalism and
ethics in medical television programs. BMC Med Educ.
2011;11.50:1–6.
25. Brickell W. Is it the CSI effect or do we just distrust juries.
Crim Just. 2008;23:10–17.
26. Holmgren JA, Fordham J. The CSI effect and the Canadian
30. and the Australian jury. J
Forensic Sci. 2011;56:S63–S71.
Australian Journal of Forensic Sciences 391
Copyright of Australian Journal of Forensic Sciences is the
property of Taylor & Francis Ltd and its content
may not be copied or emailed to multiple sites or posted to a
listserv without the copyright holder's express
written permission. However, users may print, download, or
email articles for individual use.
WRTG 391
Summary of Research Study Findings
Instructions:
In WRTG 391, you will eventually write a synthesis of sources
essay. In writing this essay, you
will conduct significant research for scholarly sources through
the UMUC Library and
Information Services interface.
In many cases, scholarly articles report the findings of a
research study. The article will provide
an introduction to the topic, review previous literature on the
topic, and then explain the
31. methodology, findings, and conclusions of the study.
The first assignment for this class, the Summary of Research
Study Findings, helps get you
started in finding scholarly articles and, specifically, research
studies. In this assignment, you
will find four articles from scholarly journals. Each of them
will report on a research
study.
You will show the findings of your studies in a format given to
you. When you complete the
form, the information will provide a summary of your research
in locating the four articles.
Please use the format on the following page. You can copy and
paste the information on the
following pages into a Word document and then fill the
information in.
Using the guidelines provided by the video and the template,
please post a rough draft of your
Summary of Research Findings as your instructor directs you.
After receiving feedback from
your instructor on your Summary of Research Findings, please
use the comments from your
instructor in revising the draft.
Your Topic _________________________
32. Article #1:
Author(s) and title of the article and the name of the journal:
Key terms in the article (list at least 5 terms):
Focus of study: This can be 3-4 sentences.
Conclusions of the author(s): This can be 1-2 sentences.
Your observations of what you learned about your topic from
this article and from this research study.
Please write 100-150 words for each article.
Article #2:
Author(s) and title of the article and the name of the journal:
Key terms in the article (list at least 5 terms):
Focus of study: This can be 3-4 sentences.
Conclusions of the author(s): This can be 1-2 sentences.
33. Your observations of what you learned about your topic from
this article and from this research study.
Please write 100-150 words for each article.
Article #3:
Author(s) and title of the article and the name of the journal:
Key terms in the article (list at least 5 terms):
Focus of study: This can be 3-4 sentences.
Conclusions of the author(s): This can be 1-2 sentences.
Your observations of what you learned about your topic from
this article and from this research study.
Please write 100-150 words for each article.
Article #4:
34. Author(s) and title of the article and the name of the journal:
Key terms in the article (list at least 5 terms):
Focus of study: This can be 3-4 sentences.
Conclusions of the author(s): This can be 1-2 sentences.
Your observations of what you learned about your topic from
this article and from this research study.
Please write 100-150 words for each article.
Part 1
Read the The CSI Effect at University article, imagine that this
is one of your articles for your critical annotated bibliography.
Please complete the following in responding to this discussion
thread:
1. List the article in APA format, as the second video describes.
2. Write a 150-to-200-word summary/critique of the article in
which you not only summarize the article but also note any
strengths or weaknesses you find in it.
35. Part 2
This discussion thread is designed to help you become familiar
with OneSearch. OneSearch is a service that is available
through UMUC’s Library and Information Services website. It
allows a user to locate scholarly articles and other resources
through a single search engine.
Please watch library tutorial #1.
Then respond to this discussion thread by answering the
following question and completing the following task:
1. What topic are you considering for your critical annotated
bibliography? In other words, on what general area of interest
are you going to locate 12 scholarly articles?
“ Negative Effects Childhood Obesity”
2. Find one article for your annotated bibliography using the
tips mentioned in the tutorial. Then list the source in APA
format and write your summary/critique of 150-200 words.
Part 3
Read assignment file
Video links
Video 2
http://polaris.umuc.edu/de/csi/2011_11_WRTG_391/a3_bibliogr
aphy_a01.html
library tutorial #1
https://www.youtube.com/watch?v=C-sAimlKuZE