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Title ABC/123 Version X 1 Research Analysis PSYCH/650 Version 1 1 University of Phoenix MaterialResearch Analysis Terms Definitions Peer-reviewed study Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study. Type of study Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth. Measurement or assessment tools A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable? Number of participants This refers to how many participants were in the study. How they were selected Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size. Number of groups Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants? How they were assigned Were they matched or randomly assigned to one the conditions, or groups, in the study? What type of intervention was delivered Define the type of therapeutic treatment or intervention that occurred. How the intervention was delivered Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind? Were there repeated measures In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time. Copyright © XXXX by University of Phoenix. All rights reserved. Copyright © 2012 by University of Phoenix. All rights reserved. ...
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SchizophreniaSelectSchizophreniaUse th.docx
Schizophrenia
Select
Schizophrenia
Use
the Research Analysis to complete this assignment.
Prepare
a 1,050- to 1,400-word paper that discusses research-based interventions to treat psychopathology.
Review
the characteristics of the selected disorder and discuss the research about intervention strategies for the disorder. Address the following:
Evaluate three peer-reviewed research studies using the Research Analysis.
Conceptualize the disorder using one of the psychological perspectives in the text.
Discuss the treatments or interventions that have been shown to be the most effective for your selected disorder.
Cite
at least five peer-reviewed sources.
Include in text citations.
Include headings for each section (paragraph).
Format
your paper consistent with APA guidelines.
Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
.
Page 1 of 2Research-Based Interventions on Schizophrenia and D.docx
Page 1 of 2
Research-Based Interventions on Schizophrenia and Dissociative Identity Disorder
Select ONE: Schizophrenic or Dissociative identity disorders
Use the Research Analysis Job Aid to complete this assignment (see the chart below)
Prepare a 1,050- to 1,500-word paper that discusses research-based interventions to treat psychopathology.
Review and differentiate the characteristics of the selected disorder and discuss the research about intervention strategies for the disorder by completing the following:
· Evaluate three peer reviewed research studies using: Research Analysis.
· Conceptualize the disorder using the biopsychosocial or diathesis-stress models.
· Discuss the treatments or interventions that have been shown to be the most effective for your selected disorder. Why?
Cite at least five peer-reviewed sources.
Format your paper consistent with APA guidelines.Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
.
TitleABC123 Version X1Research AnalysisTermsDefinit.docx
Title
ABC/123 Version X
1
Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
Copyright © XXXX by University of Phoenix. All rights reserved.
Grading Guide
Research-Based Interventions on Eating Disorders and the Paraphillias
Content
60 Percent
Points Earned
X/6
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies for the disorder
· Evaluates three peer-reviewed research studies
· Conceptualizes the disorder using biopsychosocial or diathesis-stress models.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Development
20 Percent
Points Earned
X/2
· The paper is 1,050 to 1,400 words in length.
· The paper is clear and organized; major points are supported by details, examples, or analysis.
· The tone aligns with the assignment’s purpose and is geared towards the appropriate audience.
· The paper provides relevant and sufficient background on the topic.
· The paper is logical, flows, and reviews the major points.
Co ...
Grading GuideResearch-Based Interventions on Anxiety Disorders.docx
Grading Guide
Research-Based Interventions on Anxiety Disorders
Content
60 Percent
Points Earned
X/6
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies
· Evaluates three peer-reviewed research studies
· Conceptualizes the disorder using one of the following major psychological perspectives: Psychodynamic, Behavioral, or Cognitive-Behavioral.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Development
20 Percent
Points Earned
X/2
· The paper is 1,050 to 1,400 words in length.
· The paper is clear and organized; major points are supported by details, examples, or analysis.
· The tone aligns with the assignment’s purpose and is geared towards the appropriate audience.
· The paper provides relevant and sufficient background on the topic.
· The paper is logical, flows, and reviews the major points.
Comments:
Mechanics and Format
20 Percent
Points Earned
X/2
· The assignment file is presentable and functional.
· Rules of grammar, usage, and punctuation are followed; spelling is correct.
· The paper—including the title page, reference page, tables, and any appendices—is consistent with APA guidelines.
Comments:
Additional Comments:
Total Earned
X/10
Title
ABC/123 Version X
1
Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was ...
Research Methodology / Experimental research design
The document provides an overview of various healthcare research methods including experimental studies, qualitative studies, consensus methods, program evaluation, and screening/diagnostic tests. Experimental studies examine the effects of interventions by randomly assigning participants to intervention and control groups. Key aspects of experimental studies discussed are defining outcomes, selecting appropriate controls, blinding participants, randomization techniques, and analyzing results. Qualitative research aims to understand participant perspectives and experiences through techniques like interviews and focus groups. The document also outlines consensus methods such as the Delphi Method, program evaluation frameworks, and considerations for evaluating diagnostic tests.
HEALTHCARE RESEARCH METHODS: Experimental Studies and Qualitative Studies
The document provides an overview of various healthcare research methods including experimental studies, qualitative studies, consensus methods, program evaluation, and screening/diagnostic tests. Experimental studies examine the effects of interventions by randomly assigning participants to intervention and control groups. Key aspects of experimental studies discussed are defining outcomes, selecting appropriate controls, blinding participants, randomization techniques, and analyzing results. Qualitative research aims to understand participant perspectives and experiences through techniques like interviews and focus groups. The document also outlines consensus methods such as the Delphi Method, program evaluation frameworks, and considerations for evaluating diagnostic tests.
TitleABC123 Version X1Research AnalysisPSYCH650 Ve.docx
Title
ABC/123 Version X
1
Research Analysis
PSYCH/650 Version 2
1
University of Phoenix MaterialResearch Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2015 by University of Phoenix. All rights reserved.
Grading Guide: Research-Based Interventions on Stress Disorders, Anxiety Disorders, Conduct Disorders, and ADHD
PSYCH/650 Version 2
1
Grading Guide
Research-Based Interventions on Stress Disorders, Anxiety Disorders, Conduct Disorders, and ADHD
This assignment is due in Week Three.
Content
60 Percent
Points Earned
X/6
· Discusses research-based interventions to treat psychopathology
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies for the disorder
· Evaluates three peer-reviewed research studies
· Conceptualize the disorder using one of the psychological perspectives listed in the text.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Develop ...
TitleABC123 Version X1Research AnalysisPSYCH650 Ve.docx
Title
ABC/123 Version X
1
Research Analysis
PSYCH/650 Version 2
1
University of Phoenix MaterialResearch Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2015 by University of Phoenix. All rights reserved.
Grading Guide: Research-Based Interventions on Mood Disorders
PSYCH/650 Version 2
1
Grading Guide
Research-Based Interventions on Mood Disorders
This assignment is due in Week Two.
Content
60 Percent
Points Earned
X/6
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies
· Evaluates three peer-reviewed research studies
· Conceptualizes the disorder using one of the psychological perspectives listed in the text.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Development
20 Percent
Points Earned
X/2
· The paper is 1,050 to 1,400 words in length.
· The paper is clear and organized; major points are supported by details, examples, or analysis.
· ...
Recommended
SchizophreniaSelectSchizophreniaUse th.docx
Schizophrenia
Select
Schizophrenia
Use
the Research Analysis to complete this assignment.
Prepare
a 1,050- to 1,400-word paper that discusses research-based interventions to treat psychopathology.
Review
the characteristics of the selected disorder and discuss the research about intervention strategies for the disorder. Address the following:
Evaluate three peer-reviewed research studies using the Research Analysis.
Conceptualize the disorder using one of the psychological perspectives in the text.
Discuss the treatments or interventions that have been shown to be the most effective for your selected disorder.
Cite
at least five peer-reviewed sources.
Include in text citations.
Include headings for each section (paragraph).
Format
your paper consistent with APA guidelines.
Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
.
Page 1 of 2Research-Based Interventions on Schizophrenia and D.docx
Page 1 of 2
Research-Based Interventions on Schizophrenia and Dissociative Identity Disorder
Select ONE: Schizophrenic or Dissociative identity disorders
Use the Research Analysis Job Aid to complete this assignment (see the chart below)
Prepare a 1,050- to 1,500-word paper that discusses research-based interventions to treat psychopathology.
Review and differentiate the characteristics of the selected disorder and discuss the research about intervention strategies for the disorder by completing the following:
· Evaluate three peer reviewed research studies using: Research Analysis.
· Conceptualize the disorder using the biopsychosocial or diathesis-stress models.
· Discuss the treatments or interventions that have been shown to be the most effective for your selected disorder. Why?
Cite at least five peer-reviewed sources.
Format your paper consistent with APA guidelines.Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
.
TitleABC123 Version X1Research AnalysisTermsDefinit.docx
Title
ABC/123 Version X
1
Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
Copyright © XXXX by University of Phoenix. All rights reserved.
Grading Guide
Research-Based Interventions on Eating Disorders and the Paraphillias
Content
60 Percent
Points Earned
X/6
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies for the disorder
· Evaluates three peer-reviewed research studies
· Conceptualizes the disorder using biopsychosocial or diathesis-stress models.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Development
20 Percent
Points Earned
X/2
· The paper is 1,050 to 1,400 words in length.
· The paper is clear and organized; major points are supported by details, examples, or analysis.
· The tone aligns with the assignment’s purpose and is geared towards the appropriate audience.
· The paper provides relevant and sufficient background on the topic.
· The paper is logical, flows, and reviews the major points.
Co ...
Grading GuideResearch-Based Interventions on Anxiety Disorders.docx
Grading Guide
Research-Based Interventions on Anxiety Disorders
Content
60 Percent
Points Earned
X/6
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies
· Evaluates three peer-reviewed research studies
· Conceptualizes the disorder using one of the following major psychological perspectives: Psychodynamic, Behavioral, or Cognitive-Behavioral.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Development
20 Percent
Points Earned
X/2
· The paper is 1,050 to 1,400 words in length.
· The paper is clear and organized; major points are supported by details, examples, or analysis.
· The tone aligns with the assignment’s purpose and is geared towards the appropriate audience.
· The paper provides relevant and sufficient background on the topic.
· The paper is logical, flows, and reviews the major points.
Comments:
Mechanics and Format
20 Percent
Points Earned
X/2
· The assignment file is presentable and functional.
· Rules of grammar, usage, and punctuation are followed; spelling is correct.
· The paper—including the title page, reference page, tables, and any appendices—is consistent with APA guidelines.
Comments:
Additional Comments:
Total Earned
X/10
Title
ABC/123 Version X
1
Research Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was ...
Research Methodology / Experimental research design
The document provides an overview of various healthcare research methods including experimental studies, qualitative studies, consensus methods, program evaluation, and screening/diagnostic tests. Experimental studies examine the effects of interventions by randomly assigning participants to intervention and control groups. Key aspects of experimental studies discussed are defining outcomes, selecting appropriate controls, blinding participants, randomization techniques, and analyzing results. Qualitative research aims to understand participant perspectives and experiences through techniques like interviews and focus groups. The document also outlines consensus methods such as the Delphi Method, program evaluation frameworks, and considerations for evaluating diagnostic tests.
HEALTHCARE RESEARCH METHODS: Experimental Studies and Qualitative Studies
The document provides an overview of various healthcare research methods including experimental studies, qualitative studies, consensus methods, program evaluation, and screening/diagnostic tests. Experimental studies examine the effects of interventions by randomly assigning participants to intervention and control groups. Key aspects of experimental studies discussed are defining outcomes, selecting appropriate controls, blinding participants, randomization techniques, and analyzing results. Qualitative research aims to understand participant perspectives and experiences through techniques like interviews and focus groups. The document also outlines consensus methods such as the Delphi Method, program evaluation frameworks, and considerations for evaluating diagnostic tests.
TitleABC123 Version X1Research AnalysisPSYCH650 Ve.docx
Title
ABC/123 Version X
1
Research Analysis
PSYCH/650 Version 2
1
University of Phoenix MaterialResearch Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2015 by University of Phoenix. All rights reserved.
Grading Guide: Research-Based Interventions on Stress Disorders, Anxiety Disorders, Conduct Disorders, and ADHD
PSYCH/650 Version 2
1
Grading Guide
Research-Based Interventions on Stress Disorders, Anxiety Disorders, Conduct Disorders, and ADHD
This assignment is due in Week Three.
Content
60 Percent
Points Earned
X/6
· Discusses research-based interventions to treat psychopathology
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies for the disorder
· Evaluates three peer-reviewed research studies
· Conceptualize the disorder using one of the psychological perspectives listed in the text.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Develop ...
TitleABC123 Version X1Research AnalysisPSYCH650 Ve.docx
Title
ABC/123 Version X
1
Research Analysis
PSYCH/650 Version 2
1
University of Phoenix MaterialResearch Analysis
Terms
Definitions
Peer-reviewed study
Peer review refers to a study that has been accepted by a standard journal using blind review by peers in the field. This means that every study should have a fair access to publication based upon quality of the study.
Type of study
Types of studies can include experimental, case study, longitudinal, cross-sectional, survey, and so forth.
Measurement or assessment tools
A measurement tool is a means that the researchers used to measure or assess the variables under study. Did the study develop assessment tools? Did the study use objective measurement tools? Can the measurement tools be found and used by another researcher? Are the instruments valid and reliable?
Number of participants
This refers to how many participants were in the study.
How they were selected
Selection process can include the means of recruitment of participants; what was the sampling method or strategy? Describe the population. This could be clients or college students. Indicate sample size.
Number of groups
Was there a control group? The control group does not receive the treatment. Do these participants have the same characteristics and diagnosis as the experimental group participants?
How they were assigned
Were they matched or randomly assigned to one the conditions, or groups, in the study?
What type of intervention was delivered
Define the type of therapeutic treatment or intervention that occurred.
How the intervention was delivered
Were there therapists? Were the therapists trained to deliver the treatment? Was the study a drug study? Was it double-blind?
Were there repeated measures
In this area, we are looking at whether the study found the subjects 6 months or 1 year after the conclusion of the study. Was there a difference between the experimental and control participants at the follow up? We are looking at whether the treatment effect lasts over time.
Copyright © XXXX by University of Phoenix. All rights reserved.
Copyright © 2015 by University of Phoenix. All rights reserved.
Grading Guide: Research-Based Interventions on Mood Disorders
PSYCH/650 Version 2
1
Grading Guide
Research-Based Interventions on Mood Disorders
This assignment is due in Week Two.
Content
60 Percent
Points Earned
X/6
· Reviews and differentiates the characteristics of the selected disorder and discusses the research about intervention strategies
· Evaluates three peer-reviewed research studies
· Conceptualizes the disorder using one of the psychological perspectives listed in the text.
· Discusses the treatments or interventions that have been shown to be the most effective for the selected disorder
Comments:
Organization and Development
20 Percent
Points Earned
X/2
· The paper is 1,050 to 1,400 words in length.
· The paper is clear and organized; major points are supported by details, examples, or analysis.
· ...
Clinical trials
1) The document summarizes key aspects of evaluating clinical trials, including types of trials and potential biases.
2) Clinical trials aim to test interventions in a controlled manner to determine safety and effectiveness. Randomized controlled trials (RCTs) are considered the gold standard for limiting biases.
3) However, biases can still influence trials in many ways, such as through selection of participants, administration of interventions, measurement of outcomes, and reporting/publication of results. It is important to critically appraise trials to assess risk of biases.
Clinical trials
This document summarizes the key aspects of evaluating clinical trials. In 3 sentences:
Clinical trials aim to determine if new treatments are safe and effective by testing them on people after promising laboratory and animal studies. Different types of clinical trials exist, from uncontrolled to randomized controlled trials, with RCTs being the gold standard as they randomly assign participants to interventions to reduce bias. Properly evaluating trials involves assessing their design, limitations, and results to determine the risk of bias and whether the trial's conclusions are valid and applicable to a specific patient.
Evaluating clinical studies - Drug information
This document outlines the steps for evaluating clinical studies and different study designs. There are two main types of studies - descriptive studies that simply record patient information, and explanatory studies that use group comparisons to determine if a treatment affects an outcome. The best study designs are controlled experimental studies, followed by prospective cohort studies, then case-control and retrospective cohort studies. Key steps in evaluating studies include assessing the journal/authors, study purpose and methods, results and conclusions. Bias and conflicts of interest must also be considered.
Presentation (1)-1.pptx
Clinical trials involve experimental studies performed on people to evaluate medical or behavioral interventions. There are various phases of clinical trials, from initial microdosing and Phase I safety studies involving a small number of participants, to larger Phase II and III studies evaluating effectiveness. Phase IV studies monitor safety and additional uses after approval. Experimental studies can be randomized controlled trials, which are the gold standard, or non-randomized designs. Randomized controlled trials involve a treatment and control group, while other designs may lack a control or randomization.
Overview of Evidence-basedPractice and the Research Pro.docx
Overview of Evidence-based
Practice and the Research Process
What is EVIDENCE BASED PRACTICE?
A systematic review of critical appraisal and synthesis of the most relevant research.
Clinical Expertise
Patient Preferences and Values
Initiatives to Advance EBP
To Err is Human: Institute of Medicine (IOM): Building a Safer Health System
Initiatives driving the movement
IOM’s goal: By 2020, 90% health care will be evidence-based
US Preventive Services Task Force (sponsored by AHRQ): analyzing evidence and publishing guidelines (Guide to Preventive Clinical Services)
Magnet Recognition Program (ANA): mandate nursing research and use of EBP
Goal of EBP
OPTIMUM PATIENT OUTCOMES
Once you begin to look for
evidence-based projects,
you’ll start to see them everywhere!
SOURCES OF EVIDENCE
Research Findings
Agency quality monitoring data
Data from national databases
Expert opinions
Scientific principles
Research prOCESS
Conducting Research:
Steps of the Research Process
1. Identify issue or question
2. Formulate research question
3. Review the literature
If further research is needed:
4. Determine theoretical framework
5. Design the study
6. Select the sample
7. Collect data
8. Analyze data
9. Interpret results
If indicated, change practice!
Step ONE: Identify issue
Step Two: formulate Research Question
Conducting Research: Formulating the research question
Research Questions (quantitative):
Identify the target population
State an intervention or treatment (independent variable)
List the variables to be measured/outcomes (dependent variables)
Sample Research Question
Do pediatric patients who are given a
reward when they cooperate during
nursing procedures tend to be more
cooperative during those procedures
than unrewarded peers?
12
Sample Research Question
What are the relationships among spiritual well-being, sleep quality, and health status in HIV-infected men and women?
13
Conducting Research: Formulating the research question
Research Question:
What are the effects of weekly quizzes on the grades of nursing students?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Conducting Research: Formulating the research question
Research Question:
Do nursing students who participate in study groups earn higher grades on final exams?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Conducting Research: Formulating the research question
Research Question:
Is there a difference in patient satisfaction scores between patients who have had nursing students care for them and patients who have not had nursing students assigned to them?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Avoid “Yes” or “No” Question Formats
.
Level of Evidence- Dina Hudiya Nadana Lubis.pptx
This document provides an overview of different types of evidence and study designs used to assess levels of evidence in healthcare research. It defines level of evidence as a hierarchical system used to assess the quality and strength of research findings. Randomized controlled trials, cohort studies, case-control studies, and cross-sectional studies are described as primary sources of evidence, while systematic reviews and meta-analyses are secondary sources. The advantages and disadvantages of each study design are summarized in a table. Systematic reviews synthesize existing evidence through a structured process, while meta-analyses conduct quantitative analyses to derive summary effect sizes. Expert opinion is also discussed as a source of evidence.
Surgical_audit_&_research_iagsisbbbuikbb
This document discusses surgical audit and research. It defines audit as the systematic analysis of surgical care quality, including procedures, treatments, complications, outcomes and resource use. Research is defined as investigations that aim to increase medical knowledge. The document outlines different types of studies including observational, case-control, cross-sectional, longitudinal, experimental and randomized controlled trials. It discusses important aspects of research like sample size calculations, eliminating bias, confidence intervals, p-values and levels of evidence. The importance of evidence-based surgery and organizations like the Cochrane Collaboration are also mentioned.
Evidence based Practice in Emergency Medicine
This document discusses evidence-based practice in emergency medical services (EMS). It begins with background on EMS developing globally with variations in practice and the need for standardization. It discusses how EMS personnel should base practice on protocols informed by the best available evidence. The document then covers knowledge translation from research to practice and evaluating different types of medical studies. It provides guidance on applying evidence-based practice in EMS through formulating focused clinical questions, acquiring and evaluating relevant evidence, applying results to patients, and assessing impact on EMS protocols, guidelines, algorithms and practice.
Presentation1.pptx..this important document for health care workers specially...
This document provides an overview of a critical appraisal assignment being conducted by four nursing students in Addis Ababa, Ethiopia. It includes an acknowledgement section thanking instructors for their support. The objective is to develop an understanding of critically appraising evidence using checklists. It introduces levels of evidence and describes how to assess the validity, reliability, and applicability of systematic reviews, randomized controlled trials, and other study designs. Rapid critical appraisal checklists are provided for systematic reviews/meta-analyses and randomized controlled trials to guide evaluation of the studies.
EBN.pptx
This document defines evidence-based nursing and its key components. Evidence-based nursing integrates the best research evidence, clinical expertise, and patient values and preferences. It involves cultivating a spirit of inquiry, asking clinical questions, searching for evidence, critically appraising evidence, integrating evidence with expertise and patient preferences, evaluating outcomes, and disseminating results. Barriers to evidence-based nursing include lack of skills/time and organizational constraints, while supports include leadership, resources, and mentors.
Writing the research protocol part 2- Methodology-Dr. Yasser Mohammed Hassana...
Writing the research protocol part 2- Methodology-Dr. Yasser Mohammed Hassana...YasserMohammedHassan1
The document provides an overview of different study designs used in epidemiology and public health research. It defines observational studies like cohort, case-control, and cross-sectional studies as well as experimental studies. It also includes examples to classify different study scenarios and provides definitions for key terminology related to research methodology and study design.Clinical trial : Types and Design (Pharmacovigilance)
This document discusses different types of clinical trials and their designs. It describes treatment trials that test new treatments and compare them to standard treatments or placebos. Prevention and diagnostic trials are also discussed. The key phases of clinical trials from Phase 0 to Phase IV are outlined. Observational studies including cohort, case-control, and cross-sectional designs are summarized. Experimental study designs include randomized clinical trials, which can be parallel group, cross-over, or cluster designs, as well as non-randomized clinical trials.
Designing the methodology - B.Pharm
This slide contains B.Pharm 8th Sem Biostatistics and research methodology, Unit-3.
Topic covered: Designing the methodology, Sample size determination and Power of a study, Report writing
and presentation of data, Protocol, Cohorts studies, Observational studies, Experimental studies,
Designing clinical trial, various phases.
Surgical_audit_&_research_mm (1).ppt
This document discusses surgical audit and research. It defines audit as the systematic analysis of surgical care quality including procedures, treatments, complications, and patient outcomes and quality of life. Research is defined as determining the safety and effectiveness of medical treatments and technologies. The key differences between audit and research are that research can involve experiments while audit only reviews existing care, and research aims to increase medical knowledge while audit aims to identify opportunities to improve care quality. The document also outlines types of studies, sample sizes, biases, statistical analysis methods, levels of evidence, and the Cochrane Collaboration.
HLinc presentation: levels of evidence
What are hierarchies of evidence and why are they used? How are they different from grades of recommendation? HLinc presentation May 2014
Research Design for health care students
This document discusses research design and methodology. It begins by defining research and outlining the key components of research design, including defining the problem, developing hypotheses, collecting and analyzing data, and formulating conclusions. It then describes different types of research designs, including experimental, non-experimental, analytical, and descriptive studies. Specific methodologies like randomized controlled trials, cohort studies, case-control studies, and cross-sectional studies are explained in detail. Key aspects of research methodology like biases, confounding variables, and validity and reliability are also covered.
randomised controlled trial
This document provides an overview of randomized controlled trials (RCTs), including their purpose and design. It discusses key aspects of RCTs such as randomization, blinding, and assessing outcomes. It provides examples of simple two-arm and cross-over RCT designs. The document also summarizes a specific cluster RCT that evaluated the effects of various child development and nutrition interventions on outcomes measured in children from birth to age 2 years.
Nursing and Health Sciences (2005), 7, 281 – 283© 2005 Bla.docx
Nursing and Health Sciences (2005), 7, 281 – 283
© 2005 Blackwell Publishing Asia Pty Ltd
Correspondence address: Joanne R. Duffy, The Catholic University of
America, School of Nursing, Washington DC 20064, USA. Email:
[email protected]
Received 19 April 2005; accepted 2 June 2005.
Research Article
Critically appraising quantitative research
Joanne R. Duffy, dnsc, rn, ccrn, associate professor
The Catholic University of America, School of Nursing, Washington DC, USA
Abstract Critical appraisal of quantitative research is a skill that is necessary for adequate evidence-based
practice. This paper describes critical appraisal and offers a process for its implementation. Four
categories of quantitative studies are reviewed and associated links to relevant critical appraisal
frameworks are provided. The implications for students, nursing faculty members, and practicing
nurses are discussed.
Key words appraisal, critique, evidence-based practice, instruments, research.
INTRODUCTION
The current emphasis on evidence-based practice and
the desire to achieve “magnet status” has renewed
interest in nursing research in many health-care
institutions. The Magnet Recognition Program, devel-
oped by the American Nurses Credentialing Center
(ANCC), recognizes health-care organizations that
provide exceptional nursing care through a rigorous
system of standards and written documentation, culmi-
nating in a site visit and the resultant award (ANCC,
2005). This benchmark allows consumers of nursing
care to judge an institution’s quality and provides evi-
dence of nursing excellence. Evidence-based practice
assumes that nurses are able to appraise whether or not
a research study is scientifically sound/rigorous. It is
but one step in the very challenging process of clinical
decision-making. Although most nurses complete a
research course during their educational programs,
many have little practical experience in this skill and
they are now looking for ways to help them efficiently
appraise the value of research. Furthermore, graduate
students frequently are asked to critique research and
faculty members continue to search for methods to
help students better learn this skill. Finally, it has been
this author’s experience that, as health-care institutions
journey towards magnet status, many are partnering
with research faculty members for guidance in revising
nursing research committees, completing research,
and/or learning about research.
The quest by clinicians, nursing administrators and
students for more knowledge and skill in the research
process leads to the need for readily available methods
to critically evaluate research studies. Traditional nurs-
ing research texts offer guidelines related to critiquing
research; for example, Burns and Grove (2003) and
Polit and Beck (2004) contain chapters addressing this
issue. Most of these guidelines are written in an open-
ended question format requiring a verbal or narrative
reply. Although this method is .
Clinical trials
From History to Application Procedure OF CLINICAL TRIALS IN INDIA. PHASES 0,1,2,3,4 & 5.IMPORTANCE, advantages, guidelines global and India. Types, Design & blinding technique.
Living evidence 3
This document discusses translating research into nursing practice through evidence-based practice. It defines evidence and the EBP process. It describes different types of quantitative and qualitative research methods like randomized controlled trials, cohort studies, case-control studies, systematic reviews, and meta-analyses. It discusses how to find, appraise, and apply evidence to clinical questions. The importance of validity, reliability, and applicability are covered. Overall, the document provides an overview of research translation and evidence-based nursing.
Deadline 6 PM Friday September 27, 201310 Project Management Que.docx
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
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Clinical trials
1) The document summarizes key aspects of evaluating clinical trials, including types of trials and potential biases.
2) Clinical trials aim to test interventions in a controlled manner to determine safety and effectiveness. Randomized controlled trials (RCTs) are considered the gold standard for limiting biases.
3) However, biases can still influence trials in many ways, such as through selection of participants, administration of interventions, measurement of outcomes, and reporting/publication of results. It is important to critically appraise trials to assess risk of biases.
Clinical trials
This document summarizes the key aspects of evaluating clinical trials. In 3 sentences:
Clinical trials aim to determine if new treatments are safe and effective by testing them on people after promising laboratory and animal studies. Different types of clinical trials exist, from uncontrolled to randomized controlled trials, with RCTs being the gold standard as they randomly assign participants to interventions to reduce bias. Properly evaluating trials involves assessing their design, limitations, and results to determine the risk of bias and whether the trial's conclusions are valid and applicable to a specific patient.
Evaluating clinical studies - Drug information
This document outlines the steps for evaluating clinical studies and different study designs. There are two main types of studies - descriptive studies that simply record patient information, and explanatory studies that use group comparisons to determine if a treatment affects an outcome. The best study designs are controlled experimental studies, followed by prospective cohort studies, then case-control and retrospective cohort studies. Key steps in evaluating studies include assessing the journal/authors, study purpose and methods, results and conclusions. Bias and conflicts of interest must also be considered.
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Clinical trials involve experimental studies performed on people to evaluate medical or behavioral interventions. There are various phases of clinical trials, from initial microdosing and Phase I safety studies involving a small number of participants, to larger Phase II and III studies evaluating effectiveness. Phase IV studies monitor safety and additional uses after approval. Experimental studies can be randomized controlled trials, which are the gold standard, or non-randomized designs. Randomized controlled trials involve a treatment and control group, while other designs may lack a control or randomization.
Overview of Evidence-basedPractice and the Research Pro.docx
Overview of Evidence-based
Practice and the Research Process
What is EVIDENCE BASED PRACTICE?
A systematic review of critical appraisal and synthesis of the most relevant research.
Clinical Expertise
Patient Preferences and Values
Initiatives to Advance EBP
To Err is Human: Institute of Medicine (IOM): Building a Safer Health System
Initiatives driving the movement
IOM’s goal: By 2020, 90% health care will be evidence-based
US Preventive Services Task Force (sponsored by AHRQ): analyzing evidence and publishing guidelines (Guide to Preventive Clinical Services)
Magnet Recognition Program (ANA): mandate nursing research and use of EBP
Goal of EBP
OPTIMUM PATIENT OUTCOMES
Once you begin to look for
evidence-based projects,
you’ll start to see them everywhere!
SOURCES OF EVIDENCE
Research Findings
Agency quality monitoring data
Data from national databases
Expert opinions
Scientific principles
Research prOCESS
Conducting Research:
Steps of the Research Process
1. Identify issue or question
2. Formulate research question
3. Review the literature
If further research is needed:
4. Determine theoretical framework
5. Design the study
6. Select the sample
7. Collect data
8. Analyze data
9. Interpret results
If indicated, change practice!
Step ONE: Identify issue
Step Two: formulate Research Question
Conducting Research: Formulating the research question
Research Questions (quantitative):
Identify the target population
State an intervention or treatment (independent variable)
List the variables to be measured/outcomes (dependent variables)
Sample Research Question
Do pediatric patients who are given a
reward when they cooperate during
nursing procedures tend to be more
cooperative during those procedures
than unrewarded peers?
12
Sample Research Question
What are the relationships among spiritual well-being, sleep quality, and health status in HIV-infected men and women?
13
Conducting Research: Formulating the research question
Research Question:
What are the effects of weekly quizzes on the grades of nursing students?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Conducting Research: Formulating the research question
Research Question:
Do nursing students who participate in study groups earn higher grades on final exams?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Conducting Research: Formulating the research question
Research Question:
Is there a difference in patient satisfaction scores between patients who have had nursing students care for them and patients who have not had nursing students assigned to them?
What is the target audience?
What is the independent variable?
What is the dependent variable?
Avoid “Yes” or “No” Question Formats
.
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This document provides an overview of different types of evidence and study designs used to assess levels of evidence in healthcare research. It defines level of evidence as a hierarchical system used to assess the quality and strength of research findings. Randomized controlled trials, cohort studies, case-control studies, and cross-sectional studies are described as primary sources of evidence, while systematic reviews and meta-analyses are secondary sources. The advantages and disadvantages of each study design are summarized in a table. Systematic reviews synthesize existing evidence through a structured process, while meta-analyses conduct quantitative analyses to derive summary effect sizes. Expert opinion is also discussed as a source of evidence.
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This document discusses evidence-based practice in emergency medical services (EMS). It begins with background on EMS developing globally with variations in practice and the need for standardization. It discusses how EMS personnel should base practice on protocols informed by the best available evidence. The document then covers knowledge translation from research to practice and evaluating different types of medical studies. It provides guidance on applying evidence-based practice in EMS through formulating focused clinical questions, acquiring and evaluating relevant evidence, applying results to patients, and assessing impact on EMS protocols, guidelines, algorithms and practice.
Presentation1.pptx..this important document for health care workers specially...
This document provides an overview of a critical appraisal assignment being conducted by four nursing students in Addis Ababa, Ethiopia. It includes an acknowledgement section thanking instructors for their support. The objective is to develop an understanding of critically appraising evidence using checklists. It introduces levels of evidence and describes how to assess the validity, reliability, and applicability of systematic reviews, randomized controlled trials, and other study designs. Rapid critical appraisal checklists are provided for systematic reviews/meta-analyses and randomized controlled trials to guide evaluation of the studies.
EBN.pptx
This document defines evidence-based nursing and its key components. Evidence-based nursing integrates the best research evidence, clinical expertise, and patient values and preferences. It involves cultivating a spirit of inquiry, asking clinical questions, searching for evidence, critically appraising evidence, integrating evidence with expertise and patient preferences, evaluating outcomes, and disseminating results. Barriers to evidence-based nursing include lack of skills/time and organizational constraints, while supports include leadership, resources, and mentors.
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This document discusses different types of clinical trials and their designs. It describes treatment trials that test new treatments and compare them to standard treatments or placebos. Prevention and diagnostic trials are also discussed. The key phases of clinical trials from Phase 0 to Phase IV are outlined. Observational studies including cohort, case-control, and cross-sectional designs are summarized. Experimental study designs include randomized clinical trials, which can be parallel group, cross-over, or cluster designs, as well as non-randomized clinical trials.
Designing the methodology - B.Pharm
This slide contains B.Pharm 8th Sem Biostatistics and research methodology, Unit-3.
Topic covered: Designing the methodology, Sample size determination and Power of a study, Report writing
and presentation of data, Protocol, Cohorts studies, Observational studies, Experimental studies,
Designing clinical trial, various phases.
Surgical_audit_&_research_mm (1).ppt
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HLinc presentation: levels of evidence
What are hierarchies of evidence and why are they used? How are they different from grades of recommendation? HLinc presentation May 2014
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This document discusses research design and methodology. It begins by defining research and outlining the key components of research design, including defining the problem, developing hypotheses, collecting and analyzing data, and formulating conclusions. It then describes different types of research designs, including experimental, non-experimental, analytical, and descriptive studies. Specific methodologies like randomized controlled trials, cohort studies, case-control studies, and cross-sectional studies are explained in detail. Key aspects of research methodology like biases, confounding variables, and validity and reliability are also covered.
randomised controlled trial
This document provides an overview of randomized controlled trials (RCTs), including their purpose and design. It discusses key aspects of RCTs such as randomization, blinding, and assessing outcomes. It provides examples of simple two-arm and cross-over RCT designs. The document also summarizes a specific cluster RCT that evaluated the effects of various child development and nutrition interventions on outcomes measured in children from birth to age 2 years.
Nursing and Health Sciences (2005), 7, 281 – 283© 2005 Bla.docx
Nursing and Health Sciences (2005), 7, 281 – 283
© 2005 Blackwell Publishing Asia Pty Ltd
Correspondence address: Joanne R. Duffy, The Catholic University of
America, School of Nursing, Washington DC 20064, USA. Email:
[email protected]
Received 19 April 2005; accepted 2 June 2005.
Research Article
Critically appraising quantitative research
Joanne R. Duffy, dnsc, rn, ccrn, associate professor
The Catholic University of America, School of Nursing, Washington DC, USA
Abstract Critical appraisal of quantitative research is a skill that is necessary for adequate evidence-based
practice. This paper describes critical appraisal and offers a process for its implementation. Four
categories of quantitative studies are reviewed and associated links to relevant critical appraisal
frameworks are provided. The implications for students, nursing faculty members, and practicing
nurses are discussed.
Key words appraisal, critique, evidence-based practice, instruments, research.
INTRODUCTION
The current emphasis on evidence-based practice and
the desire to achieve “magnet status” has renewed
interest in nursing research in many health-care
institutions. The Magnet Recognition Program, devel-
oped by the American Nurses Credentialing Center
(ANCC), recognizes health-care organizations that
provide exceptional nursing care through a rigorous
system of standards and written documentation, culmi-
nating in a site visit and the resultant award (ANCC,
2005). This benchmark allows consumers of nursing
care to judge an institution’s quality and provides evi-
dence of nursing excellence. Evidence-based practice
assumes that nurses are able to appraise whether or not
a research study is scientifically sound/rigorous. It is
but one step in the very challenging process of clinical
decision-making. Although most nurses complete a
research course during their educational programs,
many have little practical experience in this skill and
they are now looking for ways to help them efficiently
appraise the value of research. Furthermore, graduate
students frequently are asked to critique research and
faculty members continue to search for methods to
help students better learn this skill. Finally, it has been
this author’s experience that, as health-care institutions
journey towards magnet status, many are partnering
with research faculty members for guidance in revising
nursing research committees, completing research,
and/or learning about research.
The quest by clinicians, nursing administrators and
students for more knowledge and skill in the research
process leads to the need for readily available methods
to critically evaluate research studies. Traditional nurs-
ing research texts offer guidelines related to critiquing
research; for example, Burns and Grove (2003) and
Polit and Beck (2004) contain chapters addressing this
issue. Most of these guidelines are written in an open-
ended question format requiring a verbal or narrative
reply. Although this method is .
Clinical trials
From History to Application Procedure OF CLINICAL TRIALS IN INDIA. PHASES 0,1,2,3,4 & 5.IMPORTANCE, advantages, guidelines global and India. Types, Design & blinding technique.
Living evidence 3
This document discusses translating research into nursing practice through evidence-based practice. It defines evidence and the EBP process. It describes different types of quantitative and qualitative research methods like randomized controlled trials, cohort studies, case-control studies, systematic reviews, and meta-analyses. It discusses how to find, appraise, and apply evidence to clinical questions. The importance of validity, reliability, and applicability are covered. Overall, the document provides an overview of research translation and evidence-based nursing.
Similar to TitleABC123 Version X1Research AnalysisPSYCH650 Ve.docx (20)
Overview of Evidence-basedPractice and the Research Pro.docx
Overview of Evidence-basedPractice and the Research Pro.docx
Presentation1.pptx..this important document for health care workers specially...
Presentation1.pptx..this important document for health care workers specially...
Writing the research protocol part 2- Methodology-Dr. Yasser Mohammed Hassana...
Writing the research protocol part 2- Methodology-Dr. Yasser Mohammed Hassana...
Clinical trial : Types and Design (Pharmacovigilance)
Clinical trial : Types and Design (Pharmacovigilance)
Nursing and Health Sciences (2005), 7, 281 – 283© 2005 Bla.docx
Nursing and Health Sciences (2005), 7, 281 – 283© 2005 Bla.docx
More from edwardmarivel
Deadline 6 PM Friday September 27, 201310 Project Management Que.docx
Deadline 6 PM Friday September 27, 2013
10 Project Management Questions with sub-questions under each question. A word document is provided with all questions and directions.
Problem 1
The following data were obtained from a project to create a new portable electronic.
Activity
Duration
Predecessors
A
5 Days
---
B
6 Days
---
C
8 Days
---
D
4 Days
A, B
E
3 Days
C
F
5 Days
D
G
5 Days
E, F
H
9 Days
D
I
12 Days
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
What is the Scheduled Completion of the Project?
b)
What is the Critical Path of the Project?
c)
What is the ES for Activity D?
d)
What is the LS for Activity G?
e)
What is the EF for Activity B?
f)
What is the LF for Activity H?
g)
What is the float for Activity I?
Problem 2
The following data were obtained from a project to build a pressure vessel:
Activity
Duration
Predecessors
A
6 weeks
---
B
6 weeks
---
C
5 weeks
B
D
4 weeks
A, C
E
5 weeks
B
F
7 weeks
D, E, G
G
4 weeks
B
H
8 weeks
F
I
5 weeks
G
J
3 week
I
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 3
The following data were obtained from a project to design a new software package:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
6 Days
A
D
4 Days
C, B
E
5 Days
A
F
4 Days
D, E, G
G
4 Days
B, C
H
3 Day
G
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path(s)
c)
What is the slack time (float) for activity B?
d)
What is the slack time (float) for activity D?
e) What is the slack time (float) for activity E?
f) What is the slack time (float) for activity G?
Problem 4
The following data were obtained from an in-house MIS project:
Activity
Duration
Predecessors
A
5 Days
---
B
8 Days
---
C
5 Days
A
D
4 Days
B
E
5 Days
B
F
3 Day
C, D
G
7 Days
C, D
H
6 Days
E, F, G
I
9 Days
E, F
Step 1: Construct a network diagram for the project.
Step 2: Answer the following questions:
a)
Calculate the scheduled completion time.
b)
Identify the critical path
c)
What is the slack time (float) for activity A?
d)
What is the slack time (float) for activity D?
e)
What is the slack time (float) for activity E?
f)
What is the slack time (float) for activity F?
PROBLEM 5
Use the network diagram below and the additional information provided to answer the corresponding questions.
a) Give the crash cost per day per activity.
b) Which activities should be crash.
DEADLINE 15 HOURS6 PAGES UNDERGRADUATECOURSEWORKHARV.docx
DEADLINE 15 HOURS
6 PAGES
UNDERGRADUATE
COURSEWORK
HARVARD FORMATING
DOUBLE SPACING
INSTRUCTIONS
This assignment seeks to assess your ability to:
• Critically evaluate and discuss the major developments during 2017 in corporate taxation from the perspective of multinational companies and their auditors, governments and other stakeholders.
• Apply appropriate knowledge, analytical techniques and concepts to problems and issues arising from both familiar and unfamiliar situations;
• Think critically, examine problems and issues from a number of perspectives, challenge viewpoints, ideas and concepts and make well-reasoned judgements;
• Present, discuss and defend ideas, concepts and views effectively through formal language.
Background:
In the final weeks of 2017 a leading tax expert suggested that “a whirlwind of international tax changes has swept the globe”. He also went on to say that for companies operating in Europe there is no end in sight to the pace of change. The final recommendations on base erosion and profit shifting (BEPS) from the OECD have been endorsed by the EU. In fact a number of European governments have already implemented large parts of these proposals ahead of schedule.
The third quarter of the year saw the European Commission in the spotlight with its landmark decision that the technology giant Apple must repay no less than €13 billion of taxes to the Irish government. This ruling was based on the view that the favourable tax treatment was effectively state aid and hence the Irish government had broken EU law. At the same time countries across the world continue to compete by reducing the rate of corporate taxes. Many commentators suggest that the UK government will cut the corporate tax rate to 10% if the country fails to negotiate a trade deal with the European Union as part of the Brexit process. In a separate development earlier in the year the government of Hungary announced it would become the tax haven of Central Europe with a plan to reduce corporation tax to a mere 9%.
Required:
You are to write a report for the Board of Directors of a listed global company that has manufacturing and R&D activities across Europe, Asia, Australasia and America. The report should assume that the directors have detailed knowledge of the group activities but are not taxation specialists. However they would be aware of issues relating to corporate governance, transparency and reputational risks.
The report should cover the following aspects:
Evaluate the major developments that occurred in corporate taxation in 2017 and the issues that may arise in the current year.
Discuss the implications for the group in regard to the relationship with its auditors.
Consider how other stakeholders and non-governmental organisations (NGOs) may be affected by changes in the level of corporate taxes and their possible reaction.
The resources below are on Blackboard and provide an introduction to the topic.
“Corpor.
De nada.El gusto es mío.Encantada.Me llamo Pepe.Muy bien, grac.docx
Este documento presenta varios diálogos y conversaciones cortas que incluyen saludos comunes, preguntas sobre el origen y el nombre de las personas, y despedidas. Los diálogos practican vocabulario y estructuras básicas de conversación en español.
DDBA 8307 Week 4 Assignment TemplateJohn DoeDDBA 8.docx
DDBA 8307 Week 4 Assignment Template
John Doe
DDBA 8307-6
Dr. Jane Doe
1
One-Way ANOVA
Type text here. You will describe and defend using the one-way ANOVA test for your analysis. Use at least two outside resources—that is, resources not provided in the course resources, readings, etc. These citations will be presented in the References section. This exercise will give you practice for addressing Rubric Item 2.13b, which states, “Describes and defends, in detail, the statistical analyses that the student will conduct….” This section should be no more than two paragraphs.
Research Question
Type research question here. See the Week 4 Assignment Exemplar for more detail.
Hypotheses
Type null and alternative hypotheses here. See the Week 4 Assignment Exemplar for more detail.
Results
4
Type results here based upon the SPSS output. See the Week 4 Assignment Exemplar for more detail.
References
Type references here in proper APA format.
Appendix – One-Way ANOVA SPSS Output
Data Science &
Big Data Analytics
Discovering, Analyzing, Visualizing
and Presenting Data
EMC Education Services
WILEY
'
Data Science & Big Data Analytics: Discovering, Analyzing, Visualizing and Presenting Data
Published by
John Wiley & Sons, Inc.
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Copyright© 2015 by John Wiley & Sons, Inc., Indianapolis, Indiana
Published simultaneously in Canada
ISBN: 978-1-118-87613-8
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ISBN: 978-1-118-87605-3 (ebk)
Manufactured in the United States of America
10987654321
No part ofthis publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permis-
sion of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA
01923, (978) 750-8400, fax (978) 646-8600. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc.,
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limit ofliability/DisclaimerofWarranty: The publisher and the author make no representations or warranties with respect to the accuracy or completeness of
the contents of this work and specifically disclaim all warranties, including without limitation warranties of fitness for a particular purpose. No warranty may be
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DDL 24 hours reading the article and writing a 1-page doubl.docx
DDL:
24 hours
reading the article and writing a
1-page double space
annotated bibliography
including:
1.reference
2.specify the concept you will use
3.explain its significance to the course
4.specify how you'll use it in your project
see the article and project inf below
.
DCF valuation methodSuper-normal growth modelApplicatio.docx
*
DCF valuation methodSuper-normal growth modelApplications: single CF, annuity, perpetuity, uneven CFs, bond, stock, etc.
LECTURE 2 Valuation Basics
(Chapters 4, 6, 7)
*
Amount of cash flows expectedRisk of the cash flows Timing of the cash flow stream
Factors that Determine Value
*
DCF Method: General Formula
Finding PVs is discounting. The discount factor i is determined by the cost of capital invested.
*
10%
Single Cash Flow
100
0
1
2
3
PV = ?
What’s the PV of $100 due in 3 years if i = 10%?
*
Financial Calculator Setup
BGN END
P/Y 1
FORMAT: DEC 4 or larger
*
Financial Calculator
Solution
s
N I/YR PV PMTFV
?
N = 3, I/YR = 10, PMT = 0, FV = 100
CPT, PV
-75.13
/
INPUTS
OUTPUT
*
Spreadsheet
.
ddr-.docx
ddr-densho-297-7-1_mezzddr-densho-297-7-2_mezzddr-densho-297-7-3_mezzddr-densho-297-7-4_mezzddr-densho-297-7-5_mezzddr-densho-297-7-6_mezzddr-densho-297-7-7_mezzddr-densho-297-7-8_mezzddr-densho-297-7-9_mezzddr-densho-297-7-10_mezzddr-densho-297-7-11_mezzddr-densho-297-7-12_mezzddr-densho-297-7-13_mezzddr-densho-297-7-14_mezzddr-densho-297-7-15_mezzddr-densho-297-7-16_mezz
127Who StudieS the ASiAn AmericAn movement? • fujino •
Who StudieS the ASiAn
AmericAn movement?
A Historiographical Analysis
diane c. fujino
The sixties are a stretched-out decade synonymous with political protest. Yet Asian American activism barely registers on any political radar
for a number of reasons, including being conspicuously understudied.
Here, I seek to develop, for the first time, a historiography of the Asian
American Movement (AAM).1 The study focuses on grassroots and
non-institutionalized discourses and practices from the late 1960s, when
longstanding resistance by Asian Americans became characterized as a
“social movement,”2 to the decline of the AAM in the late 1970s.
My analysis generates four periods of study. The first (late 1960s to
mid-1970s) was dominated by activists and activist-scholars produc-
ing knowledge in the zenith of the AAM. The second (late 1970s to late
1980s) represented a vacuum in AAM research. The third (late 1980s to
late 1990s) saw a slow upsurge in AAM scholarship and a greater inclu-
sion of scholarly works and civil rights frameworks. The fourth (2000 to
present) can be seen as the “coming of age”—the adolescence, but not full
maturity—of AAM scholarship, with the greatest number of scholarly
works, a re-emphasis on the radical roots of the AAM, and attention to
Steven Lawson’s “interactive model” that calls for connecting local and
national, social and political issues.3
Unlike historiographies of established fields that focus on books, my
analysis also includes journal articles, book chapters, Ph.D. dissertations,
jaas june 2008 • 127–169
© the johns hopkins university press
128 • jAAS • 11:2
and Masters’ theses.4 Three types of works are excluded. First, based
on conventional definitions of social movements, this article does not
explore participation in establishment politics, including the electoral
arena.5 Second, it is beyond the scope of this essay to include the rich and
varied novels, poetry, films, music, and other cultural productions created
within and, in turn, generative of the AAM. Third, as is common with
historiographies, this article does not analyze primary-source materials,
including the many vibrant AAM newspapers.6
Five areas of struggle were critical to the 1960s–1970s AAM. First,
Asian Americans of diverse ages helped to transform the Antiwar Move-
ment from its emphasis on saving American lives to exposing racism,
sexism, and capitalism at home and abroad. Activists linked the U.S. war
in Viet.
DDBA 8307 Week 2 Assignment ExemplarJohn Doe[footnoteRef1] .docx
DDBA 8307 Week 2 Assignment Exemplar
John Doe[footnoteRef:1] [1: Type your name here]
DDBA 8307-6[footnoteRef:2] [2: Type in DDBA section number (e.g. DDBA 8307 – 6) ]
Dr. Jane Doe[footnoteRef:3] [3: Enter faculty name here.]
1
Scales of Measurement
Type text here. Discuss the implications of “scales of measurement” in quantitative research. Be sure to use a minimum of two citations to support your position(s). Be sure to review the “Scales of Measurement” media from Week 1. This section should be no more than two paragraphs.
Research Question
What are the means, standard deviations, frequencies, and percentages of the Lesson 21 Exercise File variables?
Presentation of Findings
I analyzed data from Lesson 21 Exercise File [footnoteRef:4]. In this section, I present descriptive statistics for the study quantitative and qualitative variables. Appropriate APA tables and figures accompany the analysis[footnoteRef:5]. [4: Insert the appropriate file name. ] [5: The tables and figures from your SPSS output will need to be copied and pasted in the appropriate location.]
Descriptive Statistics[footnoteRef:6] [6: Detailed information can be found in Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables,” and Lesson 21, “Univariate Descriptive Statistics for Quantitative Variables,” in the Green and Salkind text.
]
Descriptive statistics were run for the quantitative and qualitative variables in the Week 1 Assignment data set. Table 1 depicts the means and standard deviations for the quantitative data. Figure 1 depicts a histogram for the GPA variable. Table 2 depicts the frequencies and percentages for the qualitative (categorical) data. Figure 2 depicts a pie chart for the ethnic variable. Appendix 1 depicts the SPSS output.
Table 1[footnoteRef:7] [7: This is an example of an APA-formatted descriptive statistics table. Refer to Sections 5.01-5.19, in the APA Manual for detailed information on APA tables. The descriptive statistics table here includes the appropriate information derived from the SPSS output that is to be pasted as an appendix. Do not split tables across pages. Note: The numbers in the SPSS output presented here are fictitious numbers and do not represent correct numbers in the data set you will use for this application.
]
Means (M) and Standard Deviations (SD) for Study
Quantitative Variables (N = 105)
Variable[footnoteRef:8] [8: You would simply add rows to the table to accommodate the variables you have used in the analysis (i.e., variable 3, variable 4, etc.). Hint: Use the Microsoft Word Table feature.
]
M
SD
GPA
2.78
.76
Final
61.48
7.94
Percent
80.34
12.12
Figure 1. Histogram of GPA distribution.
Table 2[footnoteRef:9] [9: Recall from Lesson 20, “Univariate Descriptive Statistics for Qualitative Variables” (Green & Salkind, 2017), frequencies and percentages are reported for qualitative (nominal) variables. Note: Frequency and percentages are the only c.
DBM380 v14Create a DatabaseDBM380 v14Page 2 of 2Create a D.docx
DBM/380 v14
Create a Database
DBM/380 v14
Page 2 of 2Create a Database
The following assignment is based on the business scenario for which you created both an entity-relationship diagram and a normalized database design in Week 2.
For this assignment, you will create multiple related tables that match your normalized database design. In other words, you will implement a physical design (an actual, usable database) based on a logical design.
Refer to the linked W3Schools.com articles “SQL CREATE TABLE Statement,” “SQL PRIMARY KEY Constraint,” “SQL FOREIGN KEY Constraint,” and “SQL INSERT INTO Statement” for help in completing this assignment.
Note: In the industry, even the most carefully thought out database designs can contain mistakes. Feel free to correct in your tables any mistakes you notice in your normalized database design. Also, note that in Microsoft® Access®, you follow the steps below to launch the SQL editor:
Figure 1. To create a SQL query in Microsoft® Access®, begin by clicking the CREATE tab.
To Complete This Assignment:
1. Use the CREATE TABLE statement to create each table in your design. Note that a table in a RDMS corresponds to an entity in an entity-relationship diagram. Recommended tables for this assignment are CUSTOMER, ORDER, ORDER_DETAIL, PRODUCT, EMPLOYEE, and STORE.
2. As part of each CREATE TABLE statement, define all of the columns, or fields, that you want each particular table to contain. Give them short, meaningful names and include constraints; that is, describe what type of data each column (field) is allowed to hold and any other constraints, such as size, range, or uniqueness.
3. Note that any field you marked as a unique identifier in your normalized database design is a key field. Key fields must be described as both UNIQUE and NOT NULL, which means a value must exist for each record and that value must be unique across all records.
4. After you have created all six tables, including relationships between the tables as appropriate (matching the primary key in one table to a foreign key in another table), use the INSERT INTO statement to insert 10 records into each of your tables. You will need to make up the data you insert into your tables. For example, to insert one record into the CUSTOMER table, you will need to invent a customer number, a customer name, and so on—one value for each of the fields you defined for the CUSTOMER table—to insert into the table.
5. To ensure that your INSERT INTO statements succeeded in populating your tables, use the SELECT statement described in Ch. 7, “Introduction to Structured Query Language,” in Database Systems: Design, Implementation, and Management.to retrieve the records you inserted. For example, to see all 10 records you inserted into the CUSTOMER table, you might apply the following SQL statement: SELECT * FROM CUSTOMER;
After you have created all six tables and populated ten records in each table, submit to the Assignment Files tab the database containin.
DBA CAPSTONE TEMPLATEThe pages in this template are correctl.docx
DBA CAPSTONE TEMPLATE
The pages in this template are correctly formatted and organized.
Refer to the DBA Capstone Template Guide and the Doctoral Publications Guidebook. Replace text as instructed. Delete all instructions and template notes. Delete all text in yellow.
CAPSTONE TITLE (12 WORDS OR LESS), ALL CAPS, CENTERED,
DOUBLE-SPACED; TOP LINE ABOUT 3 INCHES FROM TOP OF PAGE
by
Stanley Thompson Jr.
FACULTY NAME ALL CAPS, Degree, Committee Chair
FACULTY NAME ALL CAPS, Degree, Committee Member
FACULTY NAME ALL CAPS, Degree, Committee Member
Todd C. Wilson, PhD, Dean, School of Business and Technology
A Capstone Project Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Business Administration
Capella University
March 2021
© Copyright [year] Learner Name
Instructions
1. Purpose. The template provides structure and guidance for Capella University learners enrolled in the School of Business and Technology’s DBA capstone program who began on or after January 1, 2018. This template may require updates as program requirements change. You will be notified by the doctoral chair when a new template is released. Required content pieces may vary by learner, depending upon their specific topic/project plan. Consult with your instructor/mentor/chair about potential changes, if you feel this pertains to you.
2. Rubrics. Please see the DBA Capstone Template Guide on the DBA Capstone University website to review the rubrics which will be used to grade your work. Further, the guide includes suggested content for each section. Not all studies will exactly fit into the template guide suggested content, so work with your instructor/mentor/chair/committee to ensure your project is designed appropriately for the techniques and process you have utilized.
3. Style note. This template uses APA, with some exceptions, including those noted in the Doctoral Publications Guidebook. It also uses non-APA heading levels; the headings in this template are designed to mirror a business document. To add additional heading levels, follow the format used in section 2.6.1.1, on page 2 of this template (sentence case, italics, bold, paragraph begins on same line); do not include these lower level headings in the TOC. Additionally, issue numbers should be consistently included in the reference list, regardless of pagination rules, as per the Publication Manual of the American Psychological Association (7th ed.) Permission for using the singular they, as approved by Merriam-Webster’s Collegiate Dictionary (11th ed.) and the Publication Manual of the American Psychological Association (7th ed.) is formally adopted here.
DELETE ALL INSTRUCTIONS PRIOR TO FINAL SUBMISSION.
Executive Summary
Write a one page executive summary of your project here. This should not be written until the final approvals to your project are completed. This should explain the problem, purpose, method, population, and results of your project. Implications or practical .
DB3.1 Mexico corruptionDiscuss the connection between pol.docx
DB3.1: Mexico corruption
Discuss the connection between politics, corruption, and criminal organizations in Mexico. How would you go about separating these? Give examples and be specific. Support your ideas on why you would do these specific measures.
DB3.2: Collapse of Soviet Union
How has the collapse of the Soviet Union fostered pirate capitalism and organized crime? Be specific with your answer and support your answer. Do you think that if the Soviet Union did not collapse pirate capitalism and organized crime would still flourish? Support your opinion.
300 words per post
.
DB2Pepsi Co and Coke American beverage giants, must adhere to th.docx
DB2
Pepsi Co and Coke American beverage giants, must adhere to the U.S Foreign Corruption Act wherever their businesses may take them. Both companies expanded their U.S businesses to India with differing initial results. Coke came home (initially) and Pepsi Co prospered.
Do your research and explain the socio-cultural barriers faced by these two companies? What in your view were the reasons which negatively impacted Coke and positively touched Pepsi Co?
WEEK 3:
Interactive
: Select one company other than the 2 mentioned above, and share this company’s experience in the United Arab Emirates. Comment on another learner’s company experience in a different location of the world.
WEEK 4:
Interactive
: Comment on a different learner’s company experience in a totally different location from those completed earlier. Do you feel that cultural training is an essential pre-requisite for expatriates in any host country? Why/Why not?
Remember to use APA referencing in the body of your posting.
.
DB1 What Ive observedHave you ever experienced a self-managed .docx
DB1: What I've observed
Have you ever experienced a self-managed team? If so, describe it. If not, why do you think your organization has not embraced self managed teams?
DB2: Case Analysis
Review the case study at the end of Chapter 8, Frederick W. Smith - FedEx. Answer the five questions below:
1. How do the standards set by Fred Smith for FedEx teams improve organizational performance?
2. What motivates the members of FedEx to remain highly engaged in their teams?
3. Describe the role FedEx managers play in facilitating team effectiveness.
4. What types of teams does FedEx use? Provide evidence from the case to support your answer.
5. Leaders play a critical role in building effective teams. Cite evidence from the case that FedEx managers performed some of these roles in developing effective teams.
Image Source Team:
http://www.freedigitalphotos.net/images/gallery-thumbnails.php?id=50143103253525199427035558
.
DB Response 1I agree with the decision to search the house. Ther.docx
DB Response 1
I agree with the decision to search the house. There was reasonable suspicion to believe the fugitive could have been in the home. The homeowner not only consented to the search of the house but requested it for her safety. Complacency kills. In this situation, the officer is very regretful in his decision to conduct a complacent search of the home, and luckily nobody was killed.
My department does not have body cameras, but I still conduct business as if somebody is recording me. We live in a generation of surveillance. You never know when there are hidden cameras, a camera on a business you did not notice, or a cell phone recording from the top floor of a building. We hire police officers with high amounts of integrity because the definition of integrity is doing the right thing even when nobody is looking. I would be lying if I said my grandmother would approve of everything I do on the job. I am most guilty of foul language and it is something that I am working on not doing that. However, I can emphatically say I work with integrity and honesty without a doubt.
I think setting limits on tolerable behavior in regards to sexual and general harassment is appropriate; however, there are too many situations to make a policy for every behavior one could find inappropriate. When it comes to using force again every situation is different but there should be a pretty well laid out policy at departments for when and how an officer should use a certain amount of force. Officers should be trained on de-escalation tactics and alternatives to using force. Tactical training should include strategies to create time, space, and distance, to reduce the likelihood that force will be necessary and should occur in realistic conditions appropriate to the department’s location (U.S. Commission On Civil Rights, 2018).
Philippians 2 verses 3 – 8 is a pretty straightforward verse with great leadership lessons. Be humble, put others before yourself, and be a servant leader.
From the very beginning of any interrogation, the accused has constitutional rights not to speak to police and also to have an attorney present. The Eighth Amendment to the Constitution prohibits cruel and unusual punishments placed upon any persons in the U.S. With these rights in mind I will only go as far as the Constitution allows when interrogating this suspect even if the suspect admits where the child is if the admission was coerced that admission could get thrown out of court. I would never compromise the investigation. There are other ways to find the abducted girl through detective work than just interrogating the suspect. The cost of illegal interrogations is documented in the number of lost prosecutions. Literally, thousands of cases across the country have had to be dismissed because prosecutors could not trust that the evidence provided by police officers was legitimate or the officer had lost credibility as a witness in all cases because of his or her wrongdoing (P.
DB Response prompt ZAKChapter 7, Q1.Customers are expecting.docx
DB Response prompt ZAK
Chapter 7, Q1.
Customers are expecting more from their service providers. Rather than traditionally accepting boilerplate offerings from service providers, customers desire that service providers cater to their requests. Organizations providing services must keep up with the customer’s demand or risk losing business to others who will. Many service providers have been adopting lean principles to accommodate the needs of their customers in successful attempts to decrease waste, increase efficiency, improve customer service and satisfaction (Daft, 2016, p. 275). From online music providers, customers expect music tracks personalized for their tastes. From airlines, customers can expect preflight seat and meal selections. Amazon.com provides custom personalization to a customers’ home pages by placing personally directed advertisements and products which the customer is more likely to order from the company. Amazon book recommendations are personalized to the specific customer and are provided based upon previous books read. With customers expecting customized and catered experiences, companies need to keep up with this demand and embrace mass customization in order to obtain and retain customers.
Chapter 7, Q2.
While many facets of businesses may involve craft technology, it is still important for business schools to teach management. Some businesses which only expect their leaders to gain knowledge and expertise from experience, may be creating a bureaucratic and restricted model for their business. Companies which rely only on internal training for their leaders can miss opportunities from potential leaders coming in from the outside. Business schools which teach management can provide potential leaders with a foundation to draw from. Teaching management can expose students to issues and opportunities experienced by others, not just ones restricted to one specific company. Teaching management from a textbook is just one method of conveying information. Just as one would not necessarily be proficient in piloting a boat from reading a book, a textbook about doing so would provide the student with underlying concepts which could dramatically increase the success of the student when they move to an actual boat. This textbook based training would be further enhanced with some practical experience.
Chapter 8, Q1.
Technology has progressed allowing real time instant messaging and virtual meetings. High level managers can indeed expect technology to allow them to do their jobs with little face-to-face communication, but they should question if that is something they really want to do. There are currently methods available which could be used effectively to communicate with subordinates, employees and stockholders, such as recorded feeds which would be able to reach every associated individual. These however may not provide a sense of personalization from the managers. Leaders in an organization may resort to using tec.
DB Topic of Discussion Information-related CapabilitiesAnalyze .docx
DB Topic of Discussion: Information-related Capabilities
Analyze 2 of the 14 information-related capabilities and explain how the joint force can use these capabilities to affect the three dimensions of the information environment. Give examples of real-world or life events for the capabilities and how can you use these concepts as a CSM/SGM.
Consumer Brand Metrics Q3 2015
Eater Archetypes:
Brand usage and preferences by consumer segment
The restaurant industry has long relied on demographic factors to
identify and prioritize consumer groups. For example, many
brands currently obsess over attracting Millennials—some
without pausing to consider the variations among consumers
within this demographic cohort. In addition to life stages,
consumer attitudes about health, value, convenience and the
overall role of foodservice in their lives drive significant
differences in preferences and behavior.
With these distinctions in mind, we have updated the Consumer
Brand Metrics (CBM) survey with questions that allow us to
segment consumers into one of seven Eater Archetypes. Each
segment has a distinct psychographic profile, which is outlined in
our recent Consumer Foodservice Landscape. Accordingly, their
patronage of the segments and brands tracked in CBM varies.
This paper explores some differences we can discern after the
initial quarterly results, including the archetypes’ segment usage,
brand patronage and occasion dynamics. Examining CBM data by
Eater Archetype reveals nuances that complement a demographic
profile of a chain’s guests.
By Colleen Rothman, Manager, Consumer Insights
To learn more about the Consumer Brand Metrics program or to sign up for future
Spotlight by Consumer Brand Metrics white papers, please contact Bart Henyan,
Senior Marketing Manager, at [email protected]
Consumer Brand Metrics Q3 2015
Segmenting consumers by psychographic factors, rather than
just demographic characteristics, can lead to a better
understanding of the consumers that matter to your brand and
how to appeal to them.
Key Takeaways
Busy Balancers and Functional Eaters drive usage across
restaurants and convenience stores. Full-service restaurant
(FSR) operators may also consider targeting Foodservice
Hobbyists and Affluent Socializers, as these archetypes
comprise more than a quarter of FSR patrons, on average.
How does foodservice segment usage vary by archetype?
Driven by unique needs and motivations, Eater Archetypes
gravitate to a wide variety of brands. For example,
McDonald’s, Burger King and Whataburger each
disproportionately attract unique archetypes (Habitual
Matures, Bargain Hunters and Functional Eaters,
respectively).
Which chains do each archetype visit most frequently?
Archetypes that patronize the same restaurant may not use
the brand the same way. For example, usage varies by
daypart, with afternoon snacks skewing to Busy Balancers
and late-night meals d.
DB Instructions Each reply must be 250–300 words with a minim.docx
DB Instructions:
Each reply must be 250–300 words with a minimum of 1 scholarly source. The scholarly source used for your thread and response should be in addition to the class textbooks.
Reference Book: Young, M. (2017). Learning the Art of Helping. Boston, MA: Pearson. ISBN: 9780134165783.
.
DB Defining White Collar CrimeHow would you define white co.docx
DB: Defining White Collar Crime
How would you define white collar crime? What are the advantages and disadvantages of the various terms, such as “white collar crime,” “crimes of the powerful,” “elite deviance,” etc., used to describe the type of crimes.
300 Word Minimum
.
DAVID H. ROSENBLOOMSECOND EDITIONAdministrative Law .docx
DAVID H. ROSENBLOOM
SECOND
EDITION
Administrative Law
for Public Managers
A Member of the Perseus Books Group
www.westviewpress.com
R
O
S
E
N
B
L
O
O
M
ADM
INISTRATIVE LAW
FOR PUBLIC M
ANAGERS
S
E
C
O
N
D
E
D
IT
IO
N
“Rosenbloom crafted a compelling narrative . . . Students
like Administrative Law for Public Managers because it is
straightforward and easy to understand. I teach a wide range
of students—mid-level managers to students with no work
experience—both are relieved that the content and examples
are easily digestible. It’s an excellent book!”
—Lorenda Ann Naylor, University of Baltimore
“This book presents a profound, as well as comprehensive,
knowledge base of administrative law.”
—Public Administration Review
Administrative Law for Public Managers is an accessible and comprehensive guide to
the fundamentals of administrative law—why we have administrative law, the constitutional
constraints on public administration, and administrative law’s frameworks for rulemaking,
adjudication, enforcement, transparency, and judicial and legislative review. Rosenbloom
explains administrative law from the perspective of administrative practice, emphasizing
how various administrative law provisions promote their underlying goal of improving the fit
between public administration and US democratic-constitutionalism.
The second edition includes more coverage of state administrative law, as well as an
expanded discussion of judicial review. It has also been updated to include the major
statutes, court cases, executive orders, and other major executive initiatives since 2003.
The addition of discussion questions makes this an even more valuable resource for public
administration classrooms and students.
David H. Rosenbloom is Distinguished Professor of Public Administration at American
University. A major contributor to the field and a Fellow in the National Academy of Public
Administration, he has received numerous awards, including the Gaus Award for exemplary
scholarship in political science and public administration, the Waldo Award for outstanding
contributions to the literature and leadership of public administration, the Levine Award
for excellence in public administration, and the Brownlow Award for his book, Building
a Legislative-Centered Public Administration. He edited Public Administration Review,
coedited the Policy Studies Journal, and is now on the editorial boards of about twenty
academic journals.
Cover Image © Shutterstock
Cover Design: Miguel Santana & Wendy Halitzer
Administrative Law for Public Managers
9780813348810-text.indd 1 5/14/14 4:09 PM
9780813348810-text.indd 2 5/14/14 4:09 PM
Administrative Law for
Public Managers
s e c o n d e d i t i o n
David H. Rosenbloom
American University
A Member of the Perseus Books Group
9780813348810-text.indd 3 5/20/14 1:25 PM
Westview Press was founded in 1975 in Boulder, Colorado, by notable publisher
and.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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