Research Source Evaluation Matrix

Research Source Evaluation Matrix

Research Source Evaluation Matrix

Instructions: You will conduct a web search on your area of focus using GoogleBingYahoo, or any other major search engine. Be sure to take the time to inform yourself on sound research sources including use of peer reviews as listed in the recommended and required resources for the week. To get you started, view What is a Scholarly Journal Article?. Next, you will analyze the first five results that appear from your search in a table format using Microsoft Word. Then, using the same keywords you used to search the Web, you will conduct a search in the Ashford University Library using one of the academic databases (ERIC, ProQuest, EBSCOhost, and so forth) and create a table using Microsoft Word. Finally, you will select two sources from either table that you feel are the best overall based on currency, credibility, authority, and academic integrity and construct a summary. For each article in your tables, use the following format:

APA Citation
Source Type  (e.g., journal article, magazine article, book, and so forth)
Annotation (e.g., two to three sentences summarizing the contents of the source)

Content
The assignment needs to include the following areas of content.

  • Web Search (2 points): Construct a table that includes an APA citation, source type, and a two- to three-sentence annotation for five scholarly sources gathered from an open Web search.
  • Library Search (2 points): Construct a table that includes an APA citation, source type, and a two- to three-sentence annotation for five scholarly sources gathered from a library search.
  • Summary – Source Selection (1 point):State the two sources you have selected and in one paragraph evaluate what factors influenced your decision to select these articles over the others from your search results.
  • Summary – Learning (5 points): In a paragraph, explain what you learned through this process of selecting articles and what was most informative for you about this experience.
  • Summary – Adaptations (.5 point): In a paragraph, explain the adaptations you will make in your search and evaluation process as a result of what you located during this assignment.
  • Summary – Application (.5 point): In a paragraph, explain how you will use the information you found to help inform your ideas about your action research proposal.

Written Communication
The assignment needs to adhere to the following areas for written communication.

  • Page Requirement (.5 point): Your assignment must be three to four pages, not including title and references pages.
  • APA Formatting (.5 point): Use APA formatting consistently throughout.
  • Syntax and Mechanics (.5 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Your written work should contain no errors and be very easy to understand.

Review and Submit the Assignment
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion. Next, submit the assignment to the course room for evaluation no later than day 7 of the week.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 
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Week9 Discussion 2 Response

Week9 Discussion 2 Response

(Week9 Discussion 2 Response)

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Broderick and Blewitt (2015). I need this completed by 01/27/18 at 3pm. Respond to at least two of my colleagues using one or more of the following approaches:

· Offer and support one strategy or counseling approach that might be used to provide services to an adult facing the relationship challenges identified by a colleague.

· Expand on a colleague’s identified benefits and challenges by including considerations of the impacts of culture, gender, and sexual orientation.

(A. Wit)

Finding a life partner is a priority in societies around the world.  In the United States, nearly 90% of adults will marry at least once, and this does not include other long-term committed relationships in which partners do not marry (Gladding, 2015).  Intimacy with a mate improves well-being and life-fulfillment while relationship conflict can be a major source of distress.  Couple therapy is expected to achieve tremendous growth over the next decade given the benefits and challenges of long-term relationships (Gurman, Lebow, & Synder, 2015).

Motivations for pair bonding

Intimacy and love play a primary role in adult identity development (Broderick & Blewitt, 2015).  Pair bonding in adulthood adulthood reflection papermimics, in many ways, the attachment to a primary caregiver during infancy and childhood (Broderick & Blewitt, 2015).  Partners in committed relationships can offer each other emotional and practical support similar to the support they received from their parents (Broderick & Blewitt, 2015).  Human beings are drawn towards connection with others.  Biologically, the species depends on pair bonding for reproduction, and infants and young children depend on caregivers to provide basic needs.  Despite the development of independence, adults can achieve more when they couple than they can alone.

Benefits of long-term relationships(Week9 Discussion 2 Response)

Benefits of pair bonding include personal growth, self-awareness, improved emotional well-being, improved physical health, longer life, security, stable employment, and better relationships with children (Gladding, 2015).  From an emotional perspective, partnership increases feelings of joy and self-worth which influence the motivation to physically care for one’s health and the health of others.  Individuals that report “being in love” have high oxytocin and dopamine levels which are related to the body’s regulation of rewards and motivation (Fletcher, Simpson, Campbell, & Overall, 2015).  From a practical standpoint, long-term relationships insulate partners from financial troubles, serious illness, caregiving for other family members, or other stressors by distributing burden.  Division of labor allows for more leisure time and opportunity to spend time with children or other family members.

Challenges of long-term relationships

While committed relationships are the primary source of intimacy and support for adults, the breakdown of relationships has significant cost (Gurman, Lebow, & Snyder, 2015).  Relationship distress can cause anxiety, depression, substance abuse, chronic medical ailments, and health risk behaviors (Gurman, Lebow, & Snyder, 2015).  Additionally, children who experience adult relationship distress are at high risk for anxiety, depression, conduct problems, and illness (Gurman, Lebow, & Snyder, 2015).  Troubled romantic relationships may be considered a health risk.  The body’s stress response is activated during relationship conflict.  When a person feels threatened they can experience rapid heartbeat, racing thoughts, and weakness of limbs.  Alternately, there are also health risks of being alone such as lower life expectancy, increased depression, and increased vulnerability to illness (Fletcher, Simpson, Campbell, & Overall, 2015).  Beyond the physical and mental implications, there are practical repressions of relationship dissolution.  Divorce or separation often results in decreased financial resources, legal proceedings, and possible job loss due to the need for childcare.

Seeking couples counseling(Week9 Discussion 2 Response)

After exploring the benefits of long-term relationships and the implications of relationship conflict is easy to see why couples seek counseling.  There are merits of couple enrichment and conflict resolution therapy.  Proactive therapies such as pre-marital counseling and marriage education/enrichment programs enhance communication skills, conflict resolution skills, financial and parenting dialog, problem-solving skills, role perceptions, and personality differences (Gladding, 2015).  Couples seeking treatment for relationships distress may benefit from various approaches including behavioral therapies, cognitive-behavioral therapy, emotionally-focused therapy, Gottman couple therapy, or solution-focused therapy.  Research shows that couples therapy works (Gladding, 2015).  Success is not measured simply by nature of an intact relationship, but rather by the well-being of the individuals.  Given the importance of intimacy in life satisfaction, relationship improvement is a good investment.

Summary

Being in a committed, long-term relationship can influence fulfillment, life-expectancy, quality of life, and overall wellbeing.  There are many benefits to pair bonding when compared to the costs of being alone.  Couples may seek counseling across the span of their relationship from pre-marital counseling to divorce counseling.  Most approaches focus on how the relationship is functioning, how the partners feel about the functioning, reducing negative reciprocity, and building positive interactions (Gladding, 2015).  As the field of marriage and couple therapy expands, interventions for relationship enhancement and dissolution prevention can expect to grow.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Fletcher, G., Simpson, J., Campbell, L., & Overa(Week9 Discussion 2 Response)(Week9 Discussion 2 Response)(Week9 Discussion 2 Response)(Week9 Discussion 2 Response)(Week9 Discussion 2 Response)(Week9 Discussion 2 Response)(Week9 Discussion 2 Response)(Week9 Discussion 2 Response)ll, N., (2015)Pair-bonding, romantic love, and evolution: the curious case of homo sapiens.  Perspective on Psychological Science. 1(10), 20-36.(Week9 Discussion 2 Response)Gladding, S. T. (2015). Family therapy: History, theory, and practice. (6th ed.). Boston, MA: Pearson.

Gurman, A. S., Lebow, J. L.., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.

(S. Mor)

The first thing that comes to mind when I read about pair bonding is the old saying there is someone out there for everyone. Pair bonding equates to finding your soul mate or perfect match, which the majority of times is not what we find in the majority of marriages. Marriage sometimes is fueled by a deep desire or fear of being alone, physical attraction is strong in the beginning, but when reality slaps you in the face and the burning love wears off; the divorce rate grows higher and higher daily. People have a desire to form relationships that are valuable and adaptable (Broderick & Blewitt, 2015).

Influences and Motivations

Pair bonding gives us the security we need and the removal of feeling as if something is missing in our lives. The necessity of the attraction is equitable to hunger pains in our stomach which prompt us to eat. The closeness we feel in pair bonding initiates feelings of well-being, sexual relationships, and till-death-do-us-part relationships (Brandell, 2010). Research established pair bonding begins during infancy paving the way for the type of relationships we create in the adult stages in life (Broderick & Blewitt, 2015). The attachments influence our behaviors creating motivations that fulfill us with needs including care giving, sexual, and security (Broderick & Blewitt, 2015). The feelings of euphoria and completeness we yearn for in creating, maintaining, and completing life-long relationships provide a security in our lives where two is always better than one.

Benefits and Challenges in Long-Term Relationships

Long term relationships offer many benefits that people do not realize until the relationship has ended. Living a life of harmony, team mates, sharing and executing their hopes and dreams, creating the same goals, supporting each other in achieving separate goals, the security of never feeling alone, and the joys that come with pursuing a happily ever after. One of the greatest lessons my mother taught me during her marriage to my father which lasted 48 years until he passed, helped me understand an important element which helps keep a marriage on the right track. She expressed that without a doubt people normally marry because they feel they have fallen in love, which is essential; but it is also vital to like the person you will spend the rest of your life with. Love in a relationship may be present and it is possible to dislike the person you love for reasons that only you will know. However when you like and love your mate the relationship creates an abundance of ways that continually help you fall in love over and over through the life long term we are seeking. Marriages were in the past before the divorce rate became extremely high, created a bond where two individuals that “were tightly locked into it and could not easily get out of it by legal means, but they knew very well that the time was probably not far off when death was going to part them” ( Pinsof, 2002).

In relationships a decision everyday has to be made that they have willingly chosen to be in the union that they created with their mate. Challenges will occur with trials and tribulations which may cause you to question every choice that you have made in your life. The day to day challenges that try to infiltrate relationships will only become unbearable if you give power to the irritations and challenges you are facing. In a team it breeds success because the support comes from each person, where I am weak you are strong and vice versus. Doubt, suspicion, limited trust, and wrong advice create disadvantages that outweigh the bond which was created and should continuously grow in the relationship. Two people from different relationship backgrounds have to create their own formula for relationship success that is void of imitating the experiences they know from the relationships they watched from their caregiver. For example if I was raised in a two parent loving household with respect, love, and a solid foundation my idea of a relationship may not be the same as my partner. My partner may come from parents that have divorced multiple times with the presence of drama and abuse. Individuals that do not want to grow close to people live in avoidant stage, because their security is to not open up to anyone because they are unable to trust people (Broderick & Blewitt, 2015). Feelings of insecurity or doubts about receiving true love from their parent are created in people that exhibit anxious-ambivalent stage (Broderick & Blewitt, 2015). People that have no problem letting their guards down, without the fear of losing their love interest live in a secure stage which creates a harmonious bond (Broderick & Blewitt, 2015).

Couples in Counseling(Week9 Discussion 2 Response)

Couples seeking therapy in agreement helps them understand the commitment they each have to the union they created. Counseling before a union, during the course of the relationship, and even after when death or divorce presents itself allows individuals to cope and transition throughout the union. Several theories will be useful depending on the issues that need to be resolved or initiated in the relationship. Mates that are seeking an increase in affection or closeness the Gottman Method is useful, because it helps each individual to keep calm while gaining clarity about what they are trying to express (Gladding, 2015). Another theory I am fond of is Emotionally Focused Couples Therapy for many reasons, but mainly to help make the bond much tighter in the relationship (Gladding, 2015). The understanding also may be to initiate individual counseling in order to build each person’s confidence and self-esteem in order to solidify the bond that appears to be breaking down.

Summary

Pair bonding is a natural attraction that the majority of people seek to explore, include, and gain for the benefits of long-term security and love. The difference between pair bonding and marriage is the ability to connect with another person on a much deeper level than just a physical attraction that could reach its demise in a day, a year, or even 10 years. Pair bonding is forever and some may even include till death do us part or even in death we will never part.

Reference

Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Gladding, S. T. (2015). Family therapy: History, theory, and practice. (6th ed.). Boston, MA: Pearson.

Pinsof, W. M. (2002). The death of till death do us part: The transformation of pair-bonding in the 20th century. Family Process 41, (2), 135-157.

Readings(Week9 Discussion 2 Response)

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 12, “Socioemotional and Vocational Development in Young Adulthood” (review pp. 438-476)

o Chapter 13, “Middle Adulthood: Cognitive, Personality, and Social Development” (pp. 478-525)

Belsky, J. (2010). Childhood experience and the development of reproductive strategies. Psicothema, 22(1), 28–34.
Retrieved from the Walden Library databases.

Brandell, J. R. (2010). Contemporary psychoanalytic perspectives on attachment. Psychoanalytic Social Work, 17(2), 132–157.
Retrieved from the Walden Library databases.

Halrynjo, S. (2009). Men’s work-life conflict: Career, care and self-realization: Patterns of privileges and dilemmas. Gender, Work & Organization, 16(1), 98–125.
Retrieved from the Walden Library databases.

Kuchinke, K. P., Cornachione, E. B., Oh, S. Y., & Kang, H.-S. (2010). All work and no play? The meaning of work and work stress of mid-level managers in the United States, Brazil, and Korea. Human Resource Development International, 13(4), 393–408.
Retrieved from the Walden Library databases.

Newton, N., & Stewart, A. J. (2010). The middle ages: Changes in women’s personalities and social roles. Psychology of Women Quarterly, 34(1),75–84.
Retrieved from the Walden Library databases.

Rodriguez, P. D., & Ritchie, K. L. (2009). Relationship between coping styles and adult attachment styles. Journal of the Indiana Academy of the Social Sciences, 13, 131–141.
Retrieved from the Walden Library databases.

 
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Understanding & Applying Empathy

Understanding & Applying Empathy

(Understanding & Applying Empathy)

Ashford 5: – Week 4 – Discussion 1

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

Empathy

In this week’s readings, the authors discuss emotional intelligence, a concept which measures people’s ability to understand emotions and express them appropriately. As you have learned, this ability is crucial to communicating effectively in interpersonal relationships. One of the major components of emotional intelligence is the ability to empathize with others.
Prepare: As you prepare to write this discussion post, take a few moments to do the following:

  • Read the writing prompt below in its      entirety. Notice that there are three      tasks:
    1. Based on what you’ve learned in Chapter 8, start       formulating a definition of empathy and consider why it is important in       effective communication.
    2. Brainstorm some examples of times when you had       difficulties empathizing with others.
    3. Think of some ways you could have handled the       situation differently.
  • Review the grading rubric.

Reflect: Take time to reflect on why empathy is so important in becoming better communicators. Consider how we might become more empathetic.
Write: Based on the information in Chapter 8 in the text:

  • Define empathy and explain why it is important for      effective communication.
  • Share an example of a time when you found it difficult      to empathize with someone. How did you handle the situation?
  • What could you have done differently to empathize with      them? Consider what you’ve learned in class this week.

Thoroughly address all three elements of this prompt by writing at least two to three sentences on each element. Use the course readings at least once to help you make your points. Consider copying and pasting these tasks into a word file and addressing each of them separately.
Your initial response should be 200-300 words in length and is due by Thursday, Day 3.
Respond to Peers: Review your classmates’ posts and try to find some common ground or expand on the students’ ideas. Use the text to expand on everyone’s understanding of the importance of empathy in communication. Ask questions that will enhance both of your understanding of the key concepts. Respond to at least two of your classmates’ posts by Monday, Day 7. Response posts must be 125 to 200 words in length. If you have questions about how to participate in discussions, consult “About Discussions” under the Course Home menu.

 
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Assessing Abuse: Effective Interventions

Assessing Abuse: Effective Interventions

(Assessing Abuse: Effective Interventions)

Do A Comment Base In These Comment. Write At Least 130 Words. Academic References Need. Write The References In Each Comment Please Not Together.

Comment 1

Hi Rosy, I like your post. As a healthcare provider we can always assess for signs of abuse during our initial assessment with patients. Domestic violence can be an intimate partner violence or family violence. Sometimes women who have experienced physical abuse do not ask for direct help from a nurse. There are some barriers that hold them back when asking for help like fear of their own safety, shame, embarrassment, and denial. For a healthcare provider it is very important to include an abuse assessment screen during their assessment to look for signs like multiple injuries, minor laceration, pain, and some women will look nervous and act uncomfortable in the presence of the person who abuses them.

Comment 2

Health promotion    measures you would introduce/ physical exercise you would suggest/ Approach to gain cooperation.

High blood pressure is a term that is used to define the condition the force of the blood is very high in rel ations to the flow against artery walls. A routine cardiovascular activity makes up one exercising activity that can be used in treating or reducing high blood pressure.is recommended at least 30 to 60 minutes daily. Further to this is the addition of the right kind of diet.Patient could

maintain a healthy weight, not smoking. Stop alcohol use. Low salt diet and high potassium diet.

High cholesterol levels, acts as a significant risk factor for coronary heart disease, which is the leading cause of heart attacks.To reduce these cholesterol levels in the blood, it is imperative to undertake regular cardiovascular activities, which helps reduce the levels of cholesterol in the blood.I would suggest patient, quit smoking, limit alcohol.get regular Physical activity.at least 30 minutes daily. Maintain healthy weight.Make healthy lifestyle changes.Check cholesterol levels regularly.

According to research done on depression cases, exercising has been the top one contributors to low depression levels, showing it acts far much better than the conventional anti-depressants. I wold suggest patient, stress management. Encourage physical activity.Lifestyle changes,encourage Healthy eating,cognitive  behavior therapy,positive psychotherapy.

 
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Final Paper and Presentation

Final Paper and Presentation

(Final Paper and Presentation)

For this assignment you will be stepping into the role of “expert”. You are one, of many, training specialists in your company and have been asked to submit a proposal for a training module for managers on how to meet the learning needs of their departmental employees.

The title of your proposed training will be “The Importance of Understanding Your Employees’/Learners’ Needs” and it will include two parts: the written portion and the “pitch”, which will be submitted as a screencast presentation that includes audio and visuals.

Part One:  The Written Assignment

For the written portion of your final assignment, you will research and critically explain five topics (areas of content) in learning that you think would be important to teach others. These components will be aligned with the course content and the following Learning Theories:

  • Behaviorism – repetition, reinforcement (feedback), association, and classical and operant conditioning
  • Cognitivism – assimilation, accommodation, the information processing model, and intellectual stimulation
  • Constructivism – scaffolding, metacognition, problem-solving and inquiry-based learning
  • Humanism – holism, personal agency, individualization, and motivation

The five learning perspectives/principles you decide to focus on is up to you. In week four you submitted seven ideas to your instructor. Be sure to read this feedback to accurately choose the five you will use in the final.

The second requirement of the written assignment includes explaining five strategies that you would use if you were to teach/train the assigned managers. For example, you may want to use scaffolding or the use of rewards. Fully explain why you will use each of the strategies you choose and how they support the assigned employee groupPreview the documentView in a new window. In week four you submitted seven ideas. Be sure to look at your instructor feedback and choose the strategies that you feel would be the most important.

Required content elements of the written assignment:

  1. Must begin with an introduction paragraph that includes an overall summary of the purpose of the assignment.
  2. Five areas of learning psychology content must be explained fully and clearly demonstrate your understanding of the included content and its importance in understanding learners’ needs. As you explain your learning perspectives/principles, critically and elaborately justify why you have chosen them based on your learner group.
  3. Five strategies, for which you would use to successfully train the learner group, must be fully developed, including the rationales for how these strategies might be used, based on critical thought. Discussion of the specific needs these managers may have to fully benefit from your training module should also be included.
  4. A conclusion paragraph or section that fully summarizes the information within the paper and also includes the time frame that you predict it will take to complete the training (i.e. two weeks, one year, etc.) Substantiate this time frame with creative and critical thoughts about how your learners will best retain the information you want to teach them.
  5. Apply basic research methods and gather resources that will support your content.

Required technical elements of your written assignment:

  • Must be five to six double-spaced pages in length, excluding title page and references, and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of presentation
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
    • URL link to your screencast
  • Must use at least four scholarly sources from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
  • Must be submitted to the Grammarly tool within the course prior to submission.

A Suggested Outline
Through the use of headings and subheadings, you should be able to thoroughly explain what you would like to teach and how you will approach your training. Please see the “PSY331 Suggested Outline formatPreview the documentView in a new window” document for an example.

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community fire & risk prevention assignment

community fire & risk prevention assignment, writing homework help

(community fire & risk prevention assignment)

Question description

The purpose of this assignment is for you to apply the concepts and information that you have learned in this unit aboutthe position of a Community Fire and Risk Prevention Officer. This assignment provides you with the opportunity to useyour skills, expertise, and experience to enrich your response when compiling data that will be used for risk reductionwithin thecommunity. You will need to consider several components or elements of research and data gathering.

The outcome of your research will provide you with two profiles: demographic and risk. In order to develop a course of action to be undertaken in an effort to reduce risk, you must first gather sufficient data relative to the demographics of your community. Once you have gathered and analyzed the demographics, you will move to the second component of identifying both types of risks: human-created and naturally-created.

This project requires you to act in the position of Community Fire and Risk Prevention Officer. Your final analysis and narration should be written in a professional and educated format, as this paper might be presented to public and private organizations, which have input and/or responsibility for pre-planning, preparedness, and mitigation of potential risks and their outcome as it effects the community.

Part A: Identify your community’s demographic profile. Click here http://www.census.gov/ to visit the United States Census Bureau’s webpage. In  the center of the opening page, you will find a box with the title “Quick Facts.” Inside the Quick Facts box is a drop-down menu titled, “Select a state to begin.” Click on the drop-down menu, and select your respective state of residence. On the next page, you will find two drop-down boxes, one for all counties, and the other for all cities/towns in your state.

First, select your county of residence. Then, using a Word document, identify all of the characteristics of a Demographic Profile as found on page 229 of the textbook. There are three primary headings: Housing/Location, People, and Economic Information. Within these three, there are 16 sub-characteristics. Locate the data associated, or as closely associated, to each of the sixteen sub-characteristics, and create a demographic profile. Here is an example of how our outcome might look:

1. Housing/Location

a. Owner or renter-occupied units

b. Age and condition of structures

c. Percentage of vacant/abandoned or blighted structures

You will repeat this format for each of the three primary characteristics, all of which should fit onto a single page.

Remember to use the outline format. If the census data is not available for a specific characteristic, do not invent the data as doing so will skew the outcome and invalidate your data analysis. Once you have completed this portion, move on to Part B below.

Part B: Using the same webpage, click the drop-down menu, “Select a city,” and select your respective city/town.

Following the exact same format as used in Part A, create a new page (best to append it to the previous page(s) by simply tapping the “enter” key, or holding down the “control” (ctrl) while pressing “enter,” advancing line spacing to begin a new page). Remember to address all three primary characteristics and all sixteen sub-characteristics. Once you have completed Part B, move on to the final segment-art C.

Part C: For this segment, you will need to rely on your personal knowledge of your community. You must identify as many potential risks that might adversely affect your community and how your fire prevention bureau could best alleviate the risks. You will need to first identify all possible risks that would be human-created risks then identify all possible naturallyoccurring

risks. You will itemize these risks under their appropriate heading on a new page. Again, you must utilize the outline format.

You do not need to identify human-created risks possibilities by company name, owner name, or street location. Simply identify the type of potential risk posed. Include the hours of operation (if possible), the type of risk being posed, and the area surrounding the location of the risk. Include information relative to potential life-threating risks such as nursing homes, schools, hospitals, and dense residential neighborhoods. Once completed, identify potential naturally-occurring risks associated to your specific geographical region. These are likely to be few in number and should be added to the end of the list from above.

Your paper must be a minimum of three full pages and not more than five full pages of written text. You must follow APA formatting. In-text-citations are not required, however, a properly written and formatted reference citation will be needed.

Part C is understood to originate from your own knowledge of the community; therefore, no citations are warranted.

 
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NR439 Reading Research Literature

NR439 Reading Research Literature

(NR439 Reading Research Literature)

Question description

Will test for plagiarism in turnitin so has to be original work.

Reading Research Literature – Week 5

Type your answers to the following questions using complete sentences and correct grammar, spelling, and syntax. Click Save as and save the file with your last name and assignment, e.g.,NR439_RRL_Smith. Submit to the Week 5 RRL basket in the Dropbox by 11:59 pm MT Sunday at the end of Week 5. The guidelines and grading rubric for this assignment may be found in Course Resources.

Title: RRL(NR439 Reading Research Literature)

Name: [replace this text with your name]

The following questions pertain to:

George, S., & Thomas, S. (2010). Lived experience of diabetes among older, rural people. Journal of Advanced Nursing66(5), 1092-1100.

  1. What is the purpose of this research?
  1. What is the research question (or questions)? This may be implicit or explicit.
  1. Did the authors describe the research design of this study? If so, give a description.
  1. Describe the population (sample) for this study.
  1. Was the sample adequate for the research design that was selected?
  1. Describe the data collection procedure.
  1. How were the data analyzed after collection?
  1. Discuss the limitations found in the study.
  1. Discuss the authors’ conclusions. Do you feel these conclusions are based on the data that they collected?
  1. How does this advance knowledge in the field?

The following questions pertain to:(NR439 Reading Research Literature)

Hunt, C., Sanderson, B., Ellison, K., (2014). Support for diabetes using technology: A pilot study to improve self-management. MedSurg Nursing, 23(4), 231-237.

  1. What is the purpose of this research?
  1. What is the research question (or questions)? This may be implicit or explicit.
  1. Did the authors describe the research design of this study? If so, give a description.
  1. Describe the population (sample) for this study.
  1. Was the sample adequate for the research design that was selected?
  1. Describe the data collection procedure.
  1. How were the data analyzed?
  1. Discuss the limitations found in the study?
  1. Discuss the authors’ conclusions. Do you feel these conclusions are based on the data that they collected?
  1. How does this advance knowledge in the field.

Reading Research Literature

Guidelines and Grading Rubric – Week 5

Purpose(NR439 Reading Research Literature)

The student will read research literature to determine the research purpose, question, design, population, sample, limitations, data collection and analysis.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 2:Apply research principles to the interpretation of the content of published research studies. (PO #4 and 8)

CO 4: Evaluate published nursing research for credibility and lab significance related to evidence-based practice. (PO #4 and 8)

Points: This assignment is worth 225 points.

Due Date: Submit to the Reading Research Literature assignment in the Dropbox by 11:59 p.m. MT Sunday at the end of Week 5.

Requirements

  1. Download the research articles from the Chamberlain library.

Retrieve the following research articles: Make sure you are viewing the full text PDF. If you view the article in HTML format, you may not be able to see the tables and figures that are referenced in the questions. Please see the Syllabus for a link to the articles.

George, S., & Thomas, S. (2010). Lived experience of diabetes among older, rural people. Journal of Advanced Nursing66(5), 1092-1100.

Hunt, C., Sanderson, B., Ellison, K., (2014). Support for diabetes using technology: A pilot study to improve self-management. MedSurg Nursing, 23(4), 231-237.

  1. Download NR439_RRL_form and type answers to the questions directly onto the form. Your paper does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax, and write in complete sentences.
  2. Save the file by clicking Save as and adding your last name, e.g., NR439_RRL_Smith.docx.
  3. Watch the video on how to complete this assignment. The link may be found on the Week 5 Assignments page.
  4. Submit to the Week 5 Reading Research Literature basket in the Dropbox by 11:59 p.m. MT Sunday at the end of Week 5. Please post questions about this paper in the Week 5 Q & A Forum.

Grading Criteria(NR439 Reading Research Literature)

Category Points % Description
Question 1 10 4% Identifies the purpose of the research article.
Question 2 10 4% Identifies the research question implied in the study.
Question 3 10 4% Describes the research design of the study.
Question 4 10 4% Identifies and describes the population.
Question 5 10 4% Was the sample adequate for the research design
Question 6 10 4% Describe the data collection procedure
Question 7 10 4% How were the data analyzed
Question 8 10 4% Describes the limitations in the study.
Question 9 10 4% Describes the authors’ conclusions.
Question 10 10 5% How does this advance knowledge in the field.
Question 11 10 5% Identifies the purpose of the research article.
Question 12 10 5% Identifies the research question implied in the study.
Question 13 10 5% Describes the research design of the study.
Question 14 10 5% Identifies characteristics of quantitative study.
Question 15 10 5% Was the sample adequate for the research design
Question 16 10 5% Describe the data collection procedure
Question 17 10 5% How were the data analyzed
Question 18 10 5% Describes the limitations in the study.
Question 19 10 5% Describes the authors’ conclusions.
Question 20 10 5% How does this advance knowledge in the field.
Style and Writing 25 11% Names file, includes name on paper. Writes in complete sentences with no grammar, spelling, or syntax errors.
Total 225 pts 100% A quality assignment will meet or exceed all of the above requirements

Grading Rubric(NR439 Reading Research Literature)

Assignment Criteria A (100%)

Exceptional

Outstanding or highest level of performance

B (88%)

Exceeds

Very good or high level of performance

C (80%)

Meets

Competent or satisfactory level of performance

NI (38%)

Needs Improvement

Poor or failing level of performance

F (0%)

Developing

Unsatisfactory level of performance

Question 1 Purpose

10 points

Correctly identifies the purpose of the research article.

10 points 

Mostly identifies the purpose of the research article

9 points 

Somewhat identifies the purpose of the research article.

8 points 

Offers a purpose for the article, but incorrectly identifies it.

4 points 

Does not identify any purpose for the research.

0 points 

Question 2 Research question

10 points

Correctly identifies the research question in the study, or identifies the implied question, or indicates that no research question was given.

10 points 

Mostly identifies the research question that the author described.

9 points 

Somewhat identifies the research question that the author described.

8 points 

Offers a research question, but incorrectly identifies it.

4 points 

Does not identify any research question.

0 points 

Question 3

Research design

10 points

Correctly describes the research design of the study.

10 points 

Mostly describes the research design of the study.

9 points 

Somewhat describes the research design of the study.

8 points 

Offers a research design, but incorrectly identifies it.

4 points 

Does not identify any research design.

0 points 

Question 4 Population

10 points

Correctly identifies and describes in detail the population of the research article.

10 points 

Mostly describes identifies and describes the population of the research article.

9 points 

Somewhat identifies and describes the population of the research article.

8 points 

Offers a population, but incorrectly identifies it as the one in the research article.

4 points 

Does not identify any population.

0 points 

Question 5 Sample

10 points

Correctly explains if the sampling approach was appropriate for the research design studied, and if it was adequate.

10 points 

Correctly explains if the sampling approach was appropriate for the research design studied, but fails to correctly identify if it was adequate.

9 points 

Correctly explains the sampling approach, but incorrectly identifies if it was, or was not, appropriate or adequate.

8 points 

Misidentifies the sampling approach.

4 points 

Doesn’t explain any sampling approach.

0 points 

Question 6 Data collection

10 points

Correctly describes the data collection procedure in detail.

10 points 

Correctly describes the data collection procedure in general.

9 points 

Correctly describes most of the data collection procedure but fails to describe all of it.

8 points 

Incorrectly describes the data collection procedure, or omits most of the information.

4 points 

Does not describe any data collection procedures.

0 points 

Question 7 Data analysis

10 points

Correctly describes how the all of the data were analyzed.

10 points 

Correctly describes how most of the data were analyzed.

9 points 

Describes how the data were analyzed, but may contain some misinformation.

8 points 

Describes incorrectly how data were analyzed, or omitted large portions of the information.

4 points 

Does not describe how data were analyzed.

0 points 

Question 8 Limitations

10 points

Correctly describes all of the limitations in the study.

10 points 

Correctly describes most of the limitations in the study.

9 points 

Correctly describes some of the limitations in the study, but may omit one or two.

8 points 

Minimally describes the limitations of the study, or misidentifies them.

4 points 

Does not describe any limitations for the study.

0 points 

Question 9 Conclusions

10 points

Correctly describes all of the authors’ conclusions.

10 points 

Correctly describes most of the authors’ conclusions.

9 points 

Correctly describes some of the authors’ conclusions, but may omit one or two.

8 points 

Minimally describes the author’s conclusions, or misidentifies them.

4 points 

Does not describe any author conclusions.

0 points 

Question 10 Advances knowledge

10 points

Describes in-depth how this research advances knowledge in the field.

10 points 

Generally, describes how this research advances knowledge

9 points 

Briefly describes how this research advances knowledge in the field.

8 points 

Incorrectly describes how this research advances knowledge in the field.

4 points 

Does not describe how the research advances knowledge in the field.

0 points 

Question 11 Purpose

10 points

Correctly identifies the purpose of the research article.

10 points 

Mostly identifies the purpose of the research article

9 points 

Somewhat identifies the purpose of the research article.

8 points 

Offers a purpose for the article, but incorrectly identifies it.

4 points 

Does not identify any purpose for the research.

0 points 

Question 12 Research question

10 points

Correctly identifies the research question in the study, or identifies the implied question, or indicates that no research question was given.

10 points 

Mostly identifies the research question that the author described.

9 points 

Somewhat identifies the research question that the author described.

8 points 

Offers a research question, but incorrectly identifies it.

4 points 

Does not identify any research question.

0 points 

Question 13

Research design

10 points

Correctly describes the research design of the study.

10 points 

Mostly describes the research design of the study.

9 points 

Somewhat describes the research design of the study.

8 points 

Offers a research design, but incorrectly identifies it.

4 points 

Does not identify any research design.

0 points 

Question 14 Population

10 points

Correctly identifies and describes in detail the population of the research article.

10 points 

Mostly describes identifies and describes the population of the research article.

9 points 

Somewhat identifies and describes the population of the research article.

8 points 

Offers a population, but incorrectly identifies it as the one in the research article.

4 points 

Does not identify any population.

0 points 

Question 15 Sample

10 points

Correctly explains if the sampling approach was appropriate for the research design studied, and if it was adequate.

10 points 

Correctly explains if the sampling approach was appropriate for the research design studied, but fails to correctly identify if it was adequate.

9 points 

Correctly explains the sampling approach, but incorrectly identifies if it was, or was not, appropriate or adequate.

8 points 

Misidentifies the sampling approach.

4 points 

Doesn’t explain any sampling approach.

0 points 

Question 16 Data collection

10 points

Correctly describes the data collection procedure in detail.

10 points 

Correctly describes the data collection procedure in general.

9 points 

Correctly describes most of the data collection procedure but fails to describe all of it.

8 points 

Incorrectly describes the data collection procedure, or omits most of the information.

4 points 

Does not describe any data collection procedures.

0 points 

Question 17 Data analysis

10 points

Correctly describes how the all of the data were analyzed.

10 points 

Correctly describes how most of the data were analyzed.

9 points 

Describes how the data were analyzed, but may contain some misinformation.

8 points 

Describes incorrectly how data were analyzed, or omitted large portions of the information.

4 points 

Does not describe how data were analyzed.

0 points 

Question 18 Limitations

10 points

Correctly describes all of the limitations in the study.

10 points 

Correctly describes most of the limitations in the study.

9 points 

Correctly describes some of the limitations in the study, but may omit one or two.

8 points 

Minimally describes the limitations of the study, or misidentifies them.

4 points 

Does not describe any limitations for the study.

0 points 

Question 19 Conclusions

10 points

Correctly describes all of the authors’ conclusions.

10 points 

Correctly describes most of the authors’ conclusions.

9 points 

Correctly describes some of the authors’ conclusions, but may omit one or two.

8 points 

Minimally describes the author’s conclusions, or misidentifies them.

4 points 

Does not describe any author conclusions.

0 points 

Question 20 Advances knowledge

10 points

Describes in-depth how this research advances knowledge in the field.

10 points 

Generally, describes how this research advances knowledge

9 points 

Briefly describes how this research advances knowledge in the field.

8 points 

Incorrectly describes how this research advances knowledge in the field.

4 points 

Does not describe how the research advances knowledge in the field.

0 points 

Style and Writing

25 points

Correctly names file, includes name on paper. Writes in complete sentences with no grammar, spelling, or syntax errors.

25 points 

One to two errors in grammar, spelling,

22 points 

Three to four errors in grammar, spelling, and syntax

20 points 

Five to six errors in grammar, spelling, and syntax.

10 points 

Seven or more errors in grammar, spelling, and syntax.

0 points 

Total Points Possible = 225 points

 

 
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Evaluating Purpose Statements

DQ 4 Discussion: Evaluating Purpose Statements

(Evaluating Purpose Statements)

There is a link between understanding the purpose of one’s research and selecting the appropriate methods to investigate the questions that are derived from that purpose.

–(Newman, Ridenour, Newman, & DeMarco, G. M. P., Jr., 2003, p. 169)

For this Discussion, you will evaluate the purpose statements in assigned journal articles in your discipline and consider the alignment of theory, problem, and purpose. You will also explain your position on the relationship between research and social change.

Alignment means that a research study possesses clear and logical connections among all of its various components. To achieve these connections, researchers must carefully craft the components of their study such that when they are viewed together, there is a coherent interrelationship.

As you read the authors’ purpose statements, consider how well the intent of the study, and its connection to the problem and theoretical framework, is presented. Also consider if the purpose statement reveals the study’s potential for engendering positive social change.

As you know, social change is a distinguishing feature of Walden University’s mission. Positive social change implies a transformation that results in positive outcomes. This can happen at many levels (e.g., individual, family systems, neighborhoods, organizations, nationally and globally); and positive social change can occur at different rates: slow and gradual or fast and radical.

With these thoughts in mind, refer to the Journal Articles document for your assigned articles for this Discussion. You will switch your journal article assignment from Week 3. If your last name starts with A through L, use Article B. If your last name starts with M through Z, use Article A. Follow the prompt below for your program.

Post a critique of the research study in which you:

· Evaluate the purpose statement using the Purpose Statement Checklist as a guide

· Analyze alignment among the theory, problem, and purpose

· Explain your position on the relationship between research and social change

Be sure to support your Main Issue Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.

Purpose Statement Checklist

Use the following criteria to evaluate an author’s purpose statement. Look for indications of the following:

• Does the statement begin with signaling words?

• Does the statement identify the research approach (quantitative, qualitative, or mixed)?

• Does the statement clearly state the intent of the study?

• Does the statement mention the participants?

• Does the statement mention the research site?

• Is the statement framed in a way that is consistent with the identified problem? If the study is qualitative, does the purpose statement do as follows?

• Focus on a single phenomenon

• Use an action verb to convey how learning will take place

• Use neutral, nondirectional language

• Provide a general definition of the central phenomenon If the study is quantitative, does the purpose statement do as follows?

• Identify the variables under study

• Provide a general definition of each key variable

• Use words that connect the variables

• Identify a theory If the study is mixed methods, does the purpose statement do as follows?

• Discuss the reason(s) for mixing both quantitative and qualitative data

• Include the characteristics of a good qualitative purpose statement (as listed above)

Research Theory, Design, and Methods Walden University

© 2016 Laureate Education, Inc. Page 2 of 2

• Include the characteristics of a good quantitative purpose statement (as listed above)

• Indicate the specific method of collecting both quantitative and qualitative data

Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.

· Chapter 4, “Research Design”

Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.

· Chapter 10, “Writing the Research Proposal”

 
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Nursing Ilness Disease

Nursing Ilness Disease Wk1/Project 1

(Nursing Ilness Disease)

wk/project

While treating the chronically ill, a major challenge is developing a plan of care that addresses the specific needs of a patient and a caregiver. You need to be in close touch with patients and their support group, family and peers, to come up with an ideal plan.

In this course project, you are going to develop a plan of care for a chronic illness group of your choice using the Healthy People 2020 Topics. While executing the tasks of this project, remember that while you need to give a general overview of the biomedical considerations of the case, the focus should always be on the psychosocial elements. Your perspective in this care plan should be the patient’s goals rather than those of the medical team.

Each week, you will complete a part of this project. You will submit a final completed project in Week 5. Be sure to take the time to carefully complete each of the weekly assignments and then put it all together in Week 5.

Ensure that you save a copy of this course project after you have submitted it at the end of this course. You are expected to resubmit this project along with the other course projects at the end of the Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) program. File Transfer Protocol (FTP) details will be provided in the Capstone course.

Identifying a Group

Identify an area of chronic illness of specific interest to you and that is represented as a Healthy People 2020 topic (healthypeople.gov). Explain your choice and your interest in it. Prepare a questionnaire utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group. Submit your information in a 4- to 5-page Microsoft Word document. In addition to your questionnaire, be sure to include the following details in your paper.

· Chronic Illness of interest

· Morbidity and comorbidity of the disease

· Impact of the chronic illness and patient morbidity and the affect to overall health of nation

· Healthy People 2020 goals and objectives for specific illness group

Support your responses with examples.

On a separate references page, cite all sources using APA format

 
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Compare & Contrast 2Nursing Theories

Compare & Contrast 2Nursing Theories

(Compare & Contrast 2Nursing Theories)

Compare and Contrast paper:

I choose Dorothy Orem’s theory of goal attainment and  Jean Watson’s theory of human caring.

Choose two theories relevant to your practice. Do not use the one chosen for the first paper.

Search the literature for refereed journal articles that discuss the use of the theory in practice.

Critically review the theory, using the theory analysis process described in your Smith and Parker (2015) textbook, and develop a plan for how you would utilize these theories in your practice incorporating holistic spiritual nursing.

In your 6-8 page, 6th edition APA paper (title page and references are in addition):

Introduction – Overview, purpose, and plan for paper

Create an overview of two chosen nursing theories, giving key points and factors of each

Compare the similarities of the two nursing theories

Contrast the dissimilarities of the two nursing theories

Propose a plan for how each of these two nursing theories would be applied in individual practice, incorporating holistic spiritual nursing.

Construct a plan for application of the two nursing theories in a health care organization (hospital, clinic, public health dept., etc.) and critique the differences you might see when using each of these theories in a health care organization.

Summary (explain how you have met the purpose of this paper)

 

Criteria:

Introduction – Overview, purpose, plan for paper

This criterion is linked to a Learning Outcome Create an overview of two chosen nursing theories

This criterion is linked to a Learning Outcome Compare the similarities of the two nursing theories

This criterion is linked to a Learning Outcome Contrast the dissimilarities of the two nursing theories

This criterion is linked to a Learning Outcome Propose a plan for how these two nursing theories would be applied in individual practice, incorporating holistic spiritual nursing

This criterion is linked to a Learning Outcome Construct a plan for application of the two nursing theories in a healthcare organization (hospital, clinic, public health dept., etc.) and critique the differences you might see when using each of these theories in a health care organization

This criterion is linked to a Learning Outcome Summary (explain how you have met the purpose of this paper)

This criterion is linked to a Learning Outcome Spelling & Grammar

This criterion is linked to a Learning Outcome References (Relevant, sufficient, and current – at least 5-10 scholarly sources are expected)

This criterion is linked to a Learning Outcome Follows APA (6th ed.) format

 
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