Research & Summaries Archives - Page 29 of 30

IDEA requires that special education students be provided a free and appropriate

Posted on August 10, 2023 | by Linus | Leave a Comment

IDEA requires that special education students be provided a free and appropriate public education (FAPE) in the least restrictive environment (LRE). Special education teachers are among of the decision makers who identify what is the most appropriate, least restrictive educational environment for each student for whom an Individualized Education Program (IEP) is developed. It is important that special education teachers be aware of the benefits and restrictions of each type of placement setting and know how to provide an individualized, effective education for students with disabilities.
Part 1: Graphic Organizer
Create a graphic organizer outlining five placement settings inside and outside of the school setting. For each placement setting, describe how that placement can support students with mild to moderate disabilities. Include the possible benefits and drawbacks of each placement setting as well.
Part 2: Essay
Write a 1,000-1,250 word essay regarding the FAPE requirement of IDEA. Based on FAPE, discuss how the LRE should be appropriate in meeting student needs and following legislative guidelines. In addition, discuss the factors that should be used to determine the appropriate placement in the LRE for students with disabilities to ensure they receive a free and appropriate public education. Discuss how a student might move through a continuum of placements (e.g., inclusion, resource, self-contained) to best meet his or her needs and level of support.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Search the web for information about future trends that could impact American he

Posted on August 9, 2023 | by Linus | Leave a Comment

Search the web for information about future trends that could impact American health care, such as:
Artificial intelligence
New genetic therapy
Nanotechnology
Holistic or preventative care
Share the URL of the video with the class, and then write a one-paragraph summary of the article and how promising the new innovations seem to you.

Competency Determine the use of data visualization. Scenario As you have learned

Posted on August 9, 2023 | by Linus | Leave a Comment

Competency
Determine the use of data visualization.
Scenario
As you have learned in this course, qualitative, quantitative, and mixed methods research strategies can all be implemented by conducting surveys. In this section of your research project proposal, you will design an original survey that serves as the anchor for your methodology. If completed, you may use the research question identified in your fist assignment.
Instructions
Using the Survey Results Worksheet attached below, create a presentation that effectively displays and communicates your survey results to a target audience.
D5 Survey Results Worksheet.xlsx (see attached document)
Choose a research question in your field, and write ten original, quantitative survey questions that correlate with the ten data columns on the Survey Results Worksheet. You may add qualitative questions and data if you wish.
Using the data in each column, create a graph, chart, or other data visualization for each of the ten survey items. You may employ any data visualization tool you prefer; however, please export and submit this document as a PDF.
Validate your data visualizations by including a one paragraph (five to seven sentences, minimum) interpretation of the findings for each of the ten data sets.
Submit the findings and written narratives in a single PDF.
NOTE – Be sure the documents are in APA format (including title page, font, headings) and contain proper grammar, spelling, punctuation, and sentence structure.
Resources
Creating Charts and Graphs
Are there tools to create tables, Smart Art, shapes, charts, or diagrams?

have to write the final paper for this Assignment i have posted journal ( 2-5) f

Posted on August 3, 2023 | by Linus | Leave a Comment

have to write the final paper for this Assignment
i have posted journal ( 2-5) for references
Instructions
Write a 1000-1500 word APA style research paper which addresses the research question you developed over the semester based on instructor feedback. This question and paper must relate to your UNSDG, the targets and indicators you selected and the specific question your wrote. If your instructor asked you to revise your question for your final paper please use that revision.
A college-level research paper should have at least 2 new sources cited per page so you should have at minimum 6 sources cited in your paper. (C work has 6 sources. A work has 8-ish, it depends on the needs of the paper and the topic.) The paper will be in APA 7th edition style. Proper English spelling and grammar are required. The paper should be in Times New Roman 12 point font, and double spaced. The cover page, bibliography, long quotes, and images, graphs, or charts do not figure into the page count.
It is worth knowing that typically a 1000 word paper shows that you did C work at best. Conversely, going over 1500 words often indicates that your question was too broad and you didn’t have good control over what you were writing. Longer does not always equal better.
To see an example of a good research paper in APA 7th edition on page 372-378.
It must contain:
Cover page
1000-1500 words of text
APA 7th edition style In-Text Citations & Bibliography
Self-evaluation attached after the bibliography. Questions to be answered provided below.
The title of your paper must be your research question. If you update your question after Journal 3, be sure to use the updated question as your title.
The only content that count towards the required word count for this paper is the body of your paper which answers your research question. Items not counted towards the word count are; an abstract, graphs, charts, images, and your self evaluation. The self-evaluation is part of your overall grade but has a seperate grading area in the rubric.
It may contain:
Abstract
Graphs or charts
Images
APA says you may have an abstract. I do not require an abstract. It is up to you if you want to include one. Often having an abstract indicates attention to detail which reflects favorably on your work. Also being able to write an abstract about your paper means you have a good handle on the material and what you wrote. If you can’t write an abstract you need to reread your paper and possibly rewrite some or all of it to make it more focused and clear.
Graphs, charts, or images look nice but should only be used if they are necessary to inform your reader. Any space they take up will not count toward your word count. Don’t rely on them to fill up your paper.
Your Sources:
You must cite in the text a minimum of 8 sources for 4 pages of text. For each additional page you need an additional 2 sources per page at the very least. The majority of these sources should be academic in nature unless already cleared with me. That means that most of you sources should not be websites, or from social media. Use the USF Library databases to search for more appropriate sources. UN, UN related agencies, and government information counts as academic for this paper. If you didn’t find usable sources when completing your research journal try changing your keywords and/or the databases you searched.
Much of your research should already be done and material you use should come from some of the sources you located and evaluated in Research Journals 2 and 3. However you probably have identified areas that are lacking so more research may be necessary. Remember good college-level research relies less on Google and more on databases because you need peer-reviewed materials.
If you have questions please don’t hesitate to ask! Remember there is the Final Paper discussion board you can use.
Self-evaluation Questions – Title this page which should come after your bibliography Appendix 1.
In an essay to follow your bibliography (starting on a new page) answer the following questions.
Write a short discussion paragraph(s) about your research question/topic. Explain how you came to choose that topic or query. Discuss how your question/topic changed as you moved through the semester. If it didn’t change discuss that instead. You may draw from your previous research journals but do not just copy/paste from them.
Write a short discussion paragraph(s) of what you learned about your topic from your research. What more would you like to learn about your topic?
Write a short discussion paragraph(s) of what you learned about the research process during this semester. Discuss your strengths and weaknesses as a researcher.
The grading rubric is below.
Don’t forget we are using APA 7th edition style.
Rubric
#GEA2 Final Paper
#GEA2 Final Paper
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeQuality of ResearchStudent locates, evaluates and chooses appropriate sources to support conclusions drawn through synthesis and analysis of formation.
10 to >8.0 ptsMaster
Student locates, evaluates, and cites 8-10 sources which are appropriate for an academic research paper which addresses the research query developed in Journals 1-3.
8 to >6.0 ptsProficient
Student locates and evaluates, and cites 8-10 sources which are mostly appropriate for an academic research paper which addresses the research query developed in Journals 1-3. However, one or 2 sources maybe be of questionable value but their use only minimally detracts from the quality of the research.
6 to >4.0 ptsDeveloping
Student locates, evaluates and cites 6-7 sources which are appropriate for an academic research paper which addresses the research query developed in Journals 1-3.
4 to >2.0 ptsNovice
Student locates and evaluates and cites less than 6 sources some of which are appropriate for an academic research paper which addresses the research query developed in Journals 1-3. A few sources may be questionable and their use detracts from the quality of research. (Of note: Papers in this category rely on several sources which are not acceptable in the field of research. Often these sources will not be found in appropriate library databases.)
2 to >1.0 ptsLearner
Student locates and evaluates and cites less than 6 sources some of which are appropriate for an academic research paper which addresses the research query developed in Journals 1-3. A few sources may be questionable and their use detracts from the quality of research. (Of note: Papers in this category rely on several sources which are not acceptable in the field of research. Often these sources will not be found in appropriate library databases.)
1 to >0 ptsRemedial
Student locates and evaluates and cites less than 6 sources a few of which are appropriate for an academic research paper which addresses the research query developed in Journals 1-3. Many sources may be questionable and their use detracts from the quality of research. (Of note: Papers in this category rely almost exclusively on sources which are not acceptable in the field of research. Often these sources will not be found in appropriate library databases.)
10 pts
This criterion is linked to a Learning OutcomeContentStudent uses synthesis and analysis of source material to write a research paper which addresses research query developed over the course of the semester.
20 to >16.0 ptsMaster
Paper incorporates all the required elements as described in the assignment directions: • Introduction Presents the research query and clearly describes the background information necessary to understand the need for information. • Draws clear connections between the UNSDG the chosen and the research query which indicate a deep understanding of the issues. • Body Demonstrates ability to understand source material and uses it to clearly and appropriately support views and solutions presented in the paper. • Conclusion Student elegantly demonstrates synthesis, and analysis by drawing appropriate potential solutions to the research query from source material. •Student is able to relate these potential solutions to the UNSDG and clearly demonstrate how these potential solutions to a narrow, or local problem may hold answers which could help reach the 2030 sustainable development goal.
16 to >12.0 ptsProficient
Paper incorporates most the required elements as described in the assignment directions though a few elements lack clarity or depth, and some points are not well supported by resources: • Introduction Presents the research query and describes most of the background information necessary to understand the need for information. • Draws connections between the UNSDG the chosen and the research query which indicate an adequate understanding of the issues. • Body Demonstrates ability to understand much of the source material and uses it to support views and solutions presented in the paper. • Conclusion Demonstrates some ability to synthesize, and analyze source material by drawing adequate potential solutions to the research query. • Student is able to relate these potential solutions to the UNSDG and demonstrate how these potential solutions to a narrow, or local problem may hold answers which could help reach the 2030 sustainable development goal.
12 to >8.0 ptsDeveloping
Paper incorporates most the required elements as described in the assignment directions though some of the elements lack depth. The required elements as described in the assignment directions: • Introduction Presents the research query and describes at a basic level the background information necessary to understand the need for information. • Draws connections between the UNSDG the chosen and the research query which indicate a lack understanding of the issues. • Body Demonstrates a simplistic understanding of the source material and has difficulty using it to support views and solutions presented in the paper. • Conclusion Lacks ability to synthesize, and analyze some of the source material and/or has difficulty formulating potential solutions to the research query. • Student has difficulty relating these potential solutions to the UNSDG and/ demonstrating how these potential solutions to a narrow, or local problem may hold answers which could help reach the 2030 sustainable development goal.
8 to >4.0 ptsNovice
Paper incorporates some the required elements as described in the assignment directions though some of the elements lack depth and some are not addressed at all. • Introduction Has problems presenting the research query and describing the background information necessary to understand the need for information. • Draws few connections between the UNSDG the chosen and the research query which indicates a lack understanding of the issues. • Body Demonstrates a rudimentary understanding of the source material and has difficulty using it to support views and solutions presented in the paper, or does not use enough supporting material. • Conclusion Lacks ability to synthesize, and analyze much of the source material and has difficulty formulating potential solutions to the research query. • Student is unable to relate these potential solutions to the UNSDG and demonstrating how these potential solutions to a narrow, or local problem may hold answers which could help reach the 2030 sustainable development goal.
4 to >2.0 ptsLearner
Paper addresses only a few of the required elements as described in the assignment directions and paper lacks depth. • Introduction Research query and necessary background information is confusing, unclear or not present. • Draws weak or lacks connections between the UNSDG the chosen and the research query which indicates a lack understanding of the issues. • Body Demonstrates an inability to understand source material and uses it incorrectly or not enough, to support views and solutions presented in the paper. • Conclusion Lacks ability to synthesize, and analyze the source material and has not formulated understandable, potential solutions to the research query. • Student does not discuss how the potential solutions as related to the UNSDG and/or does not demonstrate how these potential solutions to a narrow, or local problem may hold answers which could help reach the 2030 sustainable development goal.
2 to >0 ptsRemedial
Though the paper incorporates some or all the required elements as described in the assignment directions, there is clear evidence of Academic Dishonesty as described in the Undergraduate Catalog. This includes but is not limited to: • Submission of a paper with no in-text citations and/or bibliography. • Submission of a paper which does not cite paraphrasing. • Submission of a paper which is fully or partially copied from another source, or a previous paper submitted by the same student for a different course. • Submission of a paper purchased, or downloaded, from a “homework help” website. • Submission of an original paper written by someone else. Of note: TurnItIn will be used to help identify academic dishonesty but other methods may be used as well. Evidence from all methods used will be available for inspection. • Grades assigned to papers deemed plagiarized or which display academic dishonesty will follow the recommendations in the Undergraduate Catalog. • The instructor retains the ability to offer remedies to students in this category at their discretion.
20 pts
This criterion is linked to a Learning OutcomeOrganizationStudent has organized thoughts in a clear and logical manner.
10 to >8.0 ptsMaster
Thoughts are consistently expressed in a fluid and logical manner.
8 to >6.0 ptsProficient
Thoughts are almost entirely expressed in a fluid and logical manner.
6 to >4.0 ptsDeveloping
Thoughts are expressed in a moderately organized manner.
4 to >2.0 ptsNovice
Thoughts are expressed in a significantly disorganized manner.
2 to >1.0 ptsLearner
Thoughts are expressed in a manner that makes little to no sense.
1 to >0 ptsRemedial
Thoughts may be well expressed but there is evidence of academic dishonesty.
10 pts
This criterion is linked to a Learning OutcomeWriting ConventionsStudent uses appropriate spelling, punctuation, capitalization, grammar, and vocabulary when writing paper.
10 to >8.0 ptsMaster
Writing contains minimal errors pertaining to: spelling, punctuation, capitalization, grammar, and vocabulary.
8 to >6.0 ptsProficient
Writing contains a few errors pertaining to: spelling, punctuation, capitalization, grammar, and vocabulary.
6 to >4.0 ptsDeveloping
Writing contains several errors pertaining to: spelling, punctuation, capitalization, grammar, and vocabulary.
4 to >2.0 ptsNovice
Writing contains numerous errors pertaining to: spelling, punctuation, capitalization, grammar, and vocabulary.
2 to >1.0 ptsLearner
Writing contains an egregious number of errors pertaining to: spelling, punctuation, capitalization, grammar, and vocabulary.
1 to >0 ptsRemedial
Writing may contain minimal errors but there is evidence of academic dishonesty.
10 pts
This criterion is linked to a Learning OutcomeDocument Length & APA Style: Excluding In-text and Bibliographic ReferencesStudent follows instructions.
10 to >8.0 ptsMaster
Document contains 1000 to 1500 words, excluding direct quotes, abstract, and References (bibliography), and uses APA style conventions accurately. Including: title page, 1st page, font size, font style, and spacing.
8 to >6.0 ptsProficient
Document contains +/- 200 words from the word count requirement, excluding direct quotes, abstract, and References (bibliography), and uses APA style conventions accurately with the exception of one element. Including: title page, 1st page, font size, font style, and spacing.
6 to >4.0 ptsDeveloping
Document contains +/- 350 words from the word count requirement, excluding quotes and References (bibliography), and uses APA style conventions accurately with the exception of two elements. Including: Title page, 1st page, font size, font style, and spacing.
4 to >2.0 ptsNovice
Document contains +/- 500 words from the word count requirement, excluding quotes and References (bibliography) and uses APA style conventions accurately with the exception of two elements. Including: Title page, 1st page, font size, font style, and spacing.
2 to >1.0 ptsLearner
Document contains +/- 500 words from the word count requirement, excluding quotes and References (bibliography), and does not use APA style conventions accurately. Including: title page, 1s page, font size, font style, and spacing.
1 to >0 ptsRemedial
While the Document contains 1000 to 1500 words, excluding direct quotes, abstract, and References (bibliography), and uses APA style conventions accurately. Including: title page, 1st page, font size, font style, and spacing, there is evidence of Academic Dishonesty.
10 pts
This criterion is linked to a Learning OutcomeAPA In-text Citations and Reference PageStudent properly cites material using APA 7th edition style.
10 to >8.0 ptsMaster
All direct quotes and paraphrasing are correctly introduced in the paper as required by APA style. All direct quotes and paraphrasing are correctly cited in-text and in References following APA Style.
8 to >6.0 ptsProficient
All direct quotes and paraphrasing are correctly introduced in the paper as required by APA style. All direct quotes and paraphrasing are cited in-text and in References however there are minor mistakes in APA style.
6 to >4.0 ptsDeveloping
All direct quotes and paraphrasing are not correctly introduced in the paper as required by APA style. Not all direct quotes and paraphrasing are cited in-text and in References. There are major and minor mistakes in APA style.
4 to >2.0 ptsNovice
Many direct quotes and paraphrasing are not correctly introduced in the paper as required by APA style. Many direct quotes and paraphrasing are lacking in-text citations and/ are not included in References. There are many mistakes in APA style.
2 to >1.0 ptsLearner
While there are direct quotes and paraphrasing in the paper there are missing in-text citations. These missing sources are included in References. There are many mistakes in APA style.
1 to >0 ptsRemedial
While all direct quotes and paraphrasing may be correctly introduced in the paper as required by APA style. All direct quotes and paraphrasing may be correctly cited in-text and in References following APA Style, there is evidence of Academic Dishonesty.
10 pts
This criterion is linked to a Learning OutcomeSelf-evaluationStudent writes a paragraph answering all the questions thoroughly.
10 to >7.0 ptsProficient
Student eloquently and fully answers all questions in 3 paragraphs or more.
7 to >3.0 ptsDeveloping
Student answers most questions in 3 paragraphs. • A few answers may be incomplete, and/or contain spelling and grammar errors.
3 to >0 ptsNovice
Student answers some of the questions. • Student may have difficulty following instructions. • Many answers may be incomplete, and/or contain spelling and grammar errors. • Students who neglect to complete this self-evaluation earn 0 points.
10 pts
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Information and Data LiteracyStudents will know when there is a need for information, be able to identify, locate, evaluate, and effectively and responsibly use and share information for the problem at hand.
threshold: 1.0 pts
1 ptsSatisfactory: Student satisfactorily demonstrates information and data literacy attributes by using and sharing information to effectively and responsibly address the problem at hand.
0 ptsUnsatisfactory: Student does not satisfactorily demonstrate information and data literacy attributes.
1 pts
This criterion is linked to a Learning OutcomeEnhanced Gen Ed CommunicationStudents will produce well-organized, well-developed communications that reflect appropriate use of language to achieve a specific purpose and address specific audiences.
threshold: 2.0 pts
3 ptsProficient: Student demonstrates a thorough understanding of required context and is able to create a skillfully developed presentation that provides relevant, detailed, and compelling assertions supported by credible and relevant sources.
2 ptsDeveloping: Student demonstrates an adequate understanding of required context and is able to explore ideas that are fairly-well developed in a presentation that is mostly organized and includes basic use of relevant sources to support ideas.
1 ptsNovice: Student is able to develop simple ideas in portions of the assignment, provides a basic, somewhat organized presentation, and attempts to use sources to support ideas with some attention to context.
3 pts
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Critical & Analytical ThinkingStudents will comprehensively explore issues, ideas, artifacts, and events before accepting or formulating opinions or conclusions.
threshold: 2.0 pts
3 ptsProficient: Student identifies and states problems clearly and completely in understandable terms, carefully and comprehensively evaluates the relevance of assumptions and questions the viewpoints of experts when presenting a position, and formulates conclusions based on a thorough and logical thought process that reflects careful analysis of appropriate assumptions and evidence.
2 ptsDeveloping: Student identifies problems to be considered critically with some omissions or lack of clarity, gathers mostly appropriate information to develop coherent arguments, and questions some conventional assumptions and often considers opposing viewpoints when formulating conclusions.
1 ptsNovice: Student demonstrates some awareness of assumptions when identifying positions, states problems in simple terms without much clarification, generally accepts viewpoints of experts as fact without question, and routinely reaches conclusions not consistently tied to some of the available information.
3 pts
This criterion is linked to a Learning OutcomeEnhanced Gen Ed Problem SolvingStudents will design, evaluate, and implement a strategy to answer open-ended questions or achieve desired goals.
threshold: 2.0 pts
3 ptsProficient: Student demonstrates the ability to construct a clear and insightful problem statement and to identify multiple approaches to solve a problem that indicate insightful comprehension of the problem and carefully addresses multiple contextual factors and thoroughly reviews results relative to the problem with specific consideration of need for further work.
2 ptsDeveloping: Student demonstrates the ability to construct a problem statement, proposes multiple solutions that suggest comprehension of the problem, some of which apply within a specific context, and reviews results relative to the problem with some consideration of need for further work.
1 ptsNovice: Student demonstrates a limited ability to identify a problem statement and approaches for solving the problem, provides vague and cursory solutions that do not directly address a problem, and reviews results superficially with no consideration of need for further work.
3 pts
This criterion is linked to a Learning OutcomeInformation Literacy• Students demonstrate the ability to utilize information and data by formulating questions for research based on information gaps or on reexamination of existing, possibly conflicting, data, then use the questions as a guide to organize information in meaningful ways. • Students demonstrate the ability to critically compare and contrast opposing claims regarding the same fact or hypothesis, when the various sides are credible according to discipline-specific indicators of authority.
10 to >7.0 ptsMaster
Student demonstrates a sophisticated ability to identify information gaps, or conflicting data and conclusions. • Student demonstrates a sophisticated ability to use the identified information gaps or conflicting data and conclusions to develop and refine a research query which fits the scope and length of the research paper. • Student demonstrates clearly, the ability to locate, select, and use appropriate print and electronic resources needed to craft the research paper based on the research query. • Student is able to thoroughly critically evaluate information as to its suitability for use and to contrast opposing claims regarding the same fact or hypothesis, when the various sides are credible according to discipline-specific indicators of authority. • Student is able organize information in meaningful ways which show a deep understanding of the issues and possible answers to the research query.
7 to >3.0 ptsProficient
Student demonstrates a moderate, ability to identify information gaps, or conflicting data and conclusions. • Student demonstrates a moderate ability to use the identified information gaps or conflicting data and conclusions to develop and refine a research query which fits the scope and length of the research paper. • Student adequately demonstrates the ability to locate, select, and use appropriate print and electronic resources to craft the research paper based on the research query, but sometimes uses inappropriate sources or too few sources to support hypotheses and conclusions. • Student is in many cases able to critically evaluate information as to its suitability for use and to contrast opposing claims regarding the same fact or hypothesis, when the various sides are credible according to discipline-specific indicators of authority. However, some sources are lacking authority, or are unsuitable for use are referenced in the paper. • Student is able organize information in ways which show understanding of the issues and possible answers to the research query.
3 to >0 ptsNovice
Student demonstrates a superficial ability to identify information gaps, or conflicting data and conclusions. • Student demonstrates an inability to develop and refine a research query which fits the scope and length of the research paper. • Student shows some inability to locate, select or use appropriate print and electronic resources to write the research paper based on the research query. • Student is unable to critically evaluate information as to its suitability for use and to contrast opposing claims regarding the same fact or hypothesis, when the various sides are credible according to discipline-specific indicators of authority. Most if not all of the sources referenced lack authority and are unsuitable for use in an academic research paper. • Student is unable organize information in ways which show understanding of the issues and possible answers to the research question in a research paper.
10 pts
Total Points: 100
below is the grading for journal 5
#GEA1 Journal 5
CriteriaRatingsPts
Citationsview longer description
10 to >9 pts
Master
• Student correctly cites sources using APA 7th edition style.9 to >8 pts
Proficient
• Student cite sources using APA 7th edition style but has minor mistakes with capitalization, punctuation, italics, indentations or other minor issues which do not impede the reader’s ability to easily locate the source.8 to >6 pts
Developing
• Student cites sources using APA 7th edition style but one or 2 citations contain major errors which may impede the reader’s ability to easily locate the source. These errors may include; using a style other than APA 7th, incorrectly identifying what type of source is being cited, lacking URLs or DOIs where needed and issues with authors, titles, and dates.6 to >4 pts
Novice
• Student cites sources but a 2 or more citations contain major and minor errors which impede finding the source.4 to >1 pts
Learner
• Students cites source but most if not all, citations contain major and minor mistakes which impede finding the source. Also, student may have omitted 1 or 2 citations or provided information to identify the source but not attempted to put it into APA 7th style.1 to >0 pts
Remedial
• Students has not correctly cited any sources using APA 7th edition style. • Student omitted more than 2 citations completely. • Student made little or no attempt to format 2 or more citations using APA 7th style.10 / 10 pts
Relevance
view longer description
10 to >9 pts
Master
• Student eloquently describes how sources are or are not relevant to their research based on their current research question. • Student discusses all points of relevancy covered in course material which are appropriate for the source and question..9 to >8 pts
Proficient
• Student describes how sources are or are not relevant to their research based on their current research question. • Student discusses most points of relevancy covered in course material which are appropriate for the source and question.8 to >7 pts
Developing
• Student shows difficulty describing how sources are or are not relevant to their research based on their current research question. • Student may miss discussing some points of relevancy. • Student may have difficulty relating the discussion to the research question.7 to >6 pts
Novice
• Student adequately discusses relevance of 2-3 sources to their research based on their current research question. • Student misunderstands or misconstrues the relevance of 1-2 resources.6 to >5 pts
Learner
•Student misunderstands sources and discussion does not adequately represent the relevance of most or all sources based on the research question. • Student does not adequately discuss many points of relevancy. • Student have difficulty relating the discussion to the research question.5 to >0 pts
Remedial
• Student is unable to describe how sources are or are not relevant to their research based on their current research question. • Student did not evaluate relevance for some or all sources.7 / 10 pts
Evidence
view longer description
10 to >9 pts
Master
• Student eloquently describes the accuracy of sources based on the evidence they contain. • Student discusses all points of evidence covered in course material which are appropriate for the source and question. Student eloquently describes how sources are or are not relevant to their research based on their current research question. • Student discusses all points of relevancy covered in course material which are appropriate for the source and question..9 to >8 pts
Proficient
• Student describes the accuracy of sources based on the evidence they contain. • Student discusses most points of evidence covered in course material which are appropriate for the source and question.8 to >7 pts
Developing
• Student has difficulty describing the accuracy of sources based on the evidence they contain. • Student misses discussing some points of evidence covered in course material which are appropriate for the source and question.7 to >6 pts
Novice
• Student adequately discusses evidence of 2-3 sources to their research based on their current research question. • Student misunderstands or misconstrues the evidence of 1-2 resources.6 to >5 pts
Learner
• Student misrepresents or misconstrues the accuracy of most sources. • Student misses discussing important points of evidence covered in course material which are appropriate for the source and question.5 to >0 pts
Remedial
• Student is unable to describe the accuracy of sources based on the evidence they contain. • Student did not evaluate evidence for some or all sources.7 / 10 pts
Authority
view longer description
10 to >9 pts
Master
• Student eloquently describes the authority of sources based on the evidence they contain. • Student discusses all points of authority covered in course material which are appropriate for the source and question.9 to >8 pts
Proficient
• Student describes the authority of sources based on the evidence they contain. • Student discusses most points of authority covered in course material which are appropriate for the source and question.8 to >7 pts
Developing
• Student has difficulty describing the authority of their sources. • Student misses discussing some points of authority covered in course material which are appropriate for the source and question.7 to >6 pts
Novice
• Student adequately discusses authority of 2- 3 sources to their research based on their current research question. • Student misunderstands or misconstrues the authority of 1-2 resources.6 to >5 pts
Learner
• Student misrepresents or misconstrues the authority of most sources. • Student misses discussing important points of authority covered in course material which are appropriate for the source and question.5 to >0 pts
Remedial
• Student is unable to describe the authority of sources as pertains to their research question. • Student did not evaluate authority for some or all sources.7 / 10 pts
Comprehensiveness
view longer description
10 to >9 pts
Master
• Student eloquently describes the comprehensiveness of sources based on the research question. • Student discusses all points of comprehensiveness covered in course material which are appropriate for the source and question.9 to >8 pts
Proficient
• Student describes the comprehensiveness of sources based on the research question. • Student discusses most points of comprehensiveness covered in course material which are appropriate for the source and question.8 to >7 pts
Developing
• Student has difficulty describing the comprehensiveness of sources based on the research question. • Student misses discussing some points of comprehensiveness covered in course material which are appropriate for the source and question.7 to >6 pts
Novice
• Student adequately discusses comprehensiveness of 2- 3 sources based on the research question. • Student misunderstands or misconstrues comprehensiveness for 1-2 resources.6 to >5 pts
Learner
• Student misrepresents or misconstrues the comprehensiveness of most sources. • Student misses discussing important points of comprehensiveness covered in course material which are appropriate for the source and question.5 to >0 pts
Remedial
• Student is unable to describe the comprehensiveness of sources as pertains to their research question. • Student did not evaluate comprehensiveness for some or all sources. • Student demonstrates a deep misunderstanding of what comprehensiveness means.8 / 10 pts
Timeliness
view longer description
10 to >9 pts
Master
• Student eloquently describes the timeliness of sources based on the research question. • Student discusses all points of timeliness covered in course material which are appropriate for the source and question.9 to >8 pts
Proficient
• Student describes the timeliness of sources based on the research question. • Student discusses most points of timeliness covered in course material which are appropriate for the source and question.8 to >7 pts
Developing
• Student has difficulty describing the timeliness of sources based on the research question. • Student misses discussing some points of timeliness covered in course material which are appropriate for the source and question.7 to >6 pts
Novice
• Student adequately discusses the timeliness of 2-3 sources based on the research question. • Student misunderstands or misconstrues timeliness for 1-2 resources.6 to >5 pts
Learner
• Student misrepresents or misconstrues the timeliness of most sources. • Student misses discussing important points of timeliness covered in course material which are appropriate for the source and question.5 to >0 pts
Remedial
• Student is unable to describe the timeliness of sources as pertains to their research question. • Student did not evaluate timeliness for some or all sources.10 / 10 pts
Genre
view longer description
10 to >9 pts
Master
• Student eloquently describes the genre of sources based on the research question. • Student discusses all points of genre covered in course material which are appropriate for the source and question.9 to >8 pts
Proficient
• Student describes the genre of sources based on the research question. • Student discusses most points of genre covered in course material which are appropriate for the source and question.8 to >7 pts
Developing
• Student has difficulty describing the genre of sources based on the research question. • Student misses discussing some points of genre covered in course material which are appropriate for the source and question.7 to >6 pts
Novice
• Student adequately discusses the genre of 2- 3 sources based on the research question. • Student misunderstands or misconstrues genre for 1-2 resources.6 to >5 pts
Learner
• Student misrepresents or misconstrues the genre of most sources. • Student misses discussing important points of genre covered in course material which are appropriate for the source and question.5 to >0 pts
Remedial
• Student is unable to describe the genre of sources as pertains to their research question. • Student did not evaluate genre for some or all sources.10 / 10 pts
Usefulness of Source
view longer description
10 to >8 pts
Master
• Student puts research question in each resource evaluation. • Student eloquently answers all the self-evaluation questions.8 to >6 pts
Proficient
• Student may not have the research question in more 1 or 2 evaluations. • Student does not completely answer 1-4 self-evaluation question. • Student may not have the research question in more than 2 evaluations. • Spelling and grammar may be problematic. • Student may not answer 1 to 4 self-evaluation questions.6 to >0 pts
Novice
• Student may not have the research question in more than 2 evaluations. • Student does not completely answer more than 4 self-evaluation question. Answers may be difficult to understand or may be incomplete. • Student may not answer 4 or more self-evaluation questions.6 / 10 pts
Self Evaluation
view longer description
10 to >8 pts
done Answer
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This is where you get a chance to put your ideas together in a form of a draft.

Posted on July 27, 2023 | by Linus | Leave a Comment

This is where you get a chance to put your ideas together in a form of a draft. The most important aspect of writing a paper is to have a clear flow of material that sets the basis for your final paper. This exercise is worth 70 points! You should use the following guideline that is designed to give you a clear picture of what is expected from you. Also not the attached guideline!
Title page, Table of Content, Abstract (150 – 250 words), Keywords – 7%
Introduction (750 – 1000 words) – 10%
Literature Review/Bibliography (1,000 – 1,500 words) – 5%
Method (2,500 – 3,500 words) – 33%
Research Design Overview – 3%
Researchers Description: – 7%
Sources Collection – 5%
Analysis- 8%
Data (source) Analytics (analysis) Strategy – 5%
Methodological Integrity – 5%
Findings/Results (1,000 – 1,500 words)— 12%
Discussions (500 – 750 words) – 8%
References – 5%
Minimum of 50 references and in-text citations based on literature review.
Appendices
Mechanics of writing – 20%
Student APA 7.0 Style compliance 5%,
grammar 5%,
Language, 2%
Flow of the paper 3%
Length of the paper – 5%6,000 – 8,500 – 5%
5,000 – 6,000 – 3%
4,000 – 5,000 – 1%
This is the replay which i get it on the The Literature Review and research Approach
Thank you for your comprehensive healthcare data-driven literature study. You researched this essential issue. Feedback and suggestions:You summarized the main uses, data sources, analytical methods, advantages, and problems of data-driven healthcare well. Your review includes a lot of relevant material and emphasizes key findings.Regarding structure, I recommend re-organizing some sections to improve flow.
For example, you could move the data sources section before analytics techniques. Consider separate sections on advantages, problems, triumphs, contrasts to conventional healthcare, and suggestions. This simplifies everything.To enhance critical analysis, compare and contrast various literature review opinions on privacy, interoperability, prejudice, etc. Discussing 2-3 limitations of existing research, such as geographically constrained studies or lack of fresh data, shows critical assessment abilities.Given the breadth and objective, a systematic literature review appears appropriate. Include your introduction’s inclusion/exclusion criteria, search technique, databases, and other methodological aspects. This emphasizes the methodical procedure.

This is where you get a chance to put your ideas together in a form of a draft.

Posted on July 27, 2023 | by Linus | Leave a Comment

This is where you get a chance to put your ideas together in a form of a draft.

Posted on July 27, 2023 | by Linus | Leave a Comment

The critical application paper in this class will be a movie review in which you

Posted on July 20, 2023 | by Linus | Leave a Comment

The critical application paper in this class will be a movie review in which you will describe aspects of stress and coping depicted in film using theory (for example, you could use the ABCX or Double ABCX model applied in your short paper assignment) and research discussed in this course. This will be a movie of your choice—you do not have to receive my approval for your movie choice however you must identify an issue in the movie that relates to the course materials on stress and coping. After a brief description (1-page in length) of the film and its main characters you will be required to explain how the film illustrates general principles of stress and coping or perpetuates misconceptions regarding this topic.
Textbook: Bush, K., and Price, C. (Eds.). (2020). Families & Change: Coping with stressful events and
transitions (6th ed.). Los Angeles, CA. Sage Publications.
doesn’t have to be as long as the example paper. This is just a draft soonly has to be one page but you should follow that format.

by using NVivo software and gather data in the spreadsheet, writing detailed ana

Posted on July 20, 2023 | by Linus | Leave a Comment

by using NVivo software and gather data in the spreadsheet, writing detailed analyses for each research question, and supplement findings about it.

Write three summaries about the three attached articles. Each summary must be tw

Posted on July 20, 2023 | by Linus | Leave a Comment

Write three summaries about the three attached articles. Each summary must be two paragraphs each.
The summary must include a brief background, population, intervention used, methods, findings and discussion.
It must be in APA format.
They must be in three separate Word documents.
Articles: https://www.proquest.com/docview/305131016
https://iro.uiowa.edu/esploro/outputs/doctoral/The…
https://repository.usfca.edu/cgi/viewcontent.cgi?a…