PROVIDING GENETIC NURSING CARE TO PATIENTS WITH CHRONIC ILLNESSES

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For this Discussion, you will consider applications of various topics to genetics and genomics. Review the Resources focusing on the application of genetics and genomics to nursing

Choose one of the following subtopics:

  • Pharmacogenomics and chronic illnesses
  • Genomics in patient assessment
  • Genetically competent care for those with chronic illnesses

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Respond to the following:

  • Identify your subtopic and provide a brief summary of your journal article on how this topic relates to nursing practice.
  • What is the nurse’s role in providing care in relation to your subtopic and the overarching theme of advocacy?
  • What ethical implications should be considered with regard to genetics and genomics for nursing practice? Why?
  • PROVIDING GENETIC NURSING CARE TO PATIENTS WITH CHRONIC ILLNESSES

Education homework help

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Instructions: Write well developed responses to the following essay questions. Each essay question
should have one page or 500 words essay. Read the questions carefully and be certain that your
responses address each component of the question. Include APA formatted citations within the body of
each essay response and provide properly formatted references at the end of each question. Be certain
t0 thoroughly edit your assignment for grammatical correctness and clarity.
2. Discuss the relationship between the Individuals with Disabilities Education Act and Individual
Education Plans. Be certain to explain the following elements of IDEA: a.) the key rights and protections
that it affords students and parents (or caregivers) impacted by a disability, b.) who is eligible to receive
special education under IDEA, c.) the process for securing services, and d.) the responsibilities of the
teacher and school charged with educating a child with a disability. Give special attention to your
discussion of the function of an IEP in fulfilling the educational goal of development for diverse groups of
learners with special needs.

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3. A group of new teachers get together regularly to analyze recent student assessment data and they
recognize that across their various classes over half of the students performed below the designated
target on a summative (formal) assessment (a test) at the end of unit. During their discussion of the
assessment data, they brainstorm ideas on what their next steps should be. What are some issues that
these teachers need to consider as it relates to how they will use the assessment data to inform
instructional practices, promote student learning, and account for varying levels of development and
diversity among learners? Give at least two specific examples of actions that these teachers should take
in the plans for increasing learner understanding of the essential content.
4. Using examples from your recent clinical internship, explain the differences between formal and
informal assessments. Include at least two examples of each type in your response. Also, include in your
response and explanation of how/why/when assessment methods may need to be adapted (or
modified) to account for learner/learning diversity. Education homework help
9. Describe a teaching and learning scenario in which you could promote students’ interest in or
knowledge of your chosen content area (discipline) by connecting your content to real world issues,
problems, or events. Clearly articulate your content area, the age and/or grade level of the students in
the scenario, the real word (local or global) issue, problem, or event, and examples of other content
areas that could be connected in this teaching and learning scenario. Be certain to describe why you
believe connecting this real world issue to your content area would spark student interest?
10. Create a sample lesson for your content area which integrates each of the following elements: a.)
alignment to MS College and Career Readiness Standards for your discipline (content area), b.)
assignments/activities that require use of discipline specific tools, methods, or knowledge, and c.)
implementation of materials to problem solving and thinking across multiple disciplines (content areas).
11. Assume that you have just finished week one of a three week unit on a topic that is specific to your
content area. As you reflect on the week, you notice that there were some behavioral problems that
caused disruptions in the learning environment, and there were some noticeable strengths and
weakness among different groups of learners in the class. Given this situation describe some evidencebased instructional strategies and classroom management strategies that could be used to make
adjustments to the next two weeks of instruction. Respond to this question with specific attention to
best practices in your content area. Education homework help
12. As you reflect on your recent clinical internship experience, what are the top three areas for growth
that you need to work on in order to be a more effective educator? What type(s) of selfassessment,
peer evaluation, or supervisor evaluation tool(s) did you use to identify these areas for improvement?
Describe some of the options for professional development that are available to you within your school
district, in the State of Mississippi, and through the professional organization(s) for your content area
that would help you improve upon your areas of weakness?
13. Given the time that you have spent in your current clinical internship site, how would you describe
the school and your role in the school building to an outsider? As you understand, what are the most
important historical, cultural, social, political, and community factors impacting the school and its
learners? As a teacher within this learning environment what opportunities (beyond your normal
teaching responsibilities) have you taken to serve in leadership or advocacy roles within the school? If
none, then explain what types of proactive steps a teacher could take to be more engaged in fulfilling
the schools mission to improve student (and overall school) learning outcomes? Education homework help

Week 8 – Diseases of the Endocrine System

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Week 8 – Diseases of the Endocrine System

Week 8 – Diseases of the Endocrine System

SHIRLEY’S POST:

Waterhouse-Friderichsen Syndrome 

Waterhouse Friderichsen syndrome is a rare condition causing adrenal gland failure from an infection that usually affects children. It is a life-threatening disorder associated with bilateral adrenal hemorrhage because of fulminant meningococcemia bacteria that causes the adrenal gland to rupture and bleed within the adrenal cortex resulting in sudden death. This septic bacterial infection is rapid and leads to cardiovascular collapse. The syndrome starts with congestion of blood vessels that manifest with massive hemorrhaging and necrosis that results in a pinpoint rash and bruising all over the body. It presents on the trunk, lower portions of the body and also in the mucous membranes. The patient will also have nonspecific symptoms of headache, fever, weakness, fatigue, abdominal pain, anorexia, nausea, and confusion.  Week 8 – Diseases of the Endocrine System

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The Waterhouse-Friderichsen syndrome (WFS), is named after two doctors, Rupert Waterhouse and Carl Friderichsen. They conducted a long-term study of the disorder described as WFS, a syndrome that affects bilateral adrenal glands from bacterial sepsis among children. The clinical study states the disorder is adrenal insufficiency along with bilateral adrenal gland hemorrhage.

 

To fully diagnose WFS, doctors conduct a full blood workup. The fall in hemoglobin and hematocrit levels will point towards occult bleeding. Treatment includes therapy for sepsis with antibiotics, steroids, and monitoring of electrolytes and water balance. Also, the doctor may opt for surgical angioembolization to one of the vessels supplying the adrenal gland to control the ongoing bleeding. The prognosis of WFS is 15 % of patients with acute bilateral adrenal bleeding die. 50% of patients die because of a delay in diagnosis and treatment. As with any vessel blockage, the embalmer may need to use a multi-point injection to create good distribution of arterial fluid.

 

SARAH’S POST:

I had not heard of an adrenal type cancer before this. Adrenocortical carcinoma is a rare type of cancer. Patient’s usually present with abdominal masses and symptoms, effecting stomach and abdominal areas. I read a very “high level” article, I found it to be a bit of hard read (I think it was meant for doctors or pathologists). It talks about the diagnosis process and the microscopic Weiss scoring of this cancer. It spoke of removing the cancerous tumor and even suspicious organs adjacent to infiltration or invasion. This cancer develops due to cancer cells for in the outer layers of the adrenal gland. This is serious as usual, but it aggressively spreads fast.

 

Week Eight: Discussion Forum

SAMANTHA’S POST:

I chose a dish that I love, pasta! Alfredo pasta specifically.

 

Pasta is made from semolina, the granular product obtained from the endosperm of a type of wheat called durum and containing a large proportion of gluten (elastic protein), mixed with water or eggs.

 

Alfredo Sause is made up of several different simple ingredients usually.

 

Parmesan cheese; which is composed of galactose and glucose subunits and has the molecular formula C 12 H 22 O 11.

Butter; which is a dairy product made from the fat and protein components of churned cream. It is a straight-chain alkyl carboxylic acid with the chemical formula CH 3 CH 2 CH 2 CO 2 H.

Heavy Cream, which is a dairy product composed of the higher-fat layer skimmed from the top of milk before homogenization. This cream may have thickening agents and stabilizers added. Thickeners include sodium alginate, carrageenan, gelatine, sodium bicarbonate, tetrasodium pyrophosphate, and alginic acid.

 

Such a simple thing yet full of chemistry! Super cool!

ABIGAIL’S POST:

This is one of my absolute favorite chicken recipes! If any one is interested, we usually serve it with mashed potato’s and broccoli.  Week 8 – Diseases of the Endocrine System

 

https://themodernproper.com/marry-me-chicken

 

One thing this recipe calls for is flour. Like professor Fin said, flour is made up of starches and proteins. Another thing this recipe calls for is olive oil which is made up of triacylglycerols (triglycerides or fats) and contains small quantities of free fatty acids (FFA), glycerol, phosphatides, pigments, flavor compounds, sterols, and microscopic bits of olive. The last ingredient I looked at was heavy cream. It is made of the fat that sits on top of milk. I decided to look deeper to find out that mild is made 87% of water and 13% of protein, fat, carbs, minerals, and vitamins.Week 8 – Diseases of the Endocrine System

 

Assignment 8 Artifact/Evidence Chart

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Assignment 8 Artifact/Evidence Chart

Assignment 8   Artifact/Evidence Chart

Provide detailed artifacts as evidence of work related to the specified PBL (minimum of 5 different artifact types – see list below and you can discuss this with your mentor). Examples can include, but are not limited to, the following:

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  • Meeting notes with the mentor on defining the problem
  • Works cited from research (annotated bibliography)
  • Data gathering (e.g., forms of data collected that demonstrate the existence of the problem) CAEP A.1.1
  • Data analysis process and results (charts, notes, etc.)  CAEP A.1.1 
  • Graphic organizers used for brainstorming
  • Meeting minutes or all other types of communications (emails, notes, presentations) CAEP A.1.1
  • Evidence of working on a team
  • Surveys (questions and results)
  • Forms of feedback received from stakeholders
  • Presentations (media, notes) CAEP A.1.1 

Evidence of community involvement . Assignment 8 Artifact/Evidence Chart

 

Education homework help

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WEEK 2

Research Questions: Draft three (3) research questions on the topic that you are most interested in using for your research paper. TOPIC IS TECHNOLOGY

Week 3 – least 250 count

1. How do you handle sources, especially as you under the definition of plagiarism?
2. What do you feel most comfortable about when it comes to plagiarism? Where do you need to improve your handling of source material?

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Week 5 – least 250 count

Integrating Source Materials (Quote and Paraphrase)

Find a quote you like and get the complete citation for it. Follow the instructions below for integrating and paraphrasing the quote. Both quoting and paraphrasing need a signal phrase to introduce the source material and both require appropriate in-text citation in the style for the topic.
• Following the “sandwich technique” described in this week’s required reading, post a direct quotation from one of your sources as it would appear within the body of your research paper. Introduce your quote with a signal phrase. Provide some commentary for the quote. Include an in-text citation.
• Next, paraphrase the same quotation and use a signal phrase and closing commentary to demonstrate how the paraphrase would appear in your research paper. Include an in-text citation. Education homework help

Week 6 – least 250

Create and post your outline for Technology, making sure that you use complete sentences for all elements of the outline. Include your thesis statement in the outline in bold font.

 

Week 7 – least 250 count

Research Paper Draft
Post a draft of your research paper for others to review. Post as much of it as you have done. Put your thesis statement in bold font. Indicate what citation style you are using. Make your initial post by mid-week to give folks time to review it. Education homework help

 

Intervention Strategies Digital Brochure Assignment

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Intervention Strategies Digital Brochure Assignment

As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.

Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a 250-500 word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities. Intervention Strategies Digital Brochure Assignment

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The brochure should include the following:

  • Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.
  • Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.
  • Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.
  • Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.
  • Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.
  • Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.

Support the assignment with a minimum of three scholarly resources. Intervention Strategies Digital Brochure Assignment

 

DISCUSSION: EXPERIENTIAL ASSIGNMENT INTRUCTIONS

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Discussion: Experiential Assignment Instructions

Overview

In this area of study, there is nothing better for you as a student than to see what takes place first-hand. To maintain safety for LU students online AA, NA, and Al-Anon meetings are an alternate for in person meetings. This assignment will provide you will experience from experiential meetings along with integration of assigned readings and lecture material. Each support group experience and review of these in the blog should provide you with a strong understanding of the recovery process.

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Instructions

After attending each online meeting you will post a thread about your experiences of the online meeting the AA, NA and Al-Anon meetings. This discussion is to be a continued interactive discussion of your group experience, thoughts, insights, feedback and should be a continued interaction with the class group throughout the term. You should have three Discussion threads, one for each attended experiential meetings (AA, NA, Al-Anon) and six Discussion replies to peers (2 Discussion replies to an AA, NA, and Al-Anon experience of a peer). DISCUSSION: EXPERIENTIAL ASSIGNMENT INTRUCTIONS

Each Discussion thread (Three Total Discussion Threads Required) is 400-450 words. Each Discussion reply (Six Total Discussion Replies Required) is 200-250 words.

Each Discussion thread is similar to a clinical/counseling team meeting discussion and incorporates experiences from experiential meetings, assigned readings, and lecture material. Each Discussion thread demonstrates a strong understanding of the subject being discussed. You will need to include and cite from at least two different sources within each discussion thread. You should include and cite from at least one source within each discussion reply.

You should begin the Experiential Discussion in Module 2: Week 2 and continue it until Module 6: Week 6. All Discussion threads and replies are due by the end of Module 6: Week 6 on Sunday at 11:59 p.m. (ET). DISCUSSION: EXPERIENTIAL ASSIGNMENT INTRUCTIONS

  • Visit 1 online meeting of Alcoholics Anonymous (AA).
  • Visit 1 online meeting of Narcotics Anonymous (NA).
  • Visit 1 online meeting of Al-Anon.

Review the meeting links under Experiential Discussion Assignment Resources.

Most online meetings are typically open to the public, but some are closed, so make sure you plan accordingly. Please note: Online meeting is via voice or call in or some video. It is encouraged to visit the chat rooms but this is not allowed as your primary online meetings.

NOTE: When you get into the online meeting: Explain why you are there and get approval to be present during the online meeting. Reassure them that confidentiality will be maintained and that you are there to listen and learn. Most of the time, you will just listen quietly and respectfully. Sometimes they will ask you questions, but usually, they will go around the group and talk about their issues. Write down your recollections, what took place, and how things were run. Hint: it would be wise to do a little research about the organization before you go to any meetings.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. DISCUSSION: EXPERIENTIAL ASSIGNMENT INTRUCTIONS

Education homework help

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Reel to Real

Directions: For this activity you will watch one of the following movies and respond to the reflection questions. Movies can be rented on DVD (such as Redbox) or via iTunes.

Citations: all text should be yours; however, if you choose to quote a character in the movie, cite him/her by putting the character’s name and the time in parenthesis after the quote. For example, “what the world needs is…” (Coach Carter, 0:01:26)

A word about reflection: John Dewey (who you will hear more about later in this class) was one of the first to point out the value of reflection for learning. In this activity you will watch a movie and then “reflect” – that is, you will evaluate the experience and think deeply about the content of the movie and its value to you as a future teacher. Education homework help

Paragraph #1: Summarize the movie. This should be your own assessment of what the movie is about.

Other paragraphs: Answer the reflection questions below in a narrative format (not in a list; use paragraphs) using the headings provided.

Reflection questions

Paragraph 2: Teacher (or Coach)

  1. What characteristics, traits, and attitudes set the teacher/coach apart from others?
  2. Describe specifically the teaching strategies that you saw the teacher(s)/coach(s) using in the classroom (How did he/she reach his/her students?) Why do you think he/she used those strategies?
  3. Describe the teacher/coach’s strategy for developing his/her students for a future outside of school. Be specific. How did he/she model success or failure in his/her own life (family, attitudes, relationships, etc.)

Paragraph 3: Culture

  1. Describe the attitudes and actions of the teachers, administration, community, parents, and students depicted in the movie. Describe the school and culture of the neighborhood.
  2. How did gender, race, and socioeconomic status influence the curriculum, teaching, and efforts of the teacher?
  3. What were the demographics of the school, classroom, and community for the movie you watched?
  4. How did the teacher, coach, community, school respond to diversity in the movie?
  5. Was there ELL students or Special Education students portrayed in your movie? If so, how did the teacher, coach, and school respond to their instructional needs?
  6. What at risk behaviors can you identify from the movie you watched? How did the teacher/school help these students with at risk behaviors? Education homework help

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Paragraph 4: Leadership

  1. Discuss the following leadership values and principles – duty, respect, integrity – as they relate to the movie you watched (players, coach/teacher, school, and community)
  2. Describe YOUR plan for being an effective teacher (or coach). What attributes do you wish to have? What strategies will you use? How will you work within a culture that is not your own? How will you handle a difficult community or difficult administration?

Movie Option 1: Freedom Writers (2007)

Run time: 123 minutes
Synopsis: Erin Gruwell is a new teacher who is excited about teaching at Woodrow Wilson High School in Long Beach, California. Upon her arrival, Erin finds herself confronted with teaching a racially segregated class of students who have been labeled “at risk.” Additionally, Erin’s efforts to work with her students encounter opposition from her department head. Yet, through the power of writing, Erin helps her students begin to see the value of education—and their own self-worth as well.

Movie Option 2: Mr. Holland’s Opus (1995)

Run Time: 142 minutes
Synopsis: Glenn Holland is an aspiring composer who takes a teaching job to support his family. As the years unfold, the joy of sharing his passion for music with his students becomes his new definition of success.

Movie Option 3: Dead Poets Society (1989)

Run Time: 128 minutes
Synopsis: “Carpe diem! Seize the day boys, make your lives extraordinary,” advises educator John Keating to his class of young men at an all-boys boarding school. These words guide his unorthodox lessons that will change their young lives forever.

Movie Option 4: Coach Carter (2005)

Run Time: 136 minutes

Synopsis: Coach Ken Carter takes over the head coaching job for the Oilers basketball team at his old high school Richmond. Education homework help

Understanding Science And Health Standards Assignment

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Understanding Science And Health Standards Assignment

Assessment Description

Science and health content are essential at all grade levels. The importance of science and health initiatives extend past the walls of the school and should be promoted by the students and families in their homes. This begins with an understanding of the standards and how they are being taught and supported in the classroom.

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Create a 10-12 digital slide presentation to be presented to students’ families. Include the following:

  • Welcome slide outlining the session objectives based on where the presentation will be held (i.e., welcome night, curriculum night, open house).
  • An overview of the Next Generation Science Standards.
  • A comparison of your state’s adopted science standards to the Next Generation Science standards to promote mastery of learning for all students in the inclusive classroom. If your state has adopted the NGSS, discuss when the adoption took place and a short comparison to the previously adopted standards.
  • An overview of your state’s adopted health standards. Understanding Science And Health Standards Assignment
  • Describe two potential science projects that integrate health and could take place throughout the school year. Discuss how students’ strengths and weaknesses will be considered to allow equal access for all and how each lesson will provide an opportunity for students to practice skills that contribute to good health.
  • Next Generation Science Standards and learning objectives to be used for each project.
  • Identify ways that the projects can be differentiated to support students with disabilities, ELL, gifted, early finishers, and students with 504 Plans.
  • Share examples of how families can promote science and health standards at home to help create a mutually respectful learning environment.
  • Title slide, presenter’s notes, and reference slide.

The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.

Support your digital presentation with a minimum of two scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Understanding Science And Health Standards Assignment

ANNOTATED BIBLIOGRAPHY ASSIGNMENT

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ANNOTATED BIBLIOGRAPHY ASSIGNMENT

Use attachments to help with answer

For this question, you will develop an Annotated Bibliography with the six peer-reviewed research studies that address a problem of practice in your organization or profession. These six articles will include two quantitative studies, two qualitative studies, and two action research studies. For each study you will summarize the main findings and evaluate the quality, strengths, biases, and limitations of each study’s components. Your Annotated Bibliography will conclude with two sections: (a) methodological comparison in which you compare your two quantitative studies and two qualitative studies to your two action research studies for striking methodological similarities and differences, and (b) a practical applications section in which you describe what you learned from the six studies that can be applied to action research study proposal.

Area of Interest: Instructors are to find it a challenge to effectively engage students in the online sessions

Quantitative Research Studies:

Hall, R., & Lulich, J. (2021). University strategic plans: What they say about innovation. Innovative Higher Education, 46(3), 261-284. https://10.1007/s10755-020-09535-5

Jacobsen, C. B., Andersen, L. B., Bøllingtoft, A., & Eriksen, T. L. M. (2022). Can Leadership

Training Improve Organizational Effectiveness? Evidence from a Randomized Field Experiment on Transformational and Transactional Leadership. Public Administration Review, 82(1), 117–131. https://doi.org/10.1111/puar.13356

qualitative articles

Zhang, J., Yuan, R., & Yu, S. (2017). What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai. Educational Management Administration & Leadership, 45(2), 219–237. https://doi.org/10.1177/174114321561794

Simón, C., Muñoz-Martínez, Y., & Porter, G. L. (2021). Classroom instruction and practices that reach all learners. Cambridge Journal of Education, 51(5), 607–625. https://doi.org/10.1080/0305764X.2021.1891205

Action research articles

Petersen, N., Rademeyer, V. & Ramsaroop, S. (2020). Building academic support in preservice teacher education using peer tutors: An educational action research project. Educational Research for Social Change, 9(2), 32-46. http://dx.doi.org/10.17159/2221-4070/2020/v9i2a3 . ANNOTATED BIBLIOGRAPHY ASSIGNMENT

Lee, S. S., Hooi, S. C., Pan, T., Chong Hui Ann Fong, & Samarasekera, D. D. (2018). Improving a newly adapted teaching and learning approach: Collaborative learning cases using an action research. Korean Journal of Medical Education, 30(4), 295-308. https://doi.org/10.3946/kjme.2018.104

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Annotated Bibliography

Insert your Name Here

School of Public Service and Education, Capella University

EDD8040: Research Design for Practitioners

Insert the Instructor’s Name Here

Insert the Due Date Here (Month, Day, Year)

Annotated Bibliography

 

Quantitative Study 1

Purpose and Main Results

Evaluation

Quantitative Study 2

Purpose and Main Results

Evaluation

Qualitative Study 1

 

 

 

Purpose and Main Findings

 

 

 

Evaluation

 

 

 

 

Qualitative Study 2

 

 

 

Purpose and Main Findings

 

 

 

Evaluation

 

 

 

Action Research Study 1

 

 

 

Purpose and Main Findings

 

 

 

Evaluation

 

 

 

 

 

Action Research Study 2

 

 

 

Purpose and Main Findings

 

 

 

 

Evaluation

 

 

 

 

Methodological Comparison

Practical Application

Annotated Bibliography

 

Insert your Name Here

School of Public Service and Education, Capella University

EDD8040: Research Design for Practitioners

Insert the Instructor’s Name Here

Insert the Due Date Here (Month, Day, Year)

[Important Writing Instructions]

[This assignment needs be written in the third person voice.  Do not write in the first-person voice (I . . .). There should be none of you and your voice in this assignment or the course project.  Do not use awkward language such as The researcher . . . or The learner when referring to yourself.  Do not refer to yourself. Do not write in the second person voice (writing that uses or implies the language you or your).]

[Always present studies and other literature with past tense verbs (APA 7th ed. section 4.12 pp. 117-118); for example: Smith (2020) conducted . . .  Scholarly writing is meant to be read and interpreted literally. Therefore, please avoid slang, colloquialisms, anthropomorphisms, and conversational writing (refer to APA 7th ed. pp. 113-125). Instead, be clear, precise, and accurate in your writing.]  ANNOTATED BIBLIOGRAPHY ASSIGNMENT

Here are two important self-assessment final steps to help ensure you do as well as you can with the assignment:  When you complete your draft, read it aloud to yourself. This step can catch typos, grammar errors, awkward writing, etc. For a final step – self-assess your assignment by reviewing the corresponding scoring guide and compare the proficient and distinguished columns criteria to your draft and revise as necessary.]

Annotated Template with Instructions for Annotated Bibliography for u08a1

 

Quantitative Study 1

[Include the reference citation for your first quantitative study here.  Ensure your reference citation is in the proper hanging indent format and aligned to APA publication manual 7th edition formatting rules (refer to Chapters 9 and 10).]

Purpose and Main Results

[Summarize the purpose of the study, the research questions, and the main results.  Attempt to summarize or paraphrase as much as possible (see APA p. 269).  When using a direct quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.  This section will typically contain 150 to 250 words.]

Evaluation

[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and or limitations in its theoretical framework, literature review, sampling procedures, presentation of the results, and the study’s implications, and (c) its applicability or usefulness to your potential action research proposal you will submit in Week 9 and your potential Applied Improvement Project. Support your evaluation with examples and support from the literature. This section will typically contain 250 to 450 words.]

Quantitative Study 2

[Include the reference citation for your second quantitative study here.  Ensure your reference citation is in the proper hanging indent format and aligned to APA publication manual 7th edition formatting rules (refer to Chapters 9 and 10).]

Purpose and Main Results

[Summarize the purpose of the study, the research questions, and the main results.  Attempt to summarize or paraphrase as much as possible (see APA p. 269).  When using a direct quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274.  This section will typically contain 150 to 250 words.]

Evaluation

[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and limitations in its theoretical framework, literature review, sampling procedures, presentation of the results, and the study’s implications, and (c) its applicability or usefulness to your potential action research proposal you will submit in Week 9 and your potential Applied Improvement Project. Support your evaluation with examples and support from the literature. This section will typically contain 250 to 450 words.] ANNOTATED BIBLIOGRAPHY ASSIGNMENT

Qualitative Study 1

[Include the reference citation for your first qualitative study here.  Ensure your reference citation is in the proper hanging indent format and aligned to APA publication manual 7th edition formatting rules (refer to Chapters 9 and 10).]

Purpose and Main Findings

[Summarize the purpose of the study, the research questions, and the main findings.  Attempt to summarize or paraphrase as much as possible (see APA p. 269).  When using a direct quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274. This section will typically contain 150 to 250 words.]

Evaluation

[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and limitations in its theoretical framework, literature review, sampling procedures, presentation of the findings, and the study’s implications, and (c) its applicability or usefulness to your potential action research proposal you will submit in Week 9 and your potential Applied Improvement Project. Support your evaluation with examples and support from the literature. This section will typically contain 250 to 450 words.]

Qualitative Study 2

[Include the reference citation for your second qualitative study here.  Ensure your reference citation is in the proper hanging indent format and aligned to APA publication manual 7th edition formatting rules (refer to Chapters 9 and 10).]

Purpose and Main Findings

[Summarize the purpose of the study, the research questions, and the main findings.  Attempt to summarize or paraphrase as much as possible (see APA p. 269).  When using a direct quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274. This section will typically contain 150 to 250 words.]

Evaluation

[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and limitations in its theoretical framework, literature review, sampling procedures, presentation of the findings, and the study’s implications, and (c) its applicability or usefulness to your potential action research proposal you will submit in Week 9 and your potential Applied Improvement Project. Support your evaluation with examples and support from the literature. This section will typically contain 250 to 450 words.] ANNOTATED BIBLIOGRAPHY ASSIGNMENT

Action Research Study 1

[Include the reference citation for your first qualitative study here.  Ensure your reference citation is in the proper hanging indent format and aligned to APA publication manual 7th edition formatting rules (refer to Chapters 9 and 10).]

Purpose and Main Findings

[Summarize the purpose of the study, the research questions, and the main findings.  Attempt to summarize or paraphrase as much as possible (see APA p. 269).  When using a direct quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274. This section will typically contain 150 to 250 words.]

Evaluation

[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and limitations in its theoretical framework, literature review, sampling procedures, presentation of the findings, and the study’s implications, and (c) its applicability or usefulness to your potential action research proposal you will submit in Week 9 and your potential Applied Improvement Project. Support your evaluation with examples and support from the literature. This section will typically contain 250 to 450 words.]

Action Research Study 2

[Include the reference citation for your second qualitative study here.  Ensure your reference citation is in the proper hanging indent format and aligned to APA publication manual 7th edition formatting rules (refer to Chapters 9 and 10).]

Purpose and Main Findings

[Summarize the purpose of the study, the research questions, and the main findings.  Attempt to summarize or paraphrase as much as possible (see APA p. 269).  When using a direct quote, ensure you provide complete and correct attributions. Refer to APA 7th ed. pp. 270-274. This section will typically contain 150 to 250 words.]

Evaluation

[Evaluate the study in terms of (a) its overall quality and strengths, (b) any biases and limitations in its theoretical framework, literature review, sampling procedures, presentation of the findings, and the study’s implications, and (c) its applicability or usefulness to your potential action research proposal you will submit in Week 9 and your potential Applied Improvement Project. Support your evaluation with examples and support from the literature. This section will typically contain 250 to 450 words.]

Methodological Comparison

[Analyze and describe the most striking methodological similarities between your two quantitative studies and your two action research studies. Analyze and describe the most striking methodological similarities between your two qualitative studies and your two action research studies.  Analyze and describe the most striking methodological differences between your two quantitative studies and your two action research studies.  Analyze and describe the most striking methodological differences between your two qualitative studies and your two action research studies. Support your evaluation with examples and support from the literature. This section will typical contain 250 to 450 words.] ANNOTATED BIBLIOGRAPHY ASSIGNMENT

Practical Application

            [Briefly describe how what you learned from the studies can be applied to your action research proposal. Describe how you will incorporate or synthesize what you learned from the studies into your action research intervention or other aspects of the action research proposal.]