Category: Essays

A final 6-8 page term paper will be due on Week 10. The topic of this paper will be of the student’s choosing, but must pertain directly to one of the required screenings and analysis from Projecting Politics. Critical engagement with Projecting Politics (that is, a critique of the analysis offered in this book) is certainly acceptable, but not required. Politics, broadly conceived, entails focus on the relationship between power and institutions, identities, culture, or history, and so your paper must be grounded in concepts of the political when analyzing the movie(s) you choose. • Between 6-8 (U.S. letter sized) pages, 12 point font size, standard margins, double spaced. • At least 5 non-encyclopedic references, only one of which can be Projecting Politics and only two of which can be films. (Wikipedia is not a proper source for a scholarly paper. Use Wikipedia all you want as a starting point, just be sure to reference only non-encyclopedic sources, i.e. scroll to bottom of the Wikipedia article). • Due Week 10, Wednesday, March 9, 6PM (can be emailed earlier). • Your paper must pertain to politics and film and the subject should be at least mention in our course reading, Projecting Politics. Use this book as a guide to find a paper topic that appeals to you.

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Prepare a critical analysis of a quantitative study focusing on protection of human participants, data collection, data management and analysis, problem statement, and interpretation of findings. The quantitative research article can be from your previous literature review or a new peer-reviewed article. Each study analysis will be 1,000-1,250 words and submitted in one document. As with the assignments in Topics 1-3, this should connect to your identified practice problem of interest. Refer to the resource entitled “Research Critique Part 2.” Questions under each heading should be addressed as a narrative, in the structure of a formal paper. You are also required to include an Introduction and Conclusion. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Submit the assignment along with an electronic version of the article used for the analysis. If an electronic version is not available, submit a clean unmarked copy of the article. Research Critique, Part 2 To write a critical appraisal that demonstrates comprehension of the research study conducted, and respond to each of the action items listed under the headings below. Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your response. CRITICAL APPRAISAL GUIDELINES: QUANTITATIVE STUDY Introduction • Develop a topic sentence in which you will define the purpose of the Research Critique, Part 2 • Formulate a thesis statement which briefly provides a broad indication of your point of view in composing this assignment. • Include a summary outline to describe the organization and main topics you will include in the body paragraphs of the assignments (see below sections). Protection of Human Participants • Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify? • Was informed consent obtained from the subjects or participants? • Did it seem that the subjects participated voluntarily in the study? • Was institutional review board approval obtained from the agency in which the study was conducted? Data Collection • Are the major variables (independent and dependent variables) identified and defined? What were these variables? • How were data collected in this study? • What rationale did the author provide for using this data collection method? • Identify the time period for data collection of the study. • Describe the sequence of data collection events for a participant. Data Management and Analysis • Describe the data management and analysis methods used in the study. • Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis? • What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses? Findings / Interpretation of Findings: Implications for Practice and Future Research • What is the researcher’s interpretation of findings? • Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings? • What limitations of the study were identified by researchers? • Was there a coherent logic to the presentation of findings? • What implications do the findings have for nursing practice? For example, can the study findings be applied to general nursing practice, to a specific population, to a specific area of nursing? • What suggestions are made for further studies? Conclusion • Emphasize the importance and congruity of the thesis statement • Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice. • Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. • Integrate a summary of the knowledge learned. Reference Burns, N., & Grove, S. (2011). Understanding Nursing Research (5th ed.). Elsevier. ISBN-13: 9781437707502 Benchmark – Research Critique Part 2 1 Unsatisfactory 0%-71% 71.00% 2 Less Than Satisfactory 72%-75% 75.00% 3 Satisfactory 76%-79% 79.00% 4 Good 80-89% 89.00% 5 Excellent 90% – 100% 100.00% 80.0 %Content 2.0 % Introduction No introduction provided Introduction is incomplete, missing relevant information. Introduction is informative and provides reader with relevant information. Introduction is well-organized with a clear and pertinent thesis statement. Introduction is well-organized, fully incorporates the structure of the critique, and piques the interest of the reader to learn more. 10.0 % Protection of Human Participants Does not critique protection of human participants Some of the study tools are critiqued. Ethical issues are not addressed for quantitative design. The study tools are critiqued. Ethical issues are discussed for quantitative design. The study tools are critiqued using research terminology. Ethical issues are addressed for quantitative design. The study tools are thorough, clear, and accurately critiqued using research terminology. Ethical issues are addressed for quantitative design. 10.0 % Data Collection Does not critique data collection methods. Data collection methods are critiqued, but not to the full extent or including ethical issues. Data collection methods and potential biases are reviewed. Ethical issues are described. Interview and/or data collection processes are presented. Data collection methods are critiqued and potential biases are reviewed. Ethical issues are described. Interview and/or data collection processes are critiqued. Data collection methods are fully critiqued, and potential biases are addressed. Potential ethical issues, interview and/or data collection processes are critiqued. 10.0 % Problem Statement No problem statement is provided. The critique of the problem statement is provided, but is missing criteria as indicated in the writing guidelines. The critique of the problem statement meets all criteria of writing guidelines. The critique of the problem statement meets all criteria of writing guidelines in a detailed and comprehensive manner. The critique of the problem statement meets all criteria of writing guidelines in a detailed and comprehensive manner while demonstrating deeper understanding by incorporating prior learning or thoughtful reflection. 15.0 % Data Analysis (Quantitative) Data Management Does not critique data analysis or management. Data analysis is described. Significance and nonsignificance are explained; generalization and implications to nursing practice are not fully addressed. Conclusions are vague. Data analysis is described and linked to research questions. Results are explained, and implications to nursing practice are reviewed. Conclusions are presented. Data analysis is critiqued and tied to research questions. Results are explained, generalization and implications to nursing practice are reviewed. Conclusions are tied back to purpose of study. Data analysis is accurately critiqued and linked to research questions. Significance and nonsignificance are explained; generalization and implications to nursing practice reviewed. Conclusions are tied back to purpose of study and literature review. 15.0 % Quality of Study (Quantitative) Discussion Quality of study and discussion are not critiqued. Quality of study and discussion, including strengths and weaknesses, is not fully discussed. Strengths and weaknesses of the study are addressed and include discussion of clinical implications of findings. Strengths and weaknesses of the study are addressed and include discussion of clinical implications of findings. Credibility of study is addressed. Strengths and weaknesses of the study are fully summarized from critique, with discussion of clinical implications of findings. Credibility of study is addressed. 15.0 % Implications for Practice and Future Research. Implications for the nursing practice and future research are not addressed Implications for the nursing practice and future research are mentioned but not fully addressed Implications for the nursing practice and future research are addressed and explained. Implications for the nursing practice and future research are addressed and explained with specific suggestions mentioned. Implications for the nursing practice and future research are addressed and explained in detail, including specific suggestions. 3.0 % Conclusion Conclusion does not summarize a critical appraisal and applicability of findings. Conclusion is vague and does not discuss importance to nursing. Conclusion summarizes utility of the research and importance to nursing practice. Conclusion summarizes utility of the research from the critical appraisal and the importance of the findings to nursing practice. Conclusion summarizes utility of the research from the critical appraisal, knowledge learned, and the importance of the findings to nursing practice. 15.0 %Organization and Effectiveness 5.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. 5.0 % Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 5.0 %Format 2.0 % Paper Format Appropriate template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Appropriate template is used, and formatting is correct, although some minor errors may be present. Appropriate template is fully used; There are virtually no errors in formatting style. All format elements are correct. 3.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error. 100 % Total Weightage

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Write a 2–3-page paper addressing the sections below of the research proposal. Methodology •Extraneous Variables (and plan for how controlled). •Instruments: Description, validity, and reliability estimates, which have been performed (on a pre-established measure). Include plans for testing validity and reliability of generating your own instrument(s). •Description of the Intervention •Data Collection Procedures Research topic/proposal: Gaps in Quality of Care

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Written Assignment Part 1 A common rational policy-making approach involves the formulation of logic models. The purpose of this assignment is to gain an understanding of the best ways to evaluate the performance of an entire organization. By developing a logic model for an organization, we can better determine the goals of the organization and whether they meet the demands of the constituent stakeholders. The most effective evaluation models are those that properly align the needs of the constituent stakeholders with the desired outcomes and measurable outputs of the organization. First, select a law enforcement agency of your choice. The organization can be your current employer, your school’s security department, or any other law enforcement agency that you are familiar with. Written Assignment Part 2 Next, follow the steps by fully completing Worksheet for Building Logic Models (Template 1). Then transpose the information onto Logic Model Template 2. Submit both templates to the Assignment Dropbox. In developing your logic model, you must follow the following steps in order: • Determine the needs of the stakeholders. • Develop the desired outcomes. • Determine the available inputs. • Determine the activities. • Develop the outputs. • Develop the goals. PLEASE FOLLOW THESE FORMAT AND SET UP IN THIS FORMAT: Step 1: Identify ONE Problem (the Stakeholder Community Need) Example: Unemployed persons lack the means of transportation to commute from their domicile to their place of work. Step 2: Determine the Outcomes (Use the SMART approach for determining the outcomes). Short Term: Long Term: Step 3: Identify the Inputs (available resources) Step 4: Determine the Activities (the things that need to be done to accomplish the outcomes) Step 5: Determine the Output measurements (these are the measures of the activities) Step 6: Goal Statement (this is basically a re-wording of Step 1) Example: To provide unemployed persons the means of transportation to commute from their domicile to their place of work. Transpose the above onto the Logic Model (Template 2). Name of Organization: PRORAM LOGIC MODEL Program Goal: Inputs Activities Outputs Outcomes Short Term Long Term Stakeholder Community Needs Data Source Data Collection Method •

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Consider how CBPR may contribute to positive health outcomes in populations. Consider a community of interest and reflect on how CBPR may apply to this community. A description of Hepatitis in South East Washington DC. Identify one principle of CBPR that can be applied to South East Washington DC. selected and explain how this principle can inform interventions to alleviate health disparities for South East Washington DC. Be specific and provide examples. Community-based participatory research (CBPR) offers a different approach. Community members serve as partners, rather than subjects, and are active participants in the planning and development of interventions and/or research projects. Through an equitable partnership with academia and researchers, community members serve as experts throughout various phases of the research process, contributing their knowledge about health problems in the community and effective interventions to improve health outcomes. Additionally, community members can also assist researchers in informing the community about the purpose of the research and intended outcomes to secure trust, communication, and community participation. APA style. References Coreil, J. (Ed.). (2009). Social and behavioral foundations of public health (2nd ed.). Thousand Oaks, CA: Sage. Chapter 14, “Community-Based Approaches to Health Promotion” Battaglia, T., Murrell, S. S., Bhosrekar, S. G., Caron, S. E., Bowen, D. J., Smith, E.,…Rorie, J.-A. (2012). Connecting Boston’s public housing developments to community health centers: Who’s Ready for Change? Progress in Community Health Partnerships, 6(3), 239–248. Retrieved from the Walden Library databases. Boutin-Foster, C., Scott, E., Melendez, J., Rodriguez, A., Ramos, R., Kanna, B., & Michelen, W. (2013). Ethical considerations for conducting health disparities research in community health centers: A socio-ecological perspective. American Journal of Public Health, 103(12), 2179–2184. Retrieved from the Walden Library databases. Eder, M., Tobin, J. N., Proser, M., & Shin, P. (2012). Special issue introduction: Building a stronger science of community-engaged research. Progress in Community Health Partnerships, 6(3), 227–230. Retrieved from the Walden Library databases. Ford, M., Wahlquist, M., Blake, R., Green, C., Streets, J., Fuller, E.,…Garrett-Mayer, E. (2012). Assessing an intervention to improve clinical trial perceptions among predominately African-American communities in South Carolina. Progress in Community Health Partnerships, 6(3), 249–263. Retrieved from the Walden Library databases. Hicks, S., Duran, B., Wallerstein, N., Avila, M., Belone, L., Lucero, J.,…White Hat, E. (2012). Evaluating community-based participatory research to improve community-partnered science and community health. Progress in Community Health Partnerships, 6(3), 289–299. Retrieved from the Walden Library databases. Letiecq, B., & Schmalzbauer, L. (2012). Community-based participatory research with Mexican migrants in a new rural destination: A good fit? Action Research, 10(3), 244–259. Retrieved from the Walden Library databases. Document: Socio-Ecological Model Table (Word document) Optional Resources Mabachi, N. M., & Kimminau, K. S. (2012). Leveraging community-academic partnerships to improve healthy food access in an urban, Kansas City, Kansas, community. Progress in Community Health Partnerships, 6(3), 279–288. Retrieved from the Walden Library databases. McKee, M., Thew, D., Starr, M., Kushalnagar, P., Reid, J. T., Graybill, P.,…Pearson, T. (2012). Engaging the Deaf American Sign Language community: Lessons from a community-based participatory research center. Progress in Community Health Partnerships, 6(3), 321–329. Retrieved from the Walden Library databases. Proser, M. (2012). Beyond the manuscript. Progress in Community Health Partnerships, 6(3), 301–310. Retrieved from the Walden Library databases.

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Create a poster presentation ( using power point ) . I would like a drug addiction poster topic. With a wording , correct information, size of font/ cited source on teaching tool/resource. Is that possible colored. I hope you can help me for this poster. Thank you very much I need a reference please. Thanks. * legal bond paper size. Thank you

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Create a Recruiting and Retention Plan & an HR Forecast Plan The Case study will be uploaded later. This is two parts of a 8 part plan and should be all in third person to integrate into a larger paper. The book is ISBN 9780078029127

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• Read the two articles: o Kaplan_Reaching Your Potential o Goleman and Boyatzis_Social Intelligence and the Biology of Leadership • Review and look at my assessment excel file and the final result in the same file (Competing Values Questionnaire_Keane) • Review and the word file (About Me) to understand some information about me. That file I already sent it to my professor before. Note: I am working as Business Development Manager in my home country and I am now studying to get my MBA.

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Mark Durden claims: ‘One of the key problems in photographing the human body is the objectification and abstraction that photography can involve as a result of the way in which the medium can fix, fetishise and idealise the body.’ (Durden, 2014) Referring to a selection of four contemporary photographers, consider; is this always a problem and argue for and against his assertion.

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Chapter 10 Questions Answer the following questions in a minimum of one paragraph each. 1. Chapter 10: Critical Thinking Questions 2 and 3. 2. Chapter 10: Study Questions 1 through 4. Your paper must be formatted according to APA style as outlined in the Ashford Writing Center. All sources must be properly cited in text as well as on the reference page. course work is located in book below Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc. ISBN- 13: 978-1-118-42732-3

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