Author: best-essay

These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic.
Locate the following documents in this weeks Learning Resources to access the appropriate templates, which will guide your critique of each article:
Critique Template for a Qualitative Study
Critique Template for a Quantitative Study
Critique Template for a Mixed-Methods Study
Consider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, Qualitative research is not real science, how would you respond?
To complete this Assignment:
Complete the two critiques using the appropriate templates.
Write a 2- to 3-page paper that addresses the following:
Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected.
Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support.
Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources.
As you complete this Assignment, remember to:
Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this weeks Learning Resources).

Each student is responsible for writing a multi-part research proposal this term. In essence, the term assignment requires you to design an original primary-source research study. To this point in your academic career, many of your assignments in the social sciences have likely been synthetic and derivative writing essays based upon an assessment of other peoples research. This assignment, by contrast, requires you to occupy the role of a primary researcher. First and foremost, you will need a research topic a topic that has space for doing an original research study! One useful starting point is an event that is so recent that there are not yet any (or many) academic studies consider, for example the success of Doug Ford in the 2018 Ontario Provincial election. What accounts for the electoral success of Ford? Who supported Ford and why? How does Ford support intersect with class, gender, education? How has the Ford movement (and its supporters) been framed by the mainstream media? Alternatively, your research might involve filling in a gap in our understanding of a long-existent phenomenon. Perhaps there are not yet any studies on the relationship between social media use and levels of political participation? In either case, the subject you explore will be one of your own choosing (provided that it fits within the general parameters of political science). In addition, the research question you ultimately develop must be one that can be answered with empirical evidence(i.e. stay away from overtly normative questions). The term research proposal will be constructed in several stages: Part I of the research proposal is an 8 page academic literature review related to your research topic. Please note that a literature review is not the same as an annotated bibliography it requires much more than a simple summary of a few articles. A literature review is itself a research paper. The Tutorial Guide (attached in file) contains a discussion on literature reviews: Please read that discussion (as well as Chapters 4 and 5 in the Halperin and Heath textbook) before you begin this assignment.In addition, you might want to read some actual literature reviews.For example:Pitfalls and Prospects in the Peacekeeping Literature, Annual Review of Political Science, 11, 2008, pp283301, or Snow, Dave, and Harding, Mark S., From Normative Debates to Comparative Methodology: The Three Waves of Post Charter Supreme Court Scholarship in Canada, American Review of Canadian Studies, 45, 4, 2015, pp451-466.By the time you have finished your literature review you should have a well-developedresearch questionA question aboutan area of the political or social world where you can make a unique contribution to human knowledge. It is this research question that will guide the rest of the research proposal. Requirements: 8 pages, 12 roman font, 10 articles must be used (i.e. 10 sources)
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the title of the essay and question is: Compare and contrast the taboo and tradition accounts of the non-use of nuclear weapons since 1945. Which explanation is more convincing? please engage with the theory of constructivism to explain the answer, include at least 4 arguments, make the structure clear for the reader, paraphrase more than quoting as much as possible and convince the reader why the points that are discussed and the arguments is right.

Post an explanation of how using a process map could inform and facilitate quality assessment and improvement, including data collection efforts, related to your Course Project. Support your response with evidence from the literature My course project will focus on improving our patient satisfaction scores on pain management. Reference that may be used NHS Institue for Innovation and Improvement. (2010). Quality and service improvement tools: Process Mapping-An Overview

Assignment Instructions Learning Objectives: Describe the purpose and content of the income statement and balance sheet. Prepare Income Statements and Balance Sheets for a hypothetical business. Prompt: Review Lesson 3 and its resources, as well as Chapter 9, Accounting and Cash Flow of your textbook Small Business Management in the 21st Century (https://saylordotorg.github.io/text_small-business-management-in-the-21st-century/s13-accounting-and-cash-flow.html). Read the following situation then complete the three items below including a well written essay discussing the state of the business based on the statements (400-500 words). Include the requested statements as an appendix to your essay or as a separate Excel spreadsheet. Include sources and citations where appropriate and a reference list at the end of your essay. Adhere to all APA 6th ed. rules. 9.2 Financial Accounting Statements – Exercises from Chapter 9, Accounting and Cash Flow of your textbook Small Business Management in the 21st Century Edwina Haskell was an accomplished high school student who looked forward to attending Southern New England University (SNEU). SNEU was unique in that it operated on a trimester basis, its policy was to actively foster independent development among the students. Edwinas mother and father each own their own small businesses. Soon after freshman orientation at SNEU, Edwina recognized a need among the students that could be the basis for developing a small business. Freshman students could not bring their cars on the campus. In effect, they were confined to the dorm; if they wished to travel, they had to take school-provided buses that operated on a fixed schedule. Further, the universitys cafeteria closed at eight in the evening. Students who wanted to have some food or snacks after 8:00 p.m. had to call local restaurants that delivered. The few restaurants in the neighborhood around SNEU that had delivery services often were late in their deliveries, and hot food, such as pizza, was frequently delivered cold. Edwina felt that there was a niche market on the campus. She believed that students would be interested in ordering sandwiches, snacks, and sodas from a fellow student provided that the food could be delivered in a timely fashion. After talking with several students in her dorm complex, she believed that offering a package of a sandwich, a soda, and a small snack, such as potato chips, for $5 and a guaranteed delivery of 15 minutes or less would be a winner. Because her dorm complex consisted of four large adjoining buildings that house nearly 1,600 students, she felt that there would be sufficient demand to make the concept profitable. She talked about this concept with her roommates and with her parents. Her roommates were willing to help prepare the sandwiches and deliver them. She planned on paying each of them $250 per trimester for taking orders, making sandwiches, and delivering them. All three roommates, whom she knew from high school, were willing to be paid at the end of the trimester. Edwina recognized that for this business plan to work, she would have to have a sufficient inventory of cold cuts, lettuce, tomatoes, soda, chips, and condiments to be able to meet student demands. The small refrigerators in the dorm rooms would not be sufficient. After talking to her parents, they were willing to help her set up her business. They would lend her $1,000 to buy a larger refrigerator to place in her dorm room. She did not have to repay this loan until she graduated in four years, but her parents wanted her to appreciate the challenges of operating a small business. They set up several conditions. First, although she did not have to pay back the $1,000 for the refrigerator for four years, she had to pay interest on this loan. She had to repay 3 percent of this loan each trimester. Further, they reminded her that although she could pay her friends at the end of the semester, she would need funds to buy the cold cuts, bread, rolls, soda, snacks, condiments, and supplies such as foil to wrap the sandwiches, plus plates and paper bags. Although Edwina was putting $500 of her own money into her business, her parents felt that she might need an infusion of cash during the first year (i.e., the first three trimesters). They were willing to operate as her banklending her money, if needed, during the trimesters. However, she had to pay the loan(s) back by the end of the year. They also agreed that the loan(s) would be at a rate of 2 percent per trimester. Within the first three weeks of her first trimester at SNEU, Edwina purchased the $1,000 refrigerator with the money provided by her parents and installed it in her dorm. She also went out and purchased $180 worth of supplies consisting of paper bags; paper plates; and plastic knives, spoons, and forks. She paid for these supplies out of her original $500 personal investment. She and her roommates would go out once or twice a week, using the SNEU bus system to buy what they thought would be the required amount of cold cuts, bread, rolls, and condiments. The first few weeks worth of supplies were purchased out of the remainder of the $500. Students paid in cash for the sandwiches. After the first two weeks, Edwina would pay for the food supplies out of the cash from sales. In the first trimester, Edwina and her roommates sold 640 sandwich packages, generating revenue of $3,200. During this first trimester, she purchased $1,710 worth of food supplies. She used $1,660 to make the 640 sandwich packages. Fortunately, the $50 of supplies were condiments and therefore would last during the two-week break between the trimesters. Only $80 worth of the paper products were used for the 640 sandwich packages. Edwina spent $75 putting up posters and flyers around the campus promoting her new business. She anticipated that the tax rate would be approximately 35 percent of her earnings before taxes. She estimated this number at the end of the first trimester and put that money away so as to be able to pay her tax bill. During the two weeks off between the first and second trimester, Edwina and her roommates talked about how they could improve business operations. Several students had asked about the possibility of having warm sandwiches. Edwina decided that she would purchase two Panini makers. So at the beginning of the second trimester, she tapped into her parents line of credit for two Panini grills, which in total cost $150. To make sure that the sandwiches would be delivered warm, she and her roommates spent $100 on insulated wrappings. The $100 came from cash. The second trimester proved to be even more successful. The business sold 808 sandwiches, generating revenue of $4,040. During this second trimester, the business purchased $2,100 worth of food supplies, using $2,020 of that to actually create the 808 sandwich packages. They estimated that during the second trimester, they used $101 worth of supplies in creating the sandwich packages. There was only a one-week break between the second and third trimesters, and the young women were quite busy in developing ideas on how to further expand the business. One of the first decisions was to raise the semester salary of each roommate to $300 apiece. More and more students had been asking for a greater selection of warm sandwiches. Edwina and her roommates decided to do some cooking in the dorms so as to be able to provide meatball and sausage sandwiches. Edwina once again tapped into her parents line of credit to purchase $275 worth of cooking supplies. One of the problems they noticed was that sometimes students would place calls to order a sandwich package, but the phones were busy. Edwina hired a fellow student to develop a website where students could place an order and select the time that they would like a sandwich package to be delivered. The cost of creating and operating this website for this third trimester was $300. This last semester of Edwinas freshman year proved to be the most successful in terms of sales. They were able to fulfill orders for 1,105 sandwich packages, generating revenue of $5,525. Edwina determined that the direct cost of food for these sandwich packages came out to be $2,. The direct cost of paper supplies was $. At the end of her freshman year, Edwina repaid her parents the $425 that came from her credit line that was used to purchase the Panini makers and the cooking utensils. 1. Prepare a beginning balance sheet for the first day of Edwinas business. 2. Prepare income statements for the end of each trimester. 3. Prepare balance sheets for the end of each semester. Instructions: Develop an Excel spreadsheet with one tab for each of the statements above. Submit your work by Day 7, Week 3 at 11:59pm
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Paper Assignment: Resistant behavior is a phenomenon in social work treatment that has negative or adversarial connotations (Teitelbaum, 1991, p. 124). However, a clients resistant behavior may be looked at from a multi-dimensional framework: the dynamic interplay of the clients psychological, social and cultural influences and the inter-subjectivity between worker and the client. In this integrative paper (6-8 pages) of assessment concepts, please address the following: 1) Provide a brief synopsis of your agency setting and your duties. 3) Explain how resistance is manifested in your work with the client. What is your common goal? When do you feel stuck with the client in session? What may be getting in the way? In what ways might culture, gender, ethnicity, identity or stage of life be associated with the clients resistance? How does oppression play into the clients resistance? 4) Identify ego defenses that the client manifests and observe how they play out with this client. 5) Describe transference and countertransference with the client. 6) What is your plan to work with your clients resistance? 7) 5 References including the textbook All papers are to be typed, double-spaced, with approximately 1 margins on all sides. Each assignment should draw from relevant Clinical Practice I readings and classroom discussions. Citations and format of the paper have to conform to APA style with a full bibliography attached. Required Texts: Goldstein, E. (1995). Ego psychology and social work practice. (2nd Ed.). New York: The Free Press. Gitterman, A. & Germain, C. (2008). The life model of social work practice: Advances in theory and practice (3rd) Edition).

3) an analysis of the book that reflects the books important themes, value and or limitations.
4) a conclusion that amplifies your thesis
5) a minimum of 5 citations from the text. The book is Gods long summer by Charles Marsh.

2. Where does Gulliver fit in relation to the Yahoos and Houyhnhmns? Is he all Yahoo? Can he ever be all Houyhnhnm? Should he even try to become a Houyhnhnm? Or should he be content to be like the Yahoos?
3. An Essay on Man is a theodicy, or attempt to justify the goodness of God in the face of the existence of evil in the world. To do this, Pope describes the universe as governed by order, composed of a system of interrelated forms working at all levels of existence. How does Pope show these orderly systems at work in nature?
4. How do you explain the ending of Candide? What does Candide mean by “let us take care of our garden”? What role do the dervish and the farmer play in this final episode?

Week 8: Data Collection
The clinic in which you work has used the same brand of hand soap and sanitizer for the past 10 years. Just recently, a salesperson called the office manager at the clinic and offered a compelling price on a new brand of soaps. The new soap meets industry standards; however, the office manager is concerned that the reduced cost will also mean an inferior product. As nurses must frequently wash their hands throughout the day, having high-quality soap is very important. The office manager has asked you to determine if the new brand of soap is of a lesser quality than the soap currently used. How long will they use it? How will they provide feedback? Will you have a survey or face-to-face interviews? These are all types of questions that a researcher faces when he or she begins to plan for data collection.This week, you consider the process of data collection for both quantitative and qualitative research. You will examine the various approaches to data collection, how you can test the reliability and validity of your data, and the ethical considerations involved with collecting data.
Learning Objectives
Students will:
Evaluate data collection methods
Photo Credit: [IAN HOOTON]/[Science Photo Library]/Getty Images
Learning Resources
Note: To access this weeks required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.
Chapter 12, Sampling in Quantitative Research
This chapter introduces key concepts concerning sampling in quantitative research. This includes such concepts as a description of populations, different types of sampling and their uses, and how to determine a manageable, yet sufficient number to be included in a sample. The chapter also includes suggestions for implementing a sampling plan.Chapter 13, Data Collection in Quantitative Research
Once a sampling design is complete, the next step is to collect the data, and this is the focus of Chapter 13. The chapter describes how to develop a data collection plan, and provides information about the different types of instruments that can be used, such as structured observation and biophysiologic measures.Chapter 22, Sampling in Qualitative Research
The focus of this chapter is on the sampling process in qualitative research. The chapter describes the different types of sampling and when they are commonly used. Sampling techniques in the three main qualitative traditions (ethnography, phenomenological studies and grounded theory studies) are highlighted.Chapter 23, Data Collection in Qualitative Research
This chapter examines the process of data collection in qualitative research as well as key issues surrounding data collection. This includes such methods as self-reporting, surveys, interviews, and personal journal keeping. The chapter also highlights important considerations when utilizing unstructured observations to gather data and how to record field notes.
Keough, V. A., & Tanabe, P. (2011). Survey research: An effective design for conducting nursing research. Journal of Nursing Regulation, 1(4), 3744. Copyright 2011 by Elsevier Science & Technology Journals. Used with permission of Elsevier Science & Technology Journals via the Copyright Clearance Center.

This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.
Walden University. (n.d.a.). Paper templates. Retrieved July 23, 2012, from http://writingcenter.waldenu.edu/57.htm

This resource provides you access to the School of Nursing Sample Paper, which will serve as a template for formatting your papers.
Media
Laureate Education (Producer). (2012b). Data collection. Baltimore, MD: Author.

Note: The approximate length of this media piece is 4 minutes.

Dr. Kristen Mauk discusses how she collected data for her DNP project in this video. She describes the details of her pre- and post-tests used to track nurses knowledge in a rehabilitation unit.
Accessible player
Optional Resources
Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. (2009). Evidence-based practice challenge: teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186195.

This text emphasizes the advantages of survey research. The authors describe the nuances of survey research projects, including their design, methods, analysis, and limitations.
Horsley, T., Hyde, C., Santesso, N., Parkes, J., Milne, R., & Stewart, R. (2011). Teaching critical appraisal skills in healthcare settings. Cochrane Database of Systematic Reviews (Online), 11, Art. No.: CD001270.
Melnyk, B., Fineout-Overholt, E., & Mays, M. (2009). The evidence-based practice beliefs and implementation scales: Psychometric properties of two new instruments. Worldviews on Evidence-Based Nursing, 6(1), 49.
Fawcett, J., & Garity, J. (2009). Evaluating research for evidence-based nursing. Philadelphia, PA: F.A. David Company.
Chapter 9, Evaluation of Research Instruments and Experimental Conditions
Discussion: Planning for Data Collection
Data collection is an important part of both quantitative and qualitative research. Although the actual approach to gathering information may vary, for either research design, researchers need to plan in advance how the data will be gathered, reported, and stored, and they need to ensure that their methods are both reliable and valid. As nurses review research when considering a new evidence-based practice, it is important to be familiar with sound collection practices in order to ascertain the credibility of the data presented.
Consider the following scenario:
Nurses and other health care professionals are often interested in assessing patient satisfaction with health care services. Imagine that you are a nurse working in a suburban primary care setting that serves 10,000 patients annually. Your organization is very interested in understanding the patients point of view to help determine areas of care that can be improved. With this focus in mind, consider how you would create a survey to assess patient satisfaction with the services your organization provides. You may wish to consider variables such as the ease of accessing care, patient wait time, friendliness of the staff, or the likelihood that a patient would recommend your organization to others.
For this Discussion, you generate questions and an overall plan for data collection that would be appropriate for a patient satisfaction survey in relation to the above scenario.
To prepare:
Consider the guidelines for generating questions presented in this weeks Learning Resources.
Review the scenario and formulate at least five questions that you could use to evaluate patient satisfaction.
Reflect on the different methods or instruments that can be used for gathering data described in Chapter 13 and Chapter 23 of the course text.
Which methods or instruments would work well for the scenario? Determine an appropriate sample size for the scenario.
By Day 3
Post the questions that you created for gathering information about patient satisfaction based on the above scenario. Explain which method or instrument you would use to gather data. Describe the sample size appropriate for the population and how you would select participants. Provide a rationale for your choices, and explain how you can ensure high standard of reliability and validity.
Read a selection of your colleagues responses.

compare and contrast on the topic of two kinds of communication