Author: chris

Designing a Study

Create an example of a research question in an imaginary quantitative NURSING study you might design.
Identify the independent and dependent variable, and state the research hypothesis for your study. The variables must be categorical variables.
Select a nonparametric test from Chapter 12 that would effectively test this hypothesis.
Describe how you can test the above hypothesis using that nonparametric test.

BELOW IS THE BOOK FROM THE CLASS,PLEASE USE CHAPTER 12 .THANK YOU

Munro’s statistical methods for health care research

Chapter 12: “Examining Cross-Tabulations: The Chi-Square and Associated Statistics”

Please summarize this entire article. Please make sure to include its relevance for nurses. No need to do any other research only use information from the article provided.
The paper must address the following critical elements:
Explanation of the main purpose and scope of the cited work
Brief description of the research conducted
Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
Possible shortcomings or bias in the work
Conclusions or observations reached by the author
Summary as to why this research lends evidence to support the problem of compassion fatigue, thanks!

Instructions for Essay #3
The Argumentative Research Essay

Purpose: To persuade
Audience: Diverse / Educated adults.
Length: 4-5 pages (1200 – 1500 words)
Research & Documentation: Minimum of 4 sources with MLA citations
Visual Element: At least one visual element embedded in the essay (chart, graph, photo, etc.)

Your final essay will be an argumentative research essay. Once again I expect you to “join a conversation,” quoting, paraphrasing and summarizing from outside sources, while at the same time making your own individual contribution to the topic. You will choose your topic from the New York Times “Room for Debate.” Go to: http://www.nytimes.com/roomfordebate and view the many topics available.

For each topic there are multiple viewpoints. These will be a central part of the “conversation” to which you respond. Most topics have between five and eight separate viewpoints. Read all of them. Then begin formulating your own argument in response. While I don’t expect you to quote or summarize from each individual viewpoint for your topic, you should quote, paraphrase, summarize from some of them.

In addition to the articles on the Room for Debate pages, you will probably need to conduct additional research to support your own viewpoint. This research can come from any reputable source. See “Evaluating Sources” for tips on selecting reputable, scholarly sources.

Whichever topic you choose, you will eventually need to develop an argumentative thesis statement that clearly identifies your position on the topic. Remember that a thesis for an argumentative essay should be debatable and should clearly take a stand. Refer to the readings in this section to help you create a debatable thesis statement.

To supplement your argument, you must also include at least one visual element in your essay. The visual element can be a chart, graph, photograph or illustration. The visual should be used in such a way as to support the ideas and arguments in your essay and it should be embedded within the body of your essay (not added as an attachment or link). You should document the image in much the same way as you would document a quotation. To help you choose or create a visual element, refer to the reading in this unit on Visual Rhetoric.

Finally, now would be a good time to review the readings from part one of this course, particularly those on integrating quotations and citing sources. It is not enough to simply meet the research requirement by throwing in a quote here and there. I want to see that you can integrate the ideas of others neatly into your own argument.

NOTE: The NYTimes.com is not 100% free. It allows users to access 10 articles per month for free. Once you reach that limit, the website will ask that you subscribe. Subscriptions start at about two dollars a week–less than a cup of coffee. While I strongly recommend that you subscribe, at least until the course is over, there are a variety of ways to access the content you need, including saving articles to your computer or changing computers when your 10 article limit is up.

Please summarize this entire article. Please make sure to include its relevance for nurses. No need to do any other research only use information from the article provided.
The paper must address the following critical elements:
Explanation of the main purpose and scope of the cited work
Brief description of the research conducted
Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
Possible shortcomings or bias in the work
Conclusions or observations reached by the author
Summary as to why this research lends evidence to support the problem of compassion fatigue, thanks!

Annotated Bibliography for the Article Review Final Paper

This week, you will research and create an annotated bibliography of five peer-reviewed articles that were published within the last 10 years and relate to the article you selected in Week Two for your Article Review. The peer-reviewed articles you select should be researched in the Ashford University Library and represent a variety of viewpoints on the subject matter. They may support or refute the information presented in your chosen article for review. Each of the peer-reviewed articles must include a complete reference that is correctly formatted in APA style as outlined by the Ashford Writing Center and an annotation of five to six well-developed sentences in your own words that summarize the source and describe its applicability to your selected topic. Please note that no sections from the abstracts of the articles should be included in your annotation.

In your annotation for each peer-reviewed article, analyze psychology as a science as it is presented in the article and explain how it relates to this particular topic. Assess the professional roles presented in the article and describe how they relate to the roles as presented in the article you have chosen for review. Explain any psychological theoretical perspectives presented in the article and how they either support or refute the information provided in the review article. Evaluate contemporary applications of psychology as they are described in the article and compare these to the descriptions within the article for review.

For more in-depth assistance with your annotated bibliography, please visit the Ashford Writing Center located under the Learning Resources tab in the left-hand navigation panel of your online course.

The Annotated Bibliography:
Must be two to three double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least five peer-reviewed sources.
Must provide a well-developed summary for each source used.
Must document all sources in APA style as outlined in the Ashford Writing Center.

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EVALUATING STUDIES SCORING GUIDE
EVALUATING STUDIES SCORING GUIDE GRADING RUBRIC
Criteria Non-performance Basic Proficient Distinguished
Criteria
Assess the appropriateness of a sample to represent a population.
Non performance
Does not describe the sample.
Basic
Describes the population and the sample, but does not assess th
e appropriateness of the sample.
Proficient
Assesses the appropriateness of a sample to represent a population.
Distinguished
Assesses the appropriateness of a sample to represent a population, and explains how the margin of error is affected by the sample size.
Criteria
Explain the rationale for using a particular sampling technique.
Non performance
Does not identify sampling techniques.
Basic
Identifies sampling techniques, but does not explain the rationale for using them.
Proficient
Explains the rationale for using a particular sampling technique.
Distinguished
Explains the rationale for using a particular sampling technique, and compares this to other sampling techniques.
Criteria
Interpret the meaning of the confidence interval in the context of survey results.
Non performance
Does not describe the confidence interval.
Basic
Describes the confidence interval without interpretation of its meaning.
Proficient
Interprets the meaning of the confidence interval in the context of survey results.
Distinguished
Interprets the meaning of the confidence interval in the context of survey results, and explains how the margin of error might have been affected by changes to the study design.
Criteria
Evaluate the impact of question wording on participants’ responses.
Non performance
Does not describe the wording of the questions asked.
Basic
Describes the wording of the questions asked.
Proficient
Evaluates the impact of question wording on participants’ responses.
Distinguished
Evaluates the impact of question wording on participants’ responses, and posits how differently worded questions might have impacted the statistical results.
Criteria
Evaluate a study for evidence of bias.
Non performance
Does not describe potential sources of bias.
Basic
Describes potential sources of bias, but does not evaluate a study for evidence of bias.

Proficient
Evaluates a study for evidence of bias.
Distinguished
Evaluates a study for evidence of bias, and explains how it either avoided bias or might have avoided bias.


Overview


Develop a report based on an evaluation of a survey and its statistical findings.

” In this assessment, you will demonstrate your ability to critically evaluate surveys and their statistical findings



Toggle Drawer
Context


Evaluation of research is an integral component of statistical reasoning and literacy. We are consumers of information. Statistical information is present in all areas of our lives from academic fields of study to the workplace and in every from of media, including social media. Being able to critically evaluate statistical results permeates our personal and professional life and allows us to function efficiently in an information-driven society.
Polls are a specific type of research that gives us information about public opinion. We see and read these surveys every day. Polls tell us the viewpoint of a proportion of the population. They provide a guide to the opinions and trends of social phenomena. Skills that are required for the evaluation of polls include understanding research design, graphical representations, and statistical measures. These specific literacy skills are required to be able to traverse the statistical information that we encounter in everyday life.



Toggle DraweRequired Resources
The following resources are required to complete the assessment.
Internet Resources
Access the following resource by clicking the link provided. Please note that URLs change frequently. Permission for the following link has been either granted or deemed appropriate for educational use at the time of course publication.
• Gallup. (2014). Retrieved from http://www.gallup.com
In Assessment Instructions 

For this assessment, develop a report based on an evaluation of a Gallup survey and its statistical findings. Gallup reports on a variety of polls with explanations of the survey methods. Categories of polls include politics, economy, well-being, health care law, taxes, federal budget, and many more. 
To prepare for this assessment, go to the Gallup site (linked in the Resources under the Required Resources heading) and do the following:
• Review a variety of polls on the site.
• Choose a poll to report on that closely aligns to your field of study or area of professional interest.
• Review the information in the Survey Methods section of the article. This section details how the study was conducted. Also, study all information contained in additional links at the bottom of this section. You will use this information to complete your assessment.
Then, answer the following questions about the Gallup poll you selected:
• What was the purpose of the poll? Write a brief summary. Include the title and link to the article within your summary.
• What were the population and sample? Why is this sample appropriate for the population? What was the sample size? Was the sample size large enough to reflect the opinions of the population?
• Were the results parameters or statistics? Why?
• What type of sampling technique was used (for example, stratified, clustered, random, convenience, or systematic)? Why was this technique used? How were the subjects contacted? Was this method appropriate?
• What was the confidence interval and margin of error? Interpret what the confidence interval means as it relates to the context of the survey.
• What were the exact questions asked? Do you think the wording of the questions influenced the participants’ responses?
Did you find any evidence of bias in the poll? If so, describe the source of the bias. If not, how was bias avoided?

Analyze data using inferential statistics for your previously defined survey questions.

Hypothesis testing gives us rules for accepting or rejecting a hypothesis. In other words, it is a scientific method for making decisions without opinion. Although news articles do not always provide details on the methods of the studies reported, they might say that the results were statistically significant, which means hypothesis tests were conducted. In contrast, it is common to see the results of hypothesis tests discussed in detail in more formal experiments and reports.

In Assessment 1, you documented typical responses to your survey, along with your question formulations. You did not know it at the time, but you were hypothesizing about the future survey results. Now that you have survey data, you can go back and apply the tools of inferential statistics to test your hypotheses.
For this assessment, analyze data using inferential statistics for your previously defined survey questions. Before you begin your analysis, note the following:
• Use the population proportions for questions 1–4 and the population means for questions 5–6. The sample statistics were calculated for each survey question in Assessment 2. Use this prior work to help complete this assessment. Keep in mind that you have already calculated the sample proportions for questions 1–4 as well as the sample means and standard deviations for questions 5–6.
• Use the Inferential Statistics to Analyze Data Template located in the Resources under the Required Resources heading. The template has two pages. Be sure to review each one carefully. The first page is the blank template that you will complete, and the second page is a completed example. Almost every type of situation is shown, so try to model your results after the ones shown.
Directions
1 Calculate a 95% confidence interval for each of your survey questions (1–6). Your final product should have six confidence intervals.
2 Perform a hypothesis test for each survey question (1–6). Your final product should have six hypothesis tests.
When determining the two hypotheses for each question, how do you know what to compare the population parameter to? Honestly, we do not know, but we can make an educated guess. First, since we have sample proportions and means to consider, remember that the sample statistics always support the alternative hypothesis. Why? Hypothesis testing always tries to reject the null hypothesis; thus, we must have some evidence (the sample statistics) that the alternative is correct. Outside of this requirement, feel free to use any logical value in your hypothesis test.
A few notes, however:
• We always think the alternative hypothesis is correct! This means the sample statistics (the sample proportion or mean) support the alternative hypothesis.
• You probably want to write the alternative hypothesis first. Then, the null hypothesis is just the opposite of the alternative.
• The two hypotheses must be the exact opposites of each other. We cannot put one value for the null and another for the alternative; that simply is not logical.
• For questions 1–4, we are using the sample proportion to estimate the population proportion. For questions 5–6, we are using the sample mean to estimate the population mean. Thus, we use different formulas for their confidence intervals and for their test statistics in the hypothesis tests.

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THE STROOP EFFECT AND VISUAL PERCEPTION SCORING GUIDE
THE STROOP EFFECT AND VISUAL PERCEPTION SCORING GUIDE GRADING RUBRIC
Criteria Non-performance Basic Proficient Distinguished
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
Non-performance
Does not discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
Basic
Identifies but does not discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
Proficient
Discusses whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
Distinguished
Evaluates whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
Criteria
Discuss the results of the Stroop test.
Non-performance
Does not discuss the results of the Stroop test.
Basic
Includes the results of the Stroop test.
Proficient
Discusses the results of the Stroop test.
Distinguished
Analyzes the results of the Stroop test.

Criteria
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.

Non-performance
Does not identify the role of the anterior cingulate in audiovisual processing.
Basic
Identifies the role of the anterior cingulate in audiovisual processing but does not discuss symptoms of brain injury to this area.
Proficient
Explains the role of the anterior cingulate in audiovisual processing and the symptoms of brain injury to this area.
Distinguished
Analyzes the role of the anterior cingulate in audiovisual processing and the symptoms of brain injury to this area

Criteria
Define the problem of final integration of visual information.

Non-performance
Does not define the problem of final integration of visual information.
Basic
Defines the problem of final integration of visual information incorrectly.
Proficient
Defines the problem of final integration of visual information.
Distinguished
Analyzes the problem of final integration of visual information.

Criteria
Discuss whether there is a problem with final integration of visual information.

Non-performance
Does not discuss whether there is a problem with final integration of visual information
Basic
Identifies whether there is a problem with final integration of visual information.
Proficient
Discusses whether there is a problem with final integration of visual information.
Distinguished
Analyzes whether there is a problem with final integration of visual information.
Criteria
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Non-performance
Writing does not support a central idea. Does not use correct grammar, usage, and mechanics as expected of a psychology professional.
Basic
The Writing supports an idea but is inconsistent and contains major errors of grammar, usage, and mechanics.
Proficient
Writing coherently supports a central idea with few errors of grammar, usage, and mechanics as expected of a psychology professional.
distinguished
Writing is coherent, using evidence to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Criteria
Use APA style and format.
Non-performance
Does not use APA format and style.
Basic
Uses APA format and style but inconsistently and with errors.
Proficient
Uses APA format and style consistently and with few errors.
Distinguished
Uses correct APA format and style consistently and with no errors.