My Blog

Tag: Model Answer

  • [Solved] Critical Assessment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## WK88211Assignment.docx – ## WK88211Resources.docx – ## NURS_8211_WK8_AppendixG_Geraldine.docx – NURS_8211_WK8_AppendixEGeraldine.docx **## WK88211Assignment.docx** **Critical Assessment** DNP graduates are expected to apply research findings and integrate nurs…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## WK88211Assignment.docx

    – ## WK88211Resources.docx

    – ## NURS_8211_WK8_AppendixG_Geraldine.docx

    – NURS_8211_WK8_AppendixEGeraldine.docx

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

  • [Solved] Cjad paper4

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Federal Law Enforcement – DHS and DOJ** The purpose of this assignment is to familiarize you with the numerous federal law enforcement agencies, their limited areas of responsibilities, and career possibilities within. Most …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **Federal Law Enforcement – DHS and DOJ**

    The purpose of this assignment is to familiarize you with the numerous federal law enforcement agencies, their limited areas of responsibilities, and career possibilities within. Most federal law enforcement agencies fall under the jurisdiction of either the Department of Homeland Security or the Department of Justice. Provide a description of each Department and its _major_ law enforcement agencies that are listed below. For each agency, explore their web sites to learn of, and report on, their areas of responsibility, the types of crimes they are authorized to investigate, and the various jobs within those agencies **.**

    The agencies to report on are the U.S. Customs and Border Protection, Federal Bureau of Investigation, U.S. Immigration and Customs Enforcement, U.S. Secret Service, Drug Enforcement Administration, U.S. Marshals Service, Bureau of Alcohol, Tobacco, Firearms, and Explosives, and the U.S. Postal Inspection Service.

    Apa style for references

    Use the book : Policing America, 10th Edition

    ISBN: 9780135816578

    By: Kenneth Peak; William Sousa

    – 2 years ago

  • [Solved] chronic disease (hypertension)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## assessment2topic.pdf **## assessment2topic.pdf** Assessment 02 – Applying Research Skills For this assessment, you will research best practices related to a current health care problem. Your selected problem or issue may be utilized again in a future assessment. Befo…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## assessment2topic.pdf

    **## assessment2topic.pdf**

    Assessment 02 – Applying Research Skills

    For this assessment, you will research best practices related to a current health care
    problem. Your selected problem or issue may be utilized again in a future assessment.
    Before you complete the instructions detailed in the courseroom, first select one of the
    following health care problems or issues:

    • Mental Health Stigma
    o Description: Many individuals with mental health conditions face stigma and

    discrimination, which can prevent them from seeking help and receiving
    appropriate care. This stigma can be perpetuated by societal attitudes, lack of
    awareness, and misinformation about mental health.

    o Interventions: Public awareness campaigns, mental health education in schools,
    workplace mental health programs, peer support groups, policy changes to
    protect individuals with mental health conditions, and training for healthcare
    providers on mental health issues.

    o Keywords: Mental health awareness, stigma reduction, mental health education,
    peer support, mental health policy, workplace mental health, mental health
    training, mental health services, mental health advocacy.

    • Chronic Disease Management
    o Description: Managing chronic diseases such as diabetes, hypertension, and

    heart disease can be challenging due to the need for ongoing medical care,
    lifestyle changes, and medication adherence. Poor management of chronic
    diseases can lead to complications and reduced quality of life.

    o Interventions: Patient education programs, chronic disease self-management
    workshops, telehealth for regular monitoring, integrated care models, community
    health programs, mobile health applications, and support for lifestyle changes
    such as diet and exercise.

    o Keywords: Chronic disease management, patient education, self-management,
    telehealth, integrated care, community health, mobile health, lifestyle changes,
    chronic disease prevention, chronic disease support.

    After you have selected one of the problems/issues from the list above, return to the detailed
    instructions in the courseroom to complete your assessment.

    1

    **## assessment2topic.pdf**

    Assessment 02 – Applying Research Skills

    For this assessment, you will research best practices related to a current health care
    problem. Your selected problem or issue may be utilized again in a future assessment.
    Before you complete the instructions detailed in the courseroom, first select one of the
    following health care problems or issues:

    • Mental Health Stigma
    o Description: Many individuals with mental health conditions face stigma and

    discrimination, which can prevent them from seeking help and receiving
    appropriate care. This stigma can be perpetuated by societal attitudes, lack of
    awareness, and misinformation about mental health.

    o Interventions: Public awareness campaigns, mental health education in schools,
    workplace mental health programs, peer support groups, policy changes to
    protect individuals with mental health conditions, and training for healthcare
    providers on mental health issues.

    o Keywords: Mental health awareness, stigma reduction, mental health education,
    peer support, mental health policy, workplace mental health, mental health
    training, mental health services, mental health advocacy.

    • Chronic Disease Management
    o Description: Managing chronic diseases such as diabetes, hypertension, and

    heart disease can be challenging due to the need for ongoing medical care,
    lifestyle changes, and medication adherence. Poor management of chronic
    diseases can lead to complications and reduced quality of life.

    o Interventions: Patient education programs, chronic disease self-management
    workshops, telehealth for regular monitoring, integrated care models, community
    health programs, mobile health applications, and support for lifestyle changes
    such as diet and exercise.

    o Keywords: Chronic disease management, patient education, self-management,
    telehealth, integrated care, community health, mobile health, lifestyle changes,
    chronic disease prevention, chronic disease support.

    After you have selected one of the problems/issues from the list above, return to the detailed
    instructions in the courseroom to complete your assessment.

    1

  • [Solved] Business Finance – Management Week 7 LDR assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) As a leader, it will be important for you to model ethical behavior for the organization. Write a 350- to 525-word synthesis describing leadership ethics. Your synthesis should include the following: Define le…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    As a leader, it will be important for you to model ethical behavior for the organization.

    Write a 350- to 525-word synthesis describing leadership ethics. Your synthesis should include the following:

    Define leadership ethics.

    Summarize the importance of ethical leadership.

    Outline how you will model ethical behavior as a leader using the SPL model.

    Note: A well-structured scholarly paragraph contains 3–5 sentences. Please refer to the MEAL Plan as a guide. Avoid the use of first-person language. You will be writing this synthesis from a third-person perspective.

    Incorporate feedback from previous weeks.

    Include APA-formatted in-text citations and references.

    Format your analysis according to current APA guidelines. Refer to the Sample Paper for APA 7th Edition as a guide to ensure the assignment meets APA standards.

    Note: Remember to write in third person, include an introduction and conclusion, proofread your document, including grammar, punctuation, citations, and formatting.

    – 2 years ago

  • [Solved] Business Finance – Accounting Homework help business

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting) All information in the attached files. I added the outline that needs to be followed – 2 years ago **files (2)** – ## Compareandcontrast.docx – ## draftcomp2001.pdf **## Compareandcontrast.docx** ![A paper wit…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Accounting homework help](https://www.sweetstudy.com/fields/business-finance-accounting)

    All information in the attached files. I added the outline that needs to be followed

    – 2 years ago

    **files (2)**

    – ## Compareandcontrast.docx

    – ## draftcomp2001.pdf

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a book Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ## image7.png

    ## image8.png

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a book Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ## image7.png

    ## image8.png

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a book Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ## image7.png

    ## image8.png

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

  • [Solved] Business & Finance I need a term assignment completed by 16 April 2025

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need an assignment written that aligns with the chapter topic (Power and Politics; book: Essentials of Organizational Behavior 15th edition) that is included in the attachments. This assignment will focus on and discuss the decisions made in 2025 by the current U.S. President and how it has negati…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need an assignment written that aligns with the chapter topic (Power and Politics; book:   Essentials of Organizational Behavior 15th edition) that is included in the attachments. This assignment will focus on and discuss the decisions made in 2025 by the current U.S. President and how it has negatively impacted the federal government up to this point and how it can affect it in the near future. This assignment will strongly touch on the causes and consequences of abuse of power, and the causes, consequences, and ethics of political behavior.

    At minimum, the word count must be 2000 words, not counting the title and reference pages.

    – [\
    \
    Fall2023Sampletermpaper-2.docx](https://www.sweetstudy.com/files/fall2023sampletermpaper-2-docx "Fall2023Sampletermpaper-2.docx")
    – [\
    \
    TermPaperGuidelines.docx](https://www.sweetstudy.com/files/termpaperguidelines-docx-10259775 "TermPaperGuidelines.docx")
    – [\
    \
    200ptTermPaperRubric.pdf](https://www.sweetstudy.com/files/200pttermpaperrubric-pdf "200ptTermPaperRubric.pdf")
    – [\
    \
    TermPaperChapter14Topic.pdf](https://www.sweetstudy.com/files/termpaperchapter14topic-pdf "TermPaperChapter14Topic.pdf")

    – 2 years ago

  • [Solved] Biology Non Verbal Behaviors l need help assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Non Verbal Behaviors l need help assignment – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Non Verbal Behaviors l need help assignment

    – 2 years ago

  • [Solved] Apply statistical techniques & Perform hypothesis testing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) ## Overview In this project, you will apply inference methods for means to test your hypotheses about the housing sales market for a region of the United States. You will use appropriate sampling and statistical me…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    [>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

    ## Overview

    In this project, you will apply inference methods for means to test your hypotheses about the housing sales market for a region of the United States. You will use appropriate sampling and statistical methods.

    ## Scenario

    You have been hired by your regional real estate company to determine if your region’s housing prices and housing square footage are significantly different from those of the national market. The regional sales director has three questions that they want to see addressed in the report:

    1. Are housing prices in your regional market lower than the national market average?
    2. Is the square footage for homes in your region different than the average square footage for homes in the national market?
    3. For your region, what is the range of values for the 95% confidence interval of square footage for homes in your market?

    You are given a real estate data set that has houses listed for every county in the United States. In addition, you have been given national statistics and graphs that show the national averages for housing prices and square footage. Your job is to analyze the data, complete the statistical analyses, and provide a report to the regional sales director. You will do so by completing the Project Two Template located in the What to Submit area below.

    ## Directions

    **Introduction**

    1. **Region:** Start by picking one region from the following list of regions:

    West South Central, West North Central, East South Central, East North Central, Mid Atlantic
    2. **Purpose:** What is the purpose of your analysis?
    3. **Sample:**Define your sample. Take a random sample of 500 house sales for your region.

    1. Describe what is included in your sample (i.e., states, region, years or months).
    4. **Questions and type of test:** For your selected sample, define two hypothesis questions (see the Scenario above) and the appropriate type of test for each. Address the following _for each hypothesis_:

    1. Describe the population parameter for the variable you are analyzing.
    2. Describe your hypothesis in your own words.
    3. Identify the hypothesis test you will use (1-Tail or 2-Tail).
    5. **Level of confidence:** Discuss how you will use estimation and confidence intervals to help you solve the problem.

    **1-Tail Test**

    1. **Hypothesis:**Define your hypothesis.

    1. Define the population parameter.
    2. Write null (Ho) and alternative (Ha) hypotheses. **Note:** For means, define a hypothesis that _is less than_ the population parameter.
    3. Specify your significance level.
    2. **Data analysis:**Summarize your sample data using appropriate graphical displays and summary statistics and confirm assumptions have not been violated to complete this hypothesis test.

    1. Provide at least one histogram of your sample data.
    2. In a table, provide summary statistics including sample size, mean, median, and standard deviation. **Note:** For quartiles 1 and 3, use the quartile function in Excel:

    =QUARTILE([data range], [quartile number])
    3. Summarize your sample data, describing the center, spread, and shape in comparison to the national information (under Supporting Materials, see the National Summary Statistics and Graphs House Listing Price by Region PDF). **Note:** For shape, think about the distribution: skewed or symmetric.
    4. Check the conditions.
    1. Determine if the normal condition has been met.
    2. Determine if there are any other conditions that you should check and whether they have been met. **Note:** Think about the central limit theorem and sampling methods.
    3. **Hypothesis test calculations:**Complete hypothesis test calculations.

    1. Calculate the hypothesis statistics.
    1. Determine the appropriate test statistic ( _t_). **Note:** This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean.
    2. Calculate the probability ( _p_ value). **Note:** This calculation is done with the T.DIST function in Excel:

    =T.DIST([test statistic], [degree of freedom], True) The degree of freedom is calculated by subtracting 1 from your sample size.
    4. **Interpretation:**Interpret your hypothesis test results using the p value method to reject or not reject the null hypothesis.

    1. Relate the _p_ value and significance level.
    2. Make the correct decision (reject or fail to reject).
    3. Provide a conclusion in the context of your hypothesis.

    **2-Tail Test**

    1. **Hypotheses:**Define your hypothesis.

    1. Define the population parameter.
    2. Write null and alternative hypotheses. **Note:** For means, define a hypothesis that is _not equal to_ the population parameter.
    3. State your significance level.
    2. **Data analysis:**Summarize your sample data using appropriate graphical displays and summary statistics and confirm assumptions have not been violated to complete this hypothesis test.

    1. Provide at least one histogram of your sample data.
    2. In a table, provide summary statistics including sample size, mean, median, and standard deviation. **Note:** For quartiles 1 and 3, use the quartile function in Excel:

    =QUARTILE([data range], [quartile number])
    3. Summarize your sample data, describing the center, spread, and shape in comparison to the national information. **Note:** For shape, think about the distribution: skewed or symmetric.
    4. Check the assumptions.
    1. Determine if the normal condition has been met.
    2. Determine if there are any other conditions that should be checked on and whether they have been met. **Note:** Think about the central limit theorem and sampling methods.
    3. **Hypothesis test calculations:**Complete hypothesis test calculations.

    1. Calculate the hypothesis statistics.
    1. Determine the appropriate test statistic ( _t_). **Note:** This calculation is (mean – target)/standard error. In this case, the mean is your regional mean, and the target is the national mean.]
    2. Determine the probability (p value). **Note:** This calculation is done with the TDIST.2T function in Excel:

    =T.DIST.2T([test statistic], [degree of freedom]) The degree of freedom is calculated by subtracting 1 from your sample size.
    4. **Interpretation:** Interpret your hypothesis test results using the _p_ value method to reject or not reject the null hypothesis.

    1. Compare the _p_ value and significance level.
    2. Make the correct decision (reject or fail to reject).
    3. Provide a conclusion in the context of your hypothesis.
    5. **Comparison of the test results:**Revisit Question 3 from the Scenario section: For your region, what is the range of values for the 95% confidence interval of square footage for homes?

    1. Calculate and report the 95% confidence interval. Show or describe your method of calculation.

    **Final Conclusions**

    1. **Summarize your findings:** In one paragraph, summarize your findings in clear and concise plain language.
    2. **Discuss:** Discuss whether you were surprised by the findings. Why or why not?

    – 2 years ago

  • [Solved] Applied Sciences AAC Homework Help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #### **Rationale** The purpose of this is for the student to demonstrate an understanding of augmentative and alternative communication (AAC). This is intended to show evidence that you have achieved or are working on the following learning objective(s): – Describe factors contributing to communicat…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    #### **Rationale**

    The purpose of this is for the student to demonstrate an understanding of augmentative and alternative communication (AAC).

    This is intended to show evidence that you have achieved or are working on the following learning objective(s):

    – Describe factors contributing to communicative profiles of children with multiple disabilities.
    – Describe the roles that augmentative and alternative communication plays in overall development of children with multiple disabilities.
    – Describe the components of an AAC system.
    – Discuss foundations of augmented language intervention and assessment that address challenges.

    #### **Directions**

    For this , you will write about AAC, which is discussed in Chapter 17 of the textbook.

    – Give a brief definition and overview of AAC.
    – Create a table identifying four common myths of AAC and discuss the evidence against them. Please use your own words (don't just lift direct quotes from the textbook).
    – The written portion of your document should be about a page long, after being double spaced.
    – Upload the document within the time frame given for the assignment.

    I attached the textbook chapter in case you need it.

    – [\
    \
    Screenshot2025-04-12150430.png](https://www.sweetstudy.com/files/screenshot2025-04-12150430-png "Screenshot2025-04-12150430.png")
    – [\
    \
    Screenshot2025-04-12150423.png](https://www.sweetstudy.com/files/screenshot2025-04-12150423-png "Screenshot2025-04-12150423.png")
    – [\
    \
    Screenshot2025-04-12150101.png](https://www.sweetstudy.com/files/screenshot2025-04-12150101-png "Screenshot2025-04-12150101.png")
    – [\
    \
    Screenshot2025-04-12150356.png](https://www.sweetstudy.com/files/screenshot2025-04-12150356-png "Screenshot2025-04-12150356.png")
    – [\
    \
    Screenshot2025-04-12150338.png](https://www.sweetstudy.com/files/screenshot2025-04-12150338-png "Screenshot2025-04-12150338.png")
    – [\
    \
    Screenshot2025-04-12150120.png](https://www.sweetstudy.com/files/screenshot2025-04-12150120-png "Screenshot2025-04-12150120.png")
    – [\
    \
    Screenshot2025-04-12150127.png](https://www.sweetstudy.com/files/screenshot2025-04-12150127-png "Screenshot2025-04-12150127.png")
    – [\
    \
    Screenshot2025-04-12150345.png](https://www.sweetstudy.com/files/screenshot2025-04-12150345-png "Screenshot2025-04-12150345.png")
    – [\
    \
    Screenshot2025-04-12150107.png](https://www.sweetstudy.com/files/screenshot2025-04-12150107-png "Screenshot2025-04-12150107.png")
    – [\
    \
    Screenshot2025-04-12150350.png](https://www.sweetstudy.com/files/screenshot2025-04-12150350-png "Screenshot2025-04-12150350.png")
    – [\
    \
    Screenshot2025-04-12150113.png](https://www.sweetstudy.com/files/screenshot2025-04-12150113-png "Screenshot2025-04-12150113.png")

    – 2 years ago

  • [Solved] APA Style References Worksheet

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need this completed by Tomorrow 4/12/25 by 10:00 pm. – 2 years ago **files (3)** – ## AssessmentDescriptionApastyle.docx – ## UNV-303-RS-T6-APAStyleReferencesWorksheet.docx – ## RubricCriteri1Apastyle.docx **## AssessmentDescriptionApastyle.docx** Assessment Description Purpose of Assignment: To f…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need this completed by Tomorrow 4/12/25 by 10:00 pm.

    – 2 years ago

    **files (3)**

    – ## AssessmentDescriptionApastyle.docx

    – ## UNV-303-RS-T6-APAStyleReferencesWorksheet.docx

    – ## RubricCriteri1Apastyle.docx

    **## AssessmentDescriptionApastyle.docx**

    Assessment Description

    Purpose of Assignment: To format APA references and in-text citations for various sources, including books, journal articles, and website articles.

    Use the attached document to complete the assignment.

    APA style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    **## UNV-303-RS-T6-APAStyleReferencesWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/apa-style-references-worksheet)

    **APA Style References Worksheet**

    **Part 1:**

    Instructions: Create the APA reference and In-text citation for each of the below provided resources.

    **Additional Resources:**

    **APA Style Guide:** https://apastyle.apa.org/

    **Purdue OWL APA Formatting Guide:** https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

    1.
    **Book:**

    · Title: "Publication Manual of the American Psychological Association: The Official Guide to APA Style"

    · Author: American Psychological Association

    · Publication Year: 2020

    · Publisher: American Psychological Association

    **APA Reference:**

    **In-Text Citation:**

    2.
    **Journal Article:**

    · Title: Instructional Strategies to Improve College Students’ APA Style Writing

    · Authors: Mandernach, B. J., Zafonte, M., & Taylor, C.

    · Journal Title: International Journal of Teaching and Learning in Higher Education

    · Volume: 27

    · Issue: 3

    · Page Range: 407–412

    · Publication Year: 2016

    **APA Reference:**

    **In-Text Citation:**

    3.
    **Website Article:**

    · Title: The Impact of Technology on Education

    · Author: Laura Ascione

    · Website Name: eSchool News

    · URL:
    [https://www.eschoolnews.com/it-leadership/2023/12/11/the-impact-of-technology-on-education/](https://www.eschoolnews.com/it-leadership/2023/12/11/the-impact-of-technology-on-education/)

    · Publication Date: December 11, 2023

    · Access Date: May 9th, 2024

    **APA Citation:**

    **In-text Citation:**

    **Part 2:**

    1. Using the above resource “Instructional Strategies to Improve College Students’ APA Style Writing”, provide a 250-word summary of the journal and include one in-text citation in the summary:

    2. Take the resources from Part 1 of this assignment and organize them how they would appear on the reference sheet of your paper.

    References

    © 2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## RubricCriteri1Apastyle.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **APA Reference and In-Text Citation**

    8.75 points

    **Criteria Description**

    **5. Target**

    8.75 points

    Correct and well-formatted APA references and in-text citations for all provided resources.

    **4. Acceptable**

    7.44 points

    APA references and in-text citations are accurate with minor formatting issues.

    **3. Approaching**

    6.56 points

    APA references and in-text citations are mostly correct but with several minor errors.

    **2. Insufficient**

    5.69 points

    APA references and in-text citations are provided but with frequent errors or inconsistencies.

    **1. Unsatisfactory**

    0 points

    APA references and in-text citations are missing or completely incorrect for most resources.

    **Summary with In-Text Citation**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    Thorough and insightful 250-word summary with accurate in-text citation, and clear, well-developed ideas.

    **4. Acceptable**

    6.38 points

    Clear 250-word summary with accurate in-text citation and minor issues in depth or clarity.

    **3. Approaching**

    5.63 points

    Summary is close to 250 words but lacks some clarity or depth; in-text citation is present but with errors.

    **2. Insufficient**

    4.88 points

    Summary is present but lacks depth, is less than 250 words, and/or contains no or incorrect in-text citation.

    **1. Unsatisfactory**

    0 points

    Summary with in-text citation is not completed.

    **Reference Sheet**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    All resources are properly organized and correctly formatted according to APA format on the reference sheet.

    **4. Acceptable**

    6.38 points

    Resources are mostly correctly organized according to APA format with minor errors.

    **3. Approaching**

    5.63 points

    Resources follow APA format with several errors; organization is somewhat clear but incomplete.

    **2. Insufficient**

    4.88 points

    Resources are present but fail to follow APA format; organization is unclear or incorrect.

    **1. Unsatisfactory**

    0 points

    Resources are not organized or not present.

    **Mechanics of Writing**

    1.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    1.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    1.06 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    0.94 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    0.81 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Total** 25 points

    **## RubricCriteri1Apastyle.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **APA Reference and In-Text Citation**

    8.75 points

    **Criteria Description**

    **5. Target**

    8.75 points

    Correct and well-formatted APA references and in-text citations for all provided resources.

    **4. Acceptable**

    7.44 points

    APA references and in-text citations are accurate with minor formatting issues.

    **3. Approaching**

    6.56 points

    APA references and in-text citations are mostly correct but with several minor errors.

    **2. Insufficient**

    5.69 points

    APA references and in-text citations are provided but with frequent errors or inconsistencies.

    **1. Unsatisfactory**

    0 points

    APA references and in-text citations are missing or completely incorrect for most resources.

    **Summary with In-Text Citation**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    Thorough and insightful 250-word summary with accurate in-text citation, and clear, well-developed ideas.

    **4. Acceptable**

    6.38 points

    Clear 250-word summary with accurate in-text citation and minor issues in depth or clarity.

    **3. Approaching**

    5.63 points

    Summary is close to 250 words but lacks some clarity or depth; in-text citation is present but with errors.

    **2. Insufficient**

    4.88 points

    Summary is present but lacks depth, is less than 250 words, and/or contains no or incorrect in-text citation.

    **1. Unsatisfactory**

    0 points

    Summary with in-text citation is not completed.

    **Reference Sheet**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    All resources are properly organized and correctly formatted according to APA format on the reference sheet.

    **4. Acceptable**

    6.38 points

    Resources are mostly correctly organized according to APA format with minor errors.

    **3. Approaching**

    5.63 points

    Resources follow APA format with several errors; organization is somewhat clear but incomplete.

    **2. Insufficient**

    4.88 points

    Resources are present but fail to follow APA format; organization is unclear or incorrect.

    **1. Unsatisfactory**

    0 points

    Resources are not organized or not present.

    **Mechanics of Writing**

    1.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    1.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    1.06 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    0.94 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    0.81 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Total** 25 points

    **## AssessmentDescriptionApastyle.docx**

    Assessment Description

    Purpose of Assignment: To format APA references and in-text citations for various sources, including books, journal articles, and website articles.

    Use the attached document to complete the assignment.

    APA style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    **## UNV-303-RS-T6-APAStyleReferencesWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/apa-style-references-worksheet)

    **APA Style References Worksheet**

    **Part 1:**

    Instructions: Create the APA reference and In-text citation for each of the below provided resources.

    **Additional Resources:**

    **APA Style Guide:** https://apastyle.apa.org/

    **Purdue OWL APA Formatting Guide:** https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

    1.
    **Book:**

    · Title: "Publication Manual of the American Psychological Association: The Official Guide to APA Style"

    · Author: American Psychological Association

    · Publication Year: 2020

    · Publisher: American Psychological Association

    **APA Reference:**

    **In-Text Citation:**

    2.
    **Journal Article:**

    · Title: Instructional Strategies to Improve College Students’ APA Style Writing

    · Authors: Mandernach, B. J., Zafonte, M., & Taylor, C.

    · Journal Title: International Journal of Teaching and Learning in Higher Education

    · Volume: 27

    · Issue: 3

    · Page Range: 407–412

    · Publication Year: 2016

    **APA Reference:**

    **In-Text Citation:**

    3.
    **Website Article:**

    · Title: The Impact of Technology on Education

    · Author: Laura Ascione

    · Website Name: eSchool News

    · URL:
    [https://www.eschoolnews.com/it-leadership/2023/12/11/the-impact-of-technology-on-education/](https://www.eschoolnews.com/it-leadership/2023/12/11/the-impact-of-technology-on-education/)

    · Publication Date: December 11, 2023

    · Access Date: May 9th, 2024

    **APA Citation:**

    **In-text Citation:**

    **Part 2:**

    1. Using the above resource “Instructional Strategies to Improve College Students’ APA Style Writing”, provide a 250-word summary of the journal and include one in-text citation in the summary:

    2. Take the resources from Part 1 of this assignment and organize them how they would appear on the reference sheet of your paper.

    References

    © 2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## RubricCriteri1Apastyle.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **APA Reference and In-Text Citation**

    8.75 points

    **Criteria Description**

    **5. Target**

    8.75 points

    Correct and well-formatted APA references and in-text citations for all provided resources.

    **4. Acceptable**

    7.44 points

    APA references and in-text citations are accurate with minor formatting issues.

    **3. Approaching**

    6.56 points

    APA references and in-text citations are mostly correct but with several minor errors.

    **2. Insufficient**

    5.69 points

    APA references and in-text citations are provided but with frequent errors or inconsistencies.

    **1. Unsatisfactory**

    0 points

    APA references and in-text citations are missing or completely incorrect for most resources.

    **Summary with In-Text Citation**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    Thorough and insightful 250-word summary with accurate in-text citation, and clear, well-developed ideas.

    **4. Acceptable**

    6.38 points

    Clear 250-word summary with accurate in-text citation and minor issues in depth or clarity.

    **3. Approaching**

    5.63 points

    Summary is close to 250 words but lacks some clarity or depth; in-text citation is present but with errors.

    **2. Insufficient**

    4.88 points

    Summary is present but lacks depth, is less than 250 words, and/or contains no or incorrect in-text citation.

    **1. Unsatisfactory**

    0 points

    Summary with in-text citation is not completed.

    **Reference Sheet**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    All resources are properly organized and correctly formatted according to APA format on the reference sheet.

    **4. Acceptable**

    6.38 points

    Resources are mostly correctly organized according to APA format with minor errors.

    **3. Approaching**

    5.63 points

    Resources follow APA format with several errors; organization is somewhat clear but incomplete.

    **2. Insufficient**

    4.88 points

    Resources are present but fail to follow APA format; organization is unclear or incorrect.

    **1. Unsatisfactory**

    0 points

    Resources are not organized or not present.

    **Mechanics of Writing**

    1.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    1.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    1.06 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    0.94 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    0.81 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Total** 25 points

    **## AssessmentDescriptionApastyle.docx**

    Assessment Description

    Purpose of Assignment: To format APA references and in-text citations for various sources, including books, journal articles, and website articles.

    Use the attached document to complete the assignment.

    APA style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    **## UNV-303-RS-T6-APAStyleReferencesWorksheet.docx**

    ![](https://www.sweetstudy.com/questions/apa-style-references-worksheet)

    **APA Style References Worksheet**

    **Part 1:**

    Instructions: Create the APA reference and In-text citation for each of the below provided resources.

    **Additional Resources:**

    **APA Style Guide:** https://apastyle.apa.org/

    **Purdue OWL APA Formatting Guide:** https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html

    1.
    **Book:**

    · Title: "Publication Manual of the American Psychological Association: The Official Guide to APA Style"

    · Author: American Psychological Association

    · Publication Year: 2020

    · Publisher: American Psychological Association

    **APA Reference:**

    **In-Text Citation:**

    2.
    **Journal Article:**

    · Title: Instructional Strategies to Improve College Students’ APA Style Writing

    · Authors: Mandernach, B. J., Zafonte, M., & Taylor, C.

    · Journal Title: International Journal of Teaching and Learning in Higher Education

    · Volume: 27

    · Issue: 3

    · Page Range: 407–412

    · Publication Year: 2016

    **APA Reference:**

    **In-Text Citation:**

    3.
    **Website Article:**

    · Title: The Impact of Technology on Education

    · Author: Laura Ascione

    · Website Name: eSchool News

    · URL:
    [https://www.eschoolnews.com/it-leadership/2023/12/11/the-impact-of-technology-on-education/](https://www.eschoolnews.com/it-leadership/2023/12/11/the-impact-of-technology-on-education/)

    · Publication Date: December 11, 2023

    · Access Date: May 9th, 2024

    **APA Citation:**

    **In-text Citation:**

    **Part 2:**

    1. Using the above resource “Instructional Strategies to Improve College Students’ APA Style Writing”, provide a 250-word summary of the journal and include one in-text citation in the summary:

    2. Take the resources from Part 1 of this assignment and organize them how they would appear on the reference sheet of your paper.

    References

    © 2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## RubricCriteri1Apastyle.docx**

    **Rubric Criteria**

    collapse all Rubric CriteriaCollapse All

    **APA Reference and In-Text Citation**

    8.75 points

    **Criteria Description**

    **5. Target**

    8.75 points

    Correct and well-formatted APA references and in-text citations for all provided resources.

    **4. Acceptable**

    7.44 points

    APA references and in-text citations are accurate with minor formatting issues.

    **3. Approaching**

    6.56 points

    APA references and in-text citations are mostly correct but with several minor errors.

    **2. Insufficient**

    5.69 points

    APA references and in-text citations are provided but with frequent errors or inconsistencies.

    **1. Unsatisfactory**

    0 points

    APA references and in-text citations are missing or completely incorrect for most resources.

    **Summary with In-Text Citation**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    Thorough and insightful 250-word summary with accurate in-text citation, and clear, well-developed ideas.

    **4. Acceptable**

    6.38 points

    Clear 250-word summary with accurate in-text citation and minor issues in depth or clarity.

    **3. Approaching**

    5.63 points

    Summary is close to 250 words but lacks some clarity or depth; in-text citation is present but with errors.

    **2. Insufficient**

    4.88 points

    Summary is present but lacks depth, is less than 250 words, and/or contains no or incorrect in-text citation.

    **1. Unsatisfactory**

    0 points

    Summary with in-text citation is not completed.

    **Reference Sheet**

    7.5 points

    **Criteria Description**

    **5. Target**

    7.5 points

    All resources are properly organized and correctly formatted according to APA format on the reference sheet.

    **4. Acceptable**

    6.38 points

    Resources are mostly correctly organized according to APA format with minor errors.

    **3. Approaching**

    5.63 points

    Resources follow APA format with several errors; organization is somewhat clear but incomplete.

    **2. Insufficient**

    4.88 points

    Resources are present but fail to follow APA format; organization is unclear or incorrect.

    **1. Unsatisfactory**

    0 points

    Resources are not organized or not present.

    **Mechanics of Writing**

    1.25 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    1.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    **4. Acceptable**

    1.06 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **3. Approaching**

    0.94 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    **2. Insufficient**

    0.81 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    **1. Unsatisfactory**

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    **Total** 25 points