26 August 2015

Comparison between arab/mediterranean and amarican cuisine
Comparison between arab/mediterranean and amarican cuisine

Paper instructions:
compare them health wise ..
list the theseus and the main point in an outline in the beginning
you can use these 2 website to get a better understanding :
http://www.arabnews.com/news/524471
http://en.wikipedia.org/wiki/Arab_cuisine

26 August 2015,
 0

Comparison between arab/mediterranean and amarican cuisine Comparison between arab/mediterranean and amarican cuisine Paper instructions: compare them health wise .. list the theseus and the […]


26 August 2015

An analysis and interpretation of an extract of discourse, with a focus ongenre and interpersonal meaningAn analysis and interpretation of an extract of discourse, with a focus ongenre and interpersonal meaning.
Analysis and interpretation of interpersonal meaning in given instance/s ofdiscourse drawing on tools from the system of ‘appraisal’. Your analyses will draw on the theorizationand tools of appraisal that you have been introduced to in lectures, learning notes and, very importantlyin your readings.
Note: You must attach all your analyses as appendices to your assignment. AND you are also advisedto incorporate excerpts from your analyses into the body of the assignment to illustrate the points youare making.
Further guidance
Become very familiar with the text(s) you will analyse .
Review key readings on SFL, discourse semantic analyses and on appraisal.
Have these resources handy as you work on your analyses. Many of them contain useful examplesof analysis and tables of examples to assist you in making theoretically sound decisions.
Give yourself plenty of time to do the analyses.
In drafting your interpretation you will work from what your analyses, identifying the choices andpatterns you have found. You will interpret these in terms of the kinds of meanings they express.
You will be given some models of the genre ofan analysis and interpretation assignments as aframework to guide your own writing
You will be given further guidance on how to construct an analysis and interpretation paper.
Criteria: To critically deconstruct instances of discourse, demonstrating in the process
a familiarity with the theoretical models introduced in the subject
an ability to apply the tools introduced in the subject in the accurate analysis of texts
an ability to interpret the analyses with reference to the social context
an ability to represent the analysis and interpretation in a clear and comprehensible way.

26 August 2015,
 0

An analysis and interpretation of an extract of discourse, with a focus ongenre and interpersonal meaningAn analysis and interpretation of an extract of discourse, […]


26 August 2015

Randomized trial of treatment for children with sexual behavior problems
Randomized trial of treatment for children with sexual behavior problems
Carpentier, M., Silovsky, J., & Chaffin, M. (2006). Randomized trial of treatment for children with sexual behavior problems: Ten-year follow-up. Journal of Consulting and Clinical Psychology, 74, 3: 482-488.
As you are reading through the article, look for the answers to these questions. They are pretty much in order as you read the article. Each of you should attempt to answer the questions on your own, and then share your answers/observations with your other group members.
1. What is the purpose of this research (exploratory, descriptive, explanatory, application)?
2. Why did the authors of this study think it was important to conduct this research?
3. Part of this study has to do with treatment benefit. They authors say there are different approaches to treating kids with SBP. What are they?
4. The authors cite several other studies that looked at 1 to 2 year follow-ups for different types of treatment. What type of treatment appeared to be most promising in reducing sexually aggressive behaviors?
5. How did the authors find their sample population?
6. How many children with SBP were referred to the study? What was the final n for randomization (the authors don’t tell you at this point, but two treatment methods are being studied)? What were some of the reasons children were excluded?
7. This study also used a comparison group. How many children were in the comparison group? What were the variables on which they were matched? What was the most common diagnosis in this group?
8. What type of research design was used (hint: was it experimental, quasi-experimental, both)?
9. This research was longitudinal, since it tried to follow the subjects into adulthood. What type of longitudinal study was it? What is unusual about this type of longitudinal study?
10. Four different measures were used at the time the subjects were entered into the study (Table 1 on pg. 485 shows demographic and measurement score that demonstrate the similarities between the groups). What were they and what did each measure?
11. What were the two types of treatment protocols that were being tested?
12. Who administered the treatment?
13. The authors of the study said that “All sessions were videotaped and reviewed each week by the investigators to ensure adherence to the respective treatment manuals.” Why did the investigators do this? Although this is not a measurement issue, there are concerns about reliability and validity. Which reliability issue seems most like the concern the investigators had? Which threat to internal validity seems to correspond with their concern?
14. This research used data collected for the purposes of another study. What kind of data are these? How often were data collected as part of the original study?
15. The original study ran from 1992 to 1995. The authors were faced with trying to find the study participants 10 years after the end of the original study (stop and think for a minute about what a challenge that is). Where did they go to try to find out information about study participants? What types of threats can you think of that might pose real problems for this study?
16. On page 485, in the Results section, the authors state “Of the 291 cases followed…” Do you think that the authors were able actually find out information on all of these subjects? If they didn’t, do you think there was an assumption made about the level of offending (your guess is as good as mine)?
17. The authors talk about how less than 5% (13 out of 291) of study participants had one or more sex offense arrests. They also mention that 21% (61 out of 291) had non-sexual offense arrests. What kind of assumptions did they make about the remaining 217 study participants? Is that a valid assumption?
18. Something I would have liked to know is whether or not some of those who were arrested for sex offenses also were arrested for other types of crimes (there is some evidence that some sex offenders engage in all kinds of criminal behavior while others do not). It would also be helpful to know whether or not the sex crimes were against adults or against children.
19. The authors point out some weaknesses to their study. What are some that they identify? Are there others that you can identify?
20. This study raises some interesting questions regarding assumptions made about children with SBP and their future as adult sex offenders. However, do you think the authors are justified in making the claims they make, based on this study? Why or why not?

26 August 2015,
 0

Randomized trial of treatment for children with sexual behavior problems Randomized trial of treatment for children with sexual behavior problems Carpentier, M., Silovsky, J., […]


26 August 2015

After viewing the short video clip on Academic Writing, write an entry about your own experience as an academic writer
Academic Writing
http://replay.uci.edu/public/fall2012/Academic_Writing_-_Flash_(Large)_-_20121206_09.27.09PM.html
After viewing the short video clip on Academic Writing, write an entry about your own experience as an academic writer. Discuss the points in the Academic Writing clip you feel competent in and the ones you still might need work in. Were there any points that you did not know about before or have found challenging? How would you evaluate yourself as an academic writer?

26 August 2015,
 0

After viewing the short video clip on Academic Writing, write an entry about your own experience as an academic writer Academic Writing http://replay.uci.edu/public/fall2012/Academic_Writing_-_Flash_(Large)_-_20121206_09.27.09PM.html After […]


26 August 2015

Nursing Research Article Critique
Nursing Research Article Critique


Quantitative Research Evaluation

Listed below are criteria that you will use to critique your primary research article. Discuss how
the investigator satisfied each criterion. Cite relevant passages in the articles, with
reference to page number if appropriate. Don’t merely respond “yes” or “no’ to the
presence or absence of each criterion—you must provide examples and rationale for
your response.

Introduction – 6 points
1. Is the purpose of the study presented?
2. Is the significance (importance) of the problem discussed?
3. Does the investigator provide a sense of what he or she is doing and why?

Problem statement – 6 points
1. Is the problem statement clear?
2. Does the investigator identify key research questions and variables to be examined?
3. Does the study have the potential to help solve a problem that is currently faced in
clinical practice?

Literature review – 6 points
1. Does the literature review follow a logical sequence leading to a critical review of
supporting and conflicting prior work?
2. Is the relationship of the study to previous research clear?
3. Does the investigator describe gaps in the literature and support the necessity of the
present study?

Theoretical framework and hypotheses – 6 points
1. Is a rationale stated for the theoretical/conceptual framework?
2. Does the investigator clearly state the theoretical basis for hypothesis formulation?
3. Is the hypothesis stated precisely and in a form that permits it to be tested?

Methodology – 10 points
1. Are the relevant variables and concepts clearly and operationally defined?
2. Is the design appropriate for the research questions or hypotheses?
3. Are methods of data collection sufficiently described’?
4. What are the identified and potential threats to internal and external validity that were
present in the study?
5. If there was more than one data collector, was inter-rater reliability adequate?

Sample – 6 points
1. Are the subjects and sampling methods described?
2. Is the sample of sufficient size for the study, given the number of variables and
design?
3. Is there adequate assurance that the rights of human subjects were protected?

Instruments – 5 points
1. Are appropriate instruments for data collection used?
2. Are reliability and validity of the measurement instruments adequate?

Data analysis – 5 points
1. Are the statistical tests used identified and the values reported?
2. Are appropriate statistics used, according to level of measurement, sample size,
sampling method, and hypotheses/research questions?

Results – 6 points
1. Are the results for each hypothesis clearly and objectively presented?
2. Do the figures and tables illuminate the presentation of results’?
3. Are results described in light of the theoretical framework and supporting literature?

Conclusions/discussion –12points
1. Are conclusions based on the results and related to the hypotheses’?
2. Are study limitations identified?
3. Are generalizations made within the scope of the findings?
4. Are implications of findings discussed (i.e., for practice, education, and research)?
5. Are recommendations for further research stated?

Research utilization implications – 15 points
1. Is the study of sufficient quality to meet the criterion of scientific merit’?
2. Is the study of relevance to practice?
3. Is the study feasible for nurses to implement?
4. Do the benefits of the study outweigh the risks?

Use of proper format (APA), grammar, spelling, and punctuation – 17 points
Student Paper General Requirements and Guidelines
1. All papers must be typewritten or printed on standard 81/2 x 11 inch white bond
paper. The type-face should be times roman or courier. Do not use bold or other
styles of type. Limit the use of italicized words.
2. All papers must have a title page that includes a page header, running head, title
and author’s name and affiliation.
3. All papers must have margins of at least 1 inch at the top, bottom, left, and right of
every page. Do not justify the right margin and do not hyphenate words at the end of
a line.
4. The entire paper must be double-spaced including the reference list.
5. The first line of every paragraph in the paper must be indented 5 spaces.
6. There must be only 1 space after commas, colons, semi-colons, punctuation marks
at the end of sentences, and periods after initials.
7. Headings may be used to organize the paper into sections.
8. The reference list must include only those references cited in the text of the paper.
9. All ideas that are not your own must be cited within the text of the paper and
referenced in the reference list. Failure to do so is PLAGIARISM.
11. Limit the use of direct quotes by paraphrasing ideas taken from references. These
paraphrases do need to include citation of the author(s).
12. The citation after direct quotes must include the page number of the reference that is
being quoted.


TOTAL POINTS ________

26 August 2015,
 0

Nursing Research Article Critique Nursing Research Article Critique Quantitative Research Evaluation Listed below are criteria that you will use to critique your primary research […]


‹ Prev page1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448 449 450 451 452 453 454 455 456 457 458 459 460 461 462 463 464 465 466 467 468 469 470 471 472 473 474 475 476 477 478 479 480 481 482 483 484 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 544 545 546 547 548 549 550 551 552 553 554 555 556 557 558 559 560 561 562 563 564 565 566 567 568 569 570 571 572 573 574 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 618 619 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 640 641 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 678 679 680 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 699 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 774 775 776 777 778 779 780 781 782 783 784 785 786 787 788 789 790 791 792 793 794 795 796 797 798 799 800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816 817 818 819 820 821 822 823 824 825 826 827 828 829 830 831 832 833 834 835 836 837 838 839 840 841 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 947 948 949 950 951 952 953 954 955 956 957 958 959 960 961 962 963 964 965 966 967 968 969 970 971 972 973 974 975 976 977 978 979 980 981 982 983 984 985 986 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 1004 1005 1006 1007 1008 1009 1010 1011 Next page ›