MN504: Inquiry and Evidence Based Practice

Unit 6: Quantitative Analysis and The Research Critique Process

Topic 1: Measurement Scales

Quantitative analysis requires the use of numeric data to describe and interpret the results. The types of numeric data collected will determine what statistics can be utilized.

1. Please provide a definition of the nominal, ordinal, interval, and ratio scales and develop a simple chart with an example of each and specifying the types of statistics that might be used with each as follows: 

  

Type   of Data

Example

Statistical   Procedure

 

Nominal   (provide definition)

 

Ordinal   (provide definition)

 

Interval   (provide definition)

 

Ratio   (provide definition)

2. Conclude your discussion with a reflection on how statistics might be utilized in your own evidence-based practice.

3. Provide at least three citations with full references to credible nursing scholarly articles supporting your definitions and discussion.

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The Paper will be an 8 page double-spaced paper (1-inch margins, 12-point Times New Roman font).  Any text beyond 8 pages will not be read!  First, let’s review what you should have completed already:

In Step 1, you thought of a social inequality topic, and one example of how the ‘haves’ come out ahead from your own experience, a case or statute you have read, the newspaper, current events, or from research/reading you have done. 

In Step 2, you used 3 empirical social science sources you found outside of class to show that your example is part of a broader pattern of ‘haves’ coming out ahead rather than an isolated incident.  Your 3 additional empirical sources are works of social science that are published in peer-reviewed journal articles or academic book presses (NOT law reviews).  These sources must be written by social scientists who conducted original empirical research.  Therefore, you showed me your sources to confirm that it will count as one of your 3 empirical sources.

In Sept 3, you will have 1 Law Review Article that you need to summarize before writing the paper to help you develop your own legal reform.

Now, it is time to write your completed paper!  First, you will take the summary you wrote in Step 1 and use that as the beginning of your paper.  By doing this, you will clearly be introducing your chosen social inequality and the specific real example that illustrates that inequality at the beginning of your paper.

Second, you will use the summaries of your empirical sources from Step 2 to build your argument.  Your use of sources will be assessed by how relevant the sources are to your chosen topic and how effectively you are able to use the empirical findings in those sources to support your example.  Each time you explain a source, you also want to explain how that source connects to the micro-example you used at the beginning of the paper (i.e., you want to make it clear that the results of that research article are showing that your micro-example is not an isolated incident but actually is representative of a broader pattern in society).  Using a source to report a simple statistic will not earn as many points as explaining the topic, methods, and results of the sources.  (Note: You also may use any relevant readings & materials from class if you think they strengthen your argument that your micro-example is really a macro-level problem, but those materials will not count among your 3 outside sources).

Third, you will use your summary(that you did on the law review) of your Law Review Article in Step 3 to help you develop your own legal reform.  You will use your Step 3 summary to show your reader what one scholar has said, but you ultimately should be using that scholar’s work to help you make your own normative argument.  The key question you are answering is: What legal reforms would you propose to alter this advantage, if any?  The novelty of your proposed legal reforms will be assessed by how thoroughly your reforms address and challenge the systematic advantages of the ‘haves’.  Your proposal should show how you intend to minimize the differences between ‘haves’ and ‘have nots’ and should be innovative, comprehensive, and detailed.  Your reforms also should illustrate creativity, originality, and awareness of how you would handle obstacles to your reform.  You must rely on at least 1 scholarly opinion in a Law Review Article, but do not merely reiterate the normative views of the scholar.  Instead, use and cite the author’s work to further your own reform agenda.  If you decide either that there is no possible legal reform for your chosen topic or that nothing should be done to alter the advantage of the ‘haves’, you still must explain your position in light of relevant readings & materials from class plus your 3 other empirical sources described in the prior paragraph.

You must cite the scholarly sources appropriately in your paper and include a bibliography at the end of your paper.  The bibliography will not count as part of the paper length. 

USE THE ROBIRC  

Point assessment:

4 points: Relevance and description of the chosen example

12 points: Novelty of the suggested legal reform

10 points: Quality and quantity of use of sources

4 points: Style (Clarity of Writing, Use of Section Headings & Paragraphs, Grammar, Spelling, etc.)

______________

30 points: TOTAL (30% of your grade) 

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I am in need of a powerpoint i need to present in class today that should last 3 minutes.  It is for my child welfare class and i am to talk about my family and issues i went through as a child.  I have attached the rubic of what is required and also the paper I turned in that the presentation should relate to.  It cant be word for word just a summary of my paper.

 

Expounded on identified family members, child welfare service, and family issue • demonstrates thorough research and knowledge of course textbook. • discussed subject matter relevant to assignment. • Use of multiple references to course textbook (more than 3). • Sources are cited appropriately ( APA)

 

 

 

December 24, 2015 my mother a father was blessed with my presence.  To make the day a little more special, God decided it was time for me to come into this world the day before Christmas and also on my father’s birthday.  Even though my father had three children in his first marriage, I was raised as an only child. By providing me with all my needs and most of my wants, my parents gave me the best life they could afford. The words “I love you” were not spoken much in our home, and communication was very poor.  As an adult I now know my parents loved their baby girl and after his death I discovered they truly loved each other.  Life wasn’t always easy for us, but I witnessed my parents give life’s struggles the best fight they had.

I grew up in a small rural town called Statenville, Georgia.  This was a town where every face was familiar.  Growing up on the black side also known as “down the hill”, I became very familiar with segregation and had great knowledge on me growing up on the poor side.  Nevertheless, looking back on my childhood, my memories were everything but deprived.  I grew up in an African American penocostal church, in which everybody was family.  My grandfather was the Bishop and my aunt was the pastor. Every member was a family member.  If one struggled we all struggled.   None of us had a lot, but the love and laughs made us the riches family on God’s green earth.

Before I was born my father was release from working for the railroad and found a job working for PCS phosphate of White Spring, Florida.  My mother was a seamstress at a sewing plant in Jasper, Florida.  Into my childhood I remember the long hours they both put in to build a house and provide for our family.  This resulting in my grandmother raising me along with several other cousins.  I spent more time with her than I did at home, but it was my chose.  My grandmother fell sick and I always wanted to be with her.  Never wanting to leave her side, she was also more like a mother to me than a grandmother.  Her relationship with her daughter, my mother, was strained but that didn’t interfere with my grandmother and I having an unbreakable bond.  There were stories of my childhood where at the age of two and three years old I was running away every couple of days, only to be found down the street at my grandparent’s house.

There was a time when I was six years old, my grandmother and my mom had a really bad argument about my mom’s relationship with my father.  At this time I discovered my father had other children and just recently got a divorce from their mother to marry my mom.  By my family being Christians they felt my mother’s relationship was not of God and unholy. This is when I realized why their relationship was so sour and cruel at times.  This argument never left my mind, I felt left out and betrayed by both of my parents.  Even after they married my dad continued his usual infidelities and betrayed his family time and time again.  Being a daddy’s little girl I still loved him and did not familiarize myself with this part of his life.  I knew and pretended I didn’t.  This upset my mother and she began to release her frustration on me.

When I was ten, there was a time my father was laid off due to sickness and my mother struggled to work two jobs.  Yet there was never a time I can remember going without.  Unfortunately, times did get hard and the stresses of life weighed down on my parents relationship.  There was a time that my father was not around for a couple of weeks at a time.  Money wasn’t the same in out household.  My mother applied for assistance, and was declined due to her making too much. I can remember her tears and frustration.  No food stamps for us.  She pulled through this hard time resulting in lights and water was never cutting off.  Eviction notices were never in my view.  Even though we still preferred help from what she expressed to me, she pulled through.  Headstrong and driven, she gave it all she had until we were able to manage through life’s struggles. 

Mentally the personal issues my mom and dad experienced weighed heavy on me.  I began to act out in school.  My grades dropped and I became depressed.  Bad habits were picked up such as fighting and being defiant.  Even though my father eventually came back, my parents were frequently breaking up throughout my childhood.  This carried on into my high school career.  My relationship with my mother became strained due to me blaming her on my dad leaving. My mother didn’t really know how to deal with my behavior, so spankings turned into physical abuse.  In return I began to run away, and looked for love in all the wrong places.  My biggest wish was to find a way out.  After the death of my grandmother, the abuse from my mother and the disappearing acts of my father love was something I yearned to feel again.

            At 16 years old I convinced myself, when graduating, I was going to the army and this would be my new family.  I became serious about my studies and was destined to make something bigger of myself then what had become of my family.  I visioned a better life for myself.  I distance myself from the dysfunction in my family and sought a way out.  At this time my mother and I did not have a relationship at all and her beating became fights. I began to date a drug dealer and moved out at 17 years old.  This was my escape from my hell, only to waken in a deeper hell.  My new man beat me worse than my mom and unfortunately I thought this was love.  He beat me black and blue.  Until the last fight when he put a gun to my head, this young man had control over me.  Once I was able to get out of this situation I did not look back.  I joined the military at 18. 

 

My vision was bigger than my circumstances. My vision was bigger than my circumstances.  My parents were not perfect and neither was I.  They gave me the best life they know how and for that I am thankful.  My parents created a very strong woman who learned from their mistakes and her own.  Now at the age of 30, I also provide the best life I can for my boys.  For that I am thankful I have fought a good fight and able to endure the struggle.

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 aTTACHED YOU FIND THE SUBJECT ROUGHDRAFT TO GO OFF OF.    ASHFORD 6: – WEEK 5 – FINAL RESEARCH PROJECT

Final Research Project

The topic of your project needs to be a contemporary societal problem, such as healthcare reform, immigration reform, privacy rights, euthanasia, First Amendment Rights, stem cell research, capital punishment, corporate prisons, legalizing drugs, ageism, animal rights, cloning, prayer in schools, racial profiling, recycling/conservation, sexism, outsourcing jobs, workplace bullying, etc. The topic must focus on a single aspect, as in “How far do corporations intrude into the private lives of their employers?” or “The social costs of financing the distribution of custom-designed drugs.” You may suggest another topic to use, but the instructor must approve the topic during the Week Two Discussion.

The Final Research Project will present research relating the responsibilities of a critical thinker to contemporary society. In this assignment, you will do the following:Research one aspect of a contemporary social problem.Define the problem.Propose a possible solution for the problem.Create an argument that supports your thesis position. You should take on the perspective of a critically thinking researcher. The argument must present a thesis statement and evidence to support the thesis statement.Evaluate the ethical outcomes that result from the position you take on the issue and explain how those outcomes would influence society and culture.Interpret statistical data from at least two peer-reviewed scholarly sources.Evaluate evidence using the following standards: validity, reliability, and bias related to the chosen topic and accurately identify strengths and weaknesses.

Research and Define the Problem
You must take on the perspective of your major field of study and explain in your paper what that perspective is and how it informs your view of the topic. The topics listed above are far too broad to write about in 10–12 pages (3,300–3,900 words). Instead, you must choose a narrowly defined thesis and approach it from the perspective of your field.

Example: If you are an economics major, and you are interested in immigration reform, you should approach a very specific aspect of immigration reform through the lens of economic theory and practice. A specific thesis question would not be, “How does illegal immigration influence the U.S. economy?” One could write thousands of pages on such a topic. Instead, a better question would be, “How do illegal immigrant hotel workers in Chicago impact the economy of Northern Illinois?” You would then want to do the research and determine the positive and negative impacts they have, ultimately trying to conclude how illegal immigration in this area should be approached ethically.

How to Hone Your Thesis: It is important that you start your research early in this course. Try to find the most important contemporary questions and theories in your field of study and then align the most important questions with a very specific aspect of the general topics above. For example, if you are a psychology major, you might want to start thinking within the realm of healthcare reform or aspects of mental health and criminality in the prison system.

Your Argument
You must present a complete argument, including a major claim with at least five points of evidence, information, or data that will prove the claim.The thesis statement must beA clear, simple declarative sentence as the first or last sentence in the opening paragraph of the essay.Of such a nature that it can be substantiated, corroborated, verified, and proved through appeal to primary or secondary academic research source materials.The introductory paragraph mustPresent the thesis statement, an explanation for the importance of the topic, and its relation to the student’s field of study.Beliefs, opinions, and personal opinions must not be introduced at any point in the essay.All beliefs and opinions should be supported with academic evidence. Sweeping generalizations with no supporting academic evidence do not reflect adequate critical thinking skills.Do not include rhetorical questions in your essays. All the questions that are pertinent to your project need to be answered in your essay and your answers again need to be supported with evidence from peer-reviewed journal articles and academically published books.

Attributes of Good Critical Thinking in PapersYour paper should include academic sources that explain multiple sides of the issue.The evidence that you use should come from high-level researchers engaged in your field of study.Your interpretations of the evidence should be objective and state the conclusions and theses presented in the evidence clearly and fairly.Your paper should place the various forms of evidence in relation to one another and demonstrate why one form or perspective is stronger than the other positions that one could take on the issue.Your paper should point out the limitations of current evidence and attempt to indicate areas for future research.

Ethical Outcomes of the Position You Take
After you have defined the problem and created an argument about how one ought to respond to the issue, you need to explain the ethical outcomes of the position you have taken. This should again be in relation to the field of study in which you are working. There might be different ethical outcomes that result from your analysis. For example, going back to the example issue above, from an economic standpoint, illegal immigrants might contribute positively to the economy of Northern Illinois in a specific number of ways. Thus, an economist who believes that positive impact to the economy is the greatest good would say that one should promote the use of illegal immigrants. However, because these workers are often paid less than others and eliminate jobs that could be done by residents of Chicago, there could be other negative ethical outcomes that would outweigh the positive impacts to the economy. It is your goal to draw out the ethical implications of your thesis and explain the underlying rationale that is the foundation for your claim that one action is better than another.Critical thinkers are those who can outline the positive and negative ethical impacts of their positions. In addition, they are able to provide a rationale for why they believe a specific position is the right position, even when it leads to negative outcomes.Critical thinkers are also able to be honest and objective about the limitations and gray areas that pertain to their theses.

Final Research Project Requirements
The Final Research Project may be presented as a formal research paper (essay format), a PowerPoint presentation, a video, or a podcast equivalent to a minimum of 10 – 12 pages in APA format (approximately 3,300 – 3,900 typewritten words, excluding title page and reference pages). Written essays must adhere to all APA formatting standards and requirements, as outlined in the Ashford Writing Center.

PowerPoint presentations must include the full text (at least 3,300 words) in the speaker notes portion of the slides, with appropriate citations, and full reference pages. PowerPoint presentations must adhere to the basic principles of PowerPoint presentation design and must include citations and references according to APA standards and requirements.

Videos and podcasts must include a full transcript, in APA format, including appropriate in-text citations and a references page.

Quotations:
There must be no more than 15% quoted content in the body of your essay. All quoted material must bear quotation marks and a full quotation citation.

Source Documents:There must be 10 or more source documents used, cited, and referenced.Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, then they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.Where print documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) may not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) may not be used.Two of the peer-reviewed scholarly sources used must include statistical evidence, which must be accurately interpreted.Sites such as ProCon.org and Wikipedia should not be used.Religious texts are neither peer-reviewed nor scholarly and so may not be used in any way.

Summary Conclusion:
You must have a summary conclusion as the last paragraph(s) of the project, presenting the major point of the essay and the evidence supporting that point.

Word Count:
The content body of the project must be 3,300 words or more. The word count does not include anything in the title page, running header, or reference list. It is expected that you meet all logistical requirements of this paper.

Reference List:The list of references must include only those source documents that are cited within the body of the project.The project must fully comply with APA formatting standards and requirements as outlined in the Ashford Writing Center: title page, running header with page numbers, font face and size, line spacing, citations, and reference page(s).

Description:

 

Total Possible Score: 25.00 Introduction, Thesis Statement, and ClaimTotal: 3.50

Distinguished – Provides a clear and focused introduction and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and thoroughly explains its relation to one’s field of study. The thesis statement is declarative and proposes an appropriate and feasible solution to the problem or issue. 

Proficient – Provides a clear and focused introduction paragraph and thesis statement with claim that defines the issue or problem, addresses the importance of the topic, and explains its relation to one’s field of study. The thesis statement is declarative and proposes a solution to the problem or issue. Minor details are missing or the solution is slightly inappropriate or not feasible.

Basic – Provides a vague introduction paragraph and a thesis statement with claim that minimally defines the issue or problem, partially addresses the importance of the topic, and partially explains its relation to one’s field of study. The thesis statement is somewhat declarative and proposes a solution to the problem or issue. Relevant details are missing and/or the solution is inappropriate and/or not feasible.

Below Expectations – Attempts to provide an introduction paragraph and a thesis statement with claim; however, the thesis statement is not declarative, the solution to the problem or issue is entirely inappropriate and not feasible, and significant details are missing.

Non-Performance – The introduction, thesis statement and claim are either nonexistent or lack the components described in the assignment instructions. 

 Creates an ArgumentTotal: 7.00

Distinguished – Creates a complete argument, including claims and evidence without obvious logical fallacies that fully addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic.

Proficient – Creates an argument including claims and evidence without obvious logical fallacies that addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is slightly underdeveloped.

Basic – Creates a partial argument, including some claims and evidence that vaguely addresses one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is underdeveloped and/or logical fallacies are present.

Below Expectations – Attempts to create an argument; however, does not include claims and evidence to address one’s major field of study, what the perspective is, and how it informs one’s view of the topic. The argument is significantly underdeveloped and many logical fallacies are present.

Non-Performance – The creation of an argument is either nonexistent or lacks the components described in the assignment instructions. 

 Evaluates Ethical OutcomesTotal: 4.00

Distinguished – Comprehensively and effectively evaluates the ethical outcomes that result from the position taken on the issue and thoroughly explains how the outcomes influence society and culture.

Proficient – Evaluates the ethical outcomes that result from the position taken on the issue and explains how the outcomes influence society and culture. The evaluation is slightly underdeveloped.

Basic – Vaguely evaluates the ethical outcomes that result from the position taken on the issue and partially explains how the outcomes influence society and culture. The evaluation is underdeveloped.

Below Expectations – Attempts to evaluate the ethical outcomes that result from the position taken on the issue and explain how the outcomes influence society and culture; however, the evaluation is significantly underdeveloped. 

Non-Performance – The evaluation of ethical outcomes is either nonexistent or lacks the components described in the assignment instructions. 

 Interprets Statistical EvidenceTotal: 3.00

Distinguished – Provides an exceptionally clear, focused, and accurate interpretation of statistical evidence/data from at least two scholarly articles on the selected topic.

Proficient – Provides a clear and focused interpretation of statistical evidence/data from at least two scholarly articles on the selected topic. The interpretation is slightly underdeveloped or inaccurate.

Basic – Provides a somewhat clear and focused interpretation of statistical evidence/data from at least two scholarly articles on the selected topic. The interpretation is underdeveloped and/or inaccurate.

Below Expectations – Attempts to provide an interpretation of statistical evidence/data from at two scholarly articles on the selected topic; however, the interpretation is severely underdeveloped and inaccurate.

Non-Performance – The interpretation of statistical evidence/data from at least two scholarly articles is either nonexistent or lacks the components described in the assignment instructions. 

 Evaluates Evidence Using Critical Thinking SkillsTotal: 3.50

Distinguished – Comprehensively evaluates evidence using the following standards: validity, strength, authority, and bias related to the chosen topic. Accurately identifies strengths and weaknesses. 

Proficient – Evaluates evidence using the following standards: validity, strength, authority, and bias related to the chosen topic. Accurately identifies most of the strengths and weaknesses. The evaluation is slightly underdeveloped.

Basic – Partially evaluates evidence using some of the following standards: validity, strength, authority, and bias related to the chosen topic. Identifies some of the strengths and weaknesses. The evaluation is underdeveloped and/or inaccurate.

Below Expectations – Attempts to evaluate evidence using the following standards: validity, strength, authority, and bias related to the chosen topic; however, identifies few of the strengths and weaknesses, and the evaluation is significantly underdeveloped and inaccurate. 

Non-Performance – The evaluation of evidence using critical thinking skills is either nonexistent or lacks the components described in the assignment instructions. 

 Written Communication: Control of Syntax and MechanicsTotal: 1.00

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. 

 Written Communication: APA FormattingTotal: 1.00

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic – Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. 

 Written Communication: Word RequirementTotal: 1.00

Distinguished – The length of the paper is equivalent to the required number of words.

Proficient – The length of the paper is nearly equivalent to the required number of words.

Basic – The length of the paper is equivalent to at least three quarters of the required number of words.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of words.   

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. 

 Written Communication: Resource RequirementTotal: 1.00

Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations – Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions. 

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