Research And Critique A Qualitative Study

Prior to beginning work on this assignment, be sure to have read all the required resources for the week.
Locate a peer-reviewed qualitative research study in the Ashford University Library on the topic you chose in Week One for your Final Research Proposal. You may choose to use a qualitative study that was included in the literature review you used in the Week One assignment by searching the reference list for qualitative research studies on the topic. It is also acceptable to utilize a qualitative research study on your topic that was not included in your literature review.
Once you have located an appropriate qualitative study, identify the specific qualitative research design used. Summarize the main points of the study including information on the research question, sampling strategy, research design, data analysis method(s), findings, and conclusion(s). Evaluate the published qualitative research study focusing on and identifying the researcher’s paradigm or worldview and any evidence of reflexivity described in the report. Explain whether or not potential biases were adequately addressed by the researchers. Describe how the researchers applied ethical principles in the research study.
The Research and Critique a Qualitative Study

  • Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least one peer-reviewed source from the Ashford University Library in addition to those required for this week.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

For this assignment, identify a problem or concern in New York State that has the capacity for advocacy through legislation.

Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

For this assignment, identify a problem or concern in New York State that has the capacity for advocacy through legislation. Research the issue and use the “Advocacy Through Legislation” template to complete this assignment.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Use the attached template to complete this assignment

After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention.

After working with your preceptor to assess organizational policies, create a list of measurable outcomes for your capstone project intervention. Write a list of three to five outcomes for your proposed intervention. Below each outcome, provide a one or two sentence rationale.

The assignment will be used to develop a written implementation plan.

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

Death in the Woods

Write at least 350 words
no title page
Use at least 3 intext citations
James Joyce’s “The Dead.” This work can be found on Project Gutenberg. Search for Dubliners and then click on the link for “The Dead.”
Sherwood Anderson’s “Death in the Woods.”
TS Eliot’s “The Hollow Men” and “The Lovesong of J. Alfred Prufrock.”  You may also listen to these poems on YouTube:  TS Eliot’s “The Hollow Men” and “The Lovesong of J Alfred Prufrock”
Ezra Pound’s “In a Station of the Metro” and “A Girl”
Wilfred Owen’s “Dulce Et Decorum Est.”
1. The assigned readings this week paint a vivid picture of what it means to be a member of Gertrude Stein’s “Lost Generation.” Describe what it means to be a member of the “lost generation,” using some of the themes and characters from the readings this week. You may also focus on the idea of “alienation.”
2. As explained in our lesson this week, many literary works during this time period broke with traditional styles.How do the readings this week illustrate this sort of break from tradition? Be sure to use specific textual evidence to support your ideas.
3. If you were tasked to edit one of the works this week, which work would you choose? What would you want to change about this work, and why? You may edit whatever you like: the tone, the length, the ending, or the characterization. The choice is yours.

What does Foner say about the typical Southern Planter in the period from 1840-1860?

Question description
The TaskPlease answer the three essay questions below (please see) using college-level writing skills. Be sure that your answers are backed with specific historical evidence drawn from the works we’ve read so far – evidence that convinces me that you’ve read the Foner textbook and all relevant assigned books and documents. In completing this assignment, use no other materials than those assigned in our course.
Citing Your Sources: Be sure to correctly cite the words you borrow. This is not optional but mandatory. To do this, please see the “About Plagiarism” tab under the week-1 Module for an explanation of plagiarism. If you borrow another author’s words, data, or ideas, use quotation marks to make clear what you’ve specifically borrowed, then immediately give a parenthetical citation telling me the work you’ve used, the author, and the page number. To NOT do this is to plagiarize, and that can lead to failing our class.
Using another person’s words or ideas without citing their work or without using quotation marks to identify precisely what you’ve borrowed is plagiarism. Ignorance of the term is no excuse and it will earn you an “F” for the paper and a black mark on your academic transcript – the one that is sent to the college you hope to transfer to.
I will submit all Final (Final Essay Papers) to an anti-plagiarism service.
In short, Good Student, do not plagiarize.
Other Specs: Each of the three mini-essays must each be, at minimum, 700 words long. If you have any question about this statement, contact me BEFORE you start this Assignment. It’s your grade.
If you wish to exceed the minimum word requirement, please do. In calculating your word total, I will not count your bibliography or title page, only the main body of the mini-essays themselves — your answers. Also know that the essays must be double-spaced throughout, typed, and that you must use Times New Roman. Be sure the file is in rich-text format (.rtf). No exceptions. If I can’t open your document for any reason, you will lose two full letter grades. (If you’re paper would have gotten an “A,” it can now only get a “C,” etc.)
When you are done answering the three questions in three mini-essays of, at minimum, 700 words each, please submit them in ONE RTF FILE, not 3 separate ones. Read that again as well. 
Do the best work you can, start early in drafting your essays, and use your own words. Your answers must use as much historical evidence as possible from as much of the assigned work as possible, so long as it’s relevant. All of the textbook chapters we have covered so far, up to the deadline, should be utilized in framing your answer so long as they are relevant and improve your essay.  Those who ignore the Foner, our main textbook in the class, will lose points.
Your assignment containing all three mini-essays must be saved as an .rtf file and then uploaded as an attachment using the button at the bottom of this page — the page you are now on. The assignment must be submitted before 11 pm (PST) on May 25th, 2016.Late essays will not be accepted. (For info on the .rtf format, see the syllabus again.)
Here are the Second (i.e. Final) Paper questions. Answer ALL THREE QUESTIONs for this Second and Final Essay Assignment.

  1. Lincoln observed in 1864 that “we all declare for liberty, but in using the same word, we do not all mean the same things.” He continued to explain what the North meant and what the South meant, and how victory meant a national norm as defined by the North. Clear differences in what liberty meant can be found between the 1.) North and the South, 2.) between Lincoln and Stephen Douglas, 3.) between planter and factory-owner. What were those differences in the three groups I’ve just numbered? List at least 4 for each groups and discuss each separately and at length.
  2. What does Foner say about the typical Southern Planter in the period from 1840-1860? Summarize his key points and cite what you borrow. In the Narrative of the Life of Frederick Douglass, how did Colonel Edward Lloyd fit Foner’s generic profile? How did he not? Get into facts, names, and dates. Show me you’ve read both sources carefully. Cite what you borrow.
  3. A key theme in our course is the rise of Jacksonian America – a period that Douglass lived through. Where do we see evidence of Jacksonian America in his autobiography? First, define the term. Then list four instances in the Douglass work where it appears clearly and significantly. Discuss each instances separately and convincingly.

I will send you the all the chapters related to this assignment once I select you as my tutor.
Please cite within your answers like so: (Foner, pg. #).
This assignment should be 3 1/2 pages long (2100 words, 700 words per question).

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