What are two (or more) co-existing reasons the authors of the chapter list for research article authors to cite the work of others?

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Question 3. Penrose and Katz, in their chapter “Reading and Writing Research Reports”, describe a variety of high-level, argumentative, and linguistic patterns which are generic to scientific research articles. Importantly, however, they ground these observations in the rhetorical situation by describing the venues in which these articles appear and the way these articles are constructed, read, and referred to. This grounding presents the opportunity to recognize multiple (often simultaneous) rationales for the structures observed. Consider specifically citation in journal articles. What are two (or more) co-existing reasons the authors of the chapter list for research article authors to cite the work of others? How might these reasons be rationalized in terms of their connection to elements of the rhetorical situation?  And how might those rationalizations be used to supplement Hyland’s empirical/linguistic discussion of citation patterns?

Question 4. In class we talked about how the mechanical connection of phrases is a strong syntactic technique for imparting emphasis. We also discussed how syntactic and lexical techniques deployed with the purpose of manipulating the feel of text in one way might also impact other textual properties. Considering our exercises and readings over the last few weeks, describe how the concepts of co- and subordination discussed in class might connect to the “rudimentary” idea of unity, identified in our reading as a property necessary but not sufficient for paragraph cohesion. (To answer this question, you may want to begin by defining the terms unity and coherence as they are defined in the text and then detailing how they are related to cohesion. From there, you can comment on how the phrasal coordination techniques discussed in class function in terms of these terms, as well as in terms of emphasis and cohesion.)

Given that we are not specifically studying writing scientific research, how does this model relate to the philosophical underpinning of our course?

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Question 1. As support for their claim that science is social, Penrose and Katz discuss the model for community knowledge that Thomas Kuhn presents in his book The Structure of Scientific Revolutions. Given that we are not specifically studying writing scientific research, how does this model relate to the philosophical underpinning of our course? (A good answer should contain a recounting of Kuhn’s model as well as the terminology we used in discussing elements of the rhetorical situation.)

Question 2. The central concept through which we have been critiquing documents (or at least associating them for observation) is the idea of genre. We have used the term genre loosely to group documents that seem be situated similarly in terms of purpose and audience and in the context of the community in which the author (identity is the word we used) and audience are set. The Swales reading from early in the semester is quite deliberate in describing the properties of genre, however, and Swales would exclude a number of the documents we have looked at on the basis that the documents are not sufficiently intracommunal. Considering Swales’s definitions of genre and discourse community, how does our usage of these terms correspond to his? (To answer this question, you may want to begin by distilling Swales’s requirements for genre and discourse community and then proceed to discuss why each point he makes to discussions, resources, and activities from our weekly classes.)

CAN CIGARETTE WARNINGS COUNTERBALANCE EFFECTS OF SMOKING SCENES IN MOVIES?’

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Psychological Reports, 2007, 100, 3-18. © Psychological Reports 2007

CAN CIGARETTE WARNINGS COUNTERBALANCE
EFFECTS OF SMOKING SCENES IN MOVIES?’

ISABELLE GOLMIER                                   JEAN-CHARLES CHEBAT

National Bank of Canada                                 HEC-Montreal School of Management

Ecole des Hautes Etudes Commerciales de Montreal

CLAIRE GELINAS-CHEBAT

Department of Linguistics


Universitc> du Que’hec a Montrc’al

Summary. Scenes in movies where smoking occurs have been empirically shown to influence teenagers to smoke cigarettes. The capacity of a Canadian warning label on cigarette packages to decrease the effects of smoking scenes in popular movies has been investigated. A 2 x 3 factorial design was used to test the effects of the same movie scene with or without electronic manipulation of all elements related to smok­ing, and cigarette pack warnings, i.e., no warning, text-only warning, and text +pic­ture warning. Smoking-related stereotypes and intent to smoke of teenagers were mea­sured. It was found that, in the absence of warning, and in the presence of smoking scenes, teenagers showed positive smoking-related stereotypes. However, these effects were not observed if the teenagers were first exposed to a picture and text warning. Also, smoking-related stereotypes mediated the relationship of the combined presenta­tion of a text and picture warning and a smoking scene on teenagers’ intent to smoke. Effectiveness of Canadian warning labels to prevent or to decrease cigarette smoking among teenagers is discussed, and areas of research are proposed.

The problem of teenager consumption of tobacco is serious. Approxi­mately 22{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119} of Canadian teenagers between 15 and 19 years currently smoke cigarettes (Health Canada, 2003). Sociodemographic analyses indicated that they are more likely to be found in the lower income and lower education segment of the Canadian population (Health Canada, 1995, 1999), as is also the case in other countries (Goldberg, Kindra, Lefebvre, Liefeld, Madill-Marshall, Martoharadjono, & Vredenburg, 1995; Blum, Beuhring, Shew, Bearinger, Sieving, & Resnick, 2000). In Canada, warning labels on cigarette packages have been conceived as one of the key strategies to prevent teenag­ers from smoking.

In 2000, the Canadian government adopted one of the world’s toughest laws for cigarette warnings (Health Canada, 2004). Each warning label coy-

‘Address correspondence to Jean-Charles Chebat, Chair of Commercial Space and Customer Service Management Holder, HEC-Montreal School of Management, 3000 Cote-Sainte-Cathe­rine Local 4.348, Montreal, Quebec, Canada 11.3T 2A7 or e-mail ( Jean-Ch.arles.Chebat@hec. ca), The first and third authors gratefully acknowledge a research grant they received from the Quebec Council of Social Research (CQRSC).

DOT 10.2466/P80.100.1.3-18

Influence of Motion Picture Rating on AdolescentResponse to Movie Smoking
WHAT’S KNOWN ON THIS SUBJECT: The US Surgeon General hasdetermined that the relationship between movie smoking

exposure (MSE) and youth smoking is causal; however, it is not

known whether movie rating influences how adolescents respond.
WHAT THIS STUDY ADDS: The response to PG-13–rated MSE wasindistinguishable from R-rated MSE. An R rating for smoking could

reduce smoking onset in the United States by 18{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119} (by eliminating

PG-13 MSE), an effect similar to making all parents maximally

authoritative in their parenting.
AUTHORS: James D. Sargent, MD,a Susanne Tanski, MD,MPH,a and Mike Stoolmiller, PhDb
        Cotton Cancer Center, Geisel School of Medicine atDartmouth, Lebanon, New Hampshire; and bCollege of Education,

University of Oregon, Eugene, Oregon
KEY WORDSadolescent smoking, motion picture rating, movie smoking
ABBREVIATIONSCI—confidence interval

MPAA—Motion Picture Association of America

MSE—movie smoking exposure
www.pediatrics.org/cgi/doi/10.1542/peds.2011-1787
doi:10.1542/peds.2011-1787
aNorris

 

abstract
OBJECTIVE: To examine the association between movie smoking expo-sure (MSE) and adolescent smoking according to rating category.
METHODS: A total of 6522 US adolescents were enrolled in a longitudinalsurvey conducted at 8-month intervals; 5503 subjects were followed up at

8 months, 5019 subjects at 16 months, and 4575 subjects at 24 months.

MSE was estimated from 532 recent box-office hits, blocked into 3 Motion

Picture Association of America rating categories: G/PG, PG-13, and R. A

survival model evaluated time to smoking onset.

Describe what elements of the plan are annually evaluated for improvement.

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Write 1,050- to 1,400-word paper with the following sections:

  • Authority, structure, and organization
    • Describe the authority structure of the plan’s implementation. This must describe who is responsible for implementing the plan. Include a description of each role involved in the plan:
    • Board of directors
    • Executive leadership
    • Quality improvement committee
    • Medical staff
    • Middle management
    • Department staff
  • Communication
    • Identify who the performance activity outcomes are communicated to and who does the communicating. This describes who is responsible for overseeing data collection and preparing data reports.
  • Education
    • Describe how staff will be educated regarding the plan. This covers how each staff member will be initially oriented to the plan and how each employee fits into the plan based on job responsibilities.
  • Annual evaluation
    • Describe what elements of the plan are annually evaluated for improvement.
    • Identify how to monitor the effect of changes implemented from the decision-making process.
  • External entities
    • Describe the effect of external entities–governmental agencies, accrediting bodies, and professional interest groups–on the quality and performance measure of an organization’s decision-making processes.
  • Challenges
    • Identify barriers that can interfere with the implementation or revision of quality measures.
    • Determine strategies to ensure successful implementation of new quality measures.

Cite at least four sources to support your information.

 

Note: I have included my previous papers: QI Plan 1 and 2 for your review.

QI Plan Part 2
This methodology is chosen because in performance improvement it entails satisfactory of the patients, the process of delivery and improvement of the processes. The quality improvement (QI) is identified to focus on bringing out the gap in between the current levels of quality and the expected quality levels. The Quality Improvement uses the tools for managing quality together with the principles towards understanding and address systems deficiencies hence improving or re-designing efficiently the effective healthcare processes (Scales, 2014). Moreover, setting up a Quality Improvement process is termed to be an easy task but in order to integrate these processes in day to day activities, there have to be effective implementation via the leadership dedication, empowering of the employees, the healthy culture of business and the effectiveness of strategic planning that management has been embraced along with the desired performances.
The information technology applications include the Hospital Admission Risk Prediction (HARP) and the Episheet. In terms of improving the performance area, the HARP aims in predicting the future events, creating the intervention mechanism to the health care providers and generating the information regarding patient risk within future framework (Scales, 2014). The other application tool named Episheet is a qualitative tool which is applied in epidemiologic data analysis. It will help improve the performance area through gathering of the information and ensuring the priority of the healthcare organization.
In order to meet the performance improvement plan, innovation technology has to be considered in all applications. The IT applications are applied in an object oriented technology as well as in a computerized patient records systems and might also be used in the specific components of IT. Certainly, the object oriented technology would ensure that all different systems within the organization are connected and proper management (Hermann, 2005). The information technology entails the management of the patient’s records through computerization in order to prevent loss or from being accessed by the illegitimate persons. Furthermore, this aspect explores that for the use of the specific IT components, it is quite easy to monitor an organizational quality performance because the organization does not need change from the component directly to the other when delivering its services.
The quality indicators are identified as the guide to evaluation of the appropriate performance of an organization. The reason is that the performance is always evaluated continuously and at last at the end of the projects in a way that the organization carries out the process. Therefore, the benchmarks are termed as the programs as well as the operations which are set in order to make assessment of organizational performances. It is ideally achieved through some of the standards and run trial tests (Scales, 2014). In quality improvement, this enables in determining how effectively procedures which are being adhered to by an organization are analyzed. It is therefore through these aspects that the performance of the information technology within the organization is identified to have been reviewed. On the other side, milestones mark the end of the project, an end of a certain stage or particular step. Moreover, the performance is progressively monitored, improved and improved after milestones.
It is aligned with the performance mission, vision and the strategic plan in a way that healthcare’s provision targets goal by ensuring that each patient receives the quality health care services. The mission, vision and the strategic plan is to provide the appropriate satisfactory services to patients and work towards diverse population. The performance improvement is aligned with the plans of the health care organization through quality improvement and the patient’s satisfactory which have to be achieved. These tools have similarity like; they are used in evaluating the effectiveness of the health care services in healthcare organization settings. They attributed to the quality of services provided by the healthcare organization through directing the organization towards improvement on their services. Child Health Care Quality measurement is known to be much more concerned with children health quality. Meaning that, it contains information and also tools that can be used to evaluate the healthcare quality for children. It is based in the healthcare organization and the information that is evaluated is signifies health care organization (Hermann, 2005). The ambulatory care is used provision as well as evaluation of the health care organization readiness. It presents the tests regarding health quality preparedness along introducing a task. Contrary to the child healthcare Quality toolbox, the ambulatory care tool obtains information from people around.