Immunization Presentation

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Assignment Details

Immunization Presentation

Directions

For this assignment, you are creating a PowerPoint® presentation. Your presentation audience is the community.

Master’s-prepared nurse educators, leaders, nurse practitioners, and all specialty nursing fields contribute to health promotion in populations across the life span. This assignment focuses on child and adolescent immunization, health information, epidemiology, and surrounding influences. This is not a singular immunization but pediatric immunization education for a community audience.

Presentation Content and Slides:

  • 12–14 content slides are required.
  • Each slide’s speaker notes have 2 paragraphs of content.
  • Bulleted and relevant graphics are included.
  • Each slide should have substantive content on the slide and further information in the speaker notes.

Immunity

  • Content on slides includes three components of information: immunity, herd immunity, and types of immunity related to vaccination.

Effects of Immunization

  • Content on slides includes three components of information on the effects of immunization: individual, community, and worldwide.

Trends

  • Content on slides includes pediatric vaccination trends, related disease trends, including statistics for conditions prevented with pediatric vaccinations.

Myths

  • Content on slides includes at least four documented myths about vaccinations with published information to debunk.

Pediatric Schedule

  • Content on slides includes the pediatric vaccination schedule of infants, children, and teens.

Legal, Ethical and Cultural Issues

  • Content on slide includes three components on slides: legal, ethical, and cultural considerations of pediatric vaccinations.

Research Methods and Design I – Assignment #14– All Together Now Instructions: As an end of semester treat, NO math involved in this one! For each of the studies list below, first indicate the (A) null and (B) alternative hypotheses. 

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Research Methods and Design I – Assignment #14– All Together Now

Instructions: As an end of semester treat, NO math involved in this one! For each of the studies list below, first indicate the (A) null and (B) alternative hypotheses. Where possible, note whether it is directional or non-directional. Second, note the (C) IVs and (D) DVs (if present). Third, indicate (E) the most appropriate statistical test to use (Figure 13.1 in Salkind, page 235 may help unless it is a correlational study!). Finally, based on your own thought about how the data would turn out if you ran it, I want you to (F) write up the results as you would see it in an APA results section of an empirical article (make up the statistics, including F values, t values, correlation values, degrees of freedom, means, SDs, etc.. Make sure to write them in APA format and make sure they make sense in context – e.g. if you note significance, it must be higher than the tabled critical values).

1) A researcher is interested in studying whether a company’s sick day policies can influence how much employees feel motivated to work hard. They randomly assign company A to adopt a sick day policy in which employees are given at total of 15 sick days that they may use at any point during the year without question or documentation required, and Company B to adopt a policy in which they are given up to 15 sick days, but they must provide a doctor’s documentation of their illness in order to be able to take the day off. The researcher believes that employees at company A, with the more lenient “no questions asked” policy will feel more motivated to work hard than those at company B, with the stricter sick day policy.

A. A Null hypothesis:

B. Alternative hypothesis:

C. IVs:

D. DVs:

E. Best test to use:

F. Results Write-Up:

2) A researcher is interested in studying how exposure to blue spectrum light (the light emitted from smartphones and other technology devices) can influence sleep quality. She randomly assigns one group of participants to use no technology before bed for 1 week, and a second group of participants to look at a smartphone or tablet for 1 hour before bed for 1 week, and a third group to read a book for 1 hour before bed for 1 week. She compares the groups on their sleep quality and expects that the group that uses technology before bed will sleep significantly worse than the other two groups.

A. Null hypothesis:

B. Alternative hypothesis:

C. IVs:

D. DVs:

E. Best test to use:

F. Results Write-Up:

3) A high school believes that their seniors have gotten exceptionally high SAT scores this year, and they want to compare the SAT scores of their 400 seniors to the SAT scores of all the high school seniors in the country.

A. Null hypothesis:

B. Alternative hypothesis:

C. IVs:

D. DVs:

E. Best test to use:

F. Results Write-Up:

4) A researcher is interested in examining whether exposure to “green spaces” (such as those found in nature) can influence stress levels (as measured by cortisol). Researchers place participants in a room lined with green plants for one hour and measure their stress levels before and after being in the room.

A. Null hypothesis:

B. Alternative hypothesis:

C. IVs:

D. DVs:

E. Best test to use:

F. Results Write-Up:

5) Researchers are interested in studying whether time spent on social media is associated with happiness. They measureparticipant’s reports of the amount of time they spend on social media each week, and also measures their reports of happiness (on a scale of 1-10).

A. Null hypothesis:

B. Alternative hypothesis:

C. IVs:

D. DVs:

E. Best test to use:

F. Results Write-Up:

6) For this one, I want you to come up with your own original study idea (like the ones I gave you above), and then answer questions A-F about your study. I want each individual group member to come up with their own original study idea, you may not turn in the same answer as your group members. If you do, you will not receive credit for this question.

A. Null hypothesis:

B. Alternative hypothesis:

C. IVs:

D. DVs:

E. Best test to use:

F. Results Write-Up:

After reviewing the following instructions, read, summarize, and critique the attached article.

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  • File Article Critique Example.docx Click for more options (19.321 KB)
  • File Online Graduate Student motivation self regulation and procrastination.pdf Click for more options (150.586 KB)

After reviewing the following instructions, read, summarize, and critique the attached article.

In Week 1 and Week 2 students began to learn the basics of APA Style. In Week 3 students transition from learning basic APA Style formatting to learning the basics of reading and writing about scholarly research. Students will critique many articles throughout their program; therefore, the skills addressed in this assignment are important to learn.  Your ability to critique a research article will improve considerable over time as you learn more about research methods and statistics. Focus on quality by limiting unnecessary “filler” information (the stuff many freshmen do in an undergraduate program).  Be very direct, factual, logical, and clear.

Assignment Instructions:
For this assignment, include the following: 1) cover page, 2) introduction, 3) two main sections (use section headings) including a summary (e.g., background, methods, results) and an article critique (e.g., strengths, limitations), 4) a conclusion (use a section heading), and 5) a references list (separate page).  Attached is an example of how your article critique might look.  We encourage you to save the attached example to your Learner Toolbox.

This paper should be two pages long.  Students are encouraged to review the Grading Rubric to better understand the exact criteria they will be graded on.

NOTE: Students new to research may be challenged with understanding how to critique an article and what to include in their critique.  To help you understand what information to include, review the attached example, as well as search the internet for other resources that might help you.  This is good practice as you will encounter many topics and activities unfamiliar to you during your graduate program.

References

Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.

Provide a summary of your evaluation addressing the current use and relevance of these perspectives in explaining personality citing research as appropriate. 

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Discipline-Based Literature Review

For this discipline-based literature review, you will research peer-reviewed articles that were published within the last 10 years in the Ashford University Library on the following major perspectives of personality.

Articles are downloaded from school library.

  • Psychodynamic – article attached below
  • Behavioral – article attached below
  • Trait – article attached below
  • Learning/Social – article attached below
  • Humanistic – article attached below

You will utilize your researched article to create your literature review. The review should be formatted with the headings and content designated below.

Introduction
Assess the types of personality measurements and research designs used in in the peer-reviewed articles you researched. Briefly describe the main theoretical models represented within each of the perspectives of personality and explain the commonalities found across all five.

Discussion
Examine the major theoretical approaches, research methods, and assessment instruments used in the five perspectives of personality. Evaluate and describe the current research in these perspectives using a minimum of one peer-reviewed article for each of the five required perspectives. Present a detailed critique of each of the perspectives by evaluating the standardization, reliability and validity, and cultural considerations present in the most common personality assessments used within each. Support your opinions about each model by substantiating them with scholarly research.  Be sure to include the following:

  • The theoretical framework(s) for the selected models
  • The major contributors to those fields
  • The methods of inquiry and assessment usually associated with those models
  • An overview of the characteristics, strengths, and weaknesses of the models

Conclusion
Provide a summary of your evaluation addressing the current use and relevance of these perspectives in explaining personality citing research as appropriate.

Writing the Discipline Based Literature Review

The paper:

  • Must be seven to ten double-spaced pages in length and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a title page with the following:
    • Title of paper
    • Your name
    • Course name and number
    • Your instructor’s name
    • Date submitted
  • Must begin with an introduction that describes and the main theoretical models represented within each of the perspectives of personality.
  • Must address the topics of the paper with critical thought.
  • Must end with a conclusion that summarizes your evaluation addressing the current use and relevance of these perspectives in explaining personality.
  • Must use at least five peer-reviewed sources from the Ashford University Library.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.