KDiscussion: Evaluating Use Of Literature And Problem Statement

Researchers use scholarly literature for various purposes in their work, such as, but not limited to, establishing the need for and importance of their study or describing a theory. The problem statement is typically tied to the literature, and for this reason, these two components of research are presented together this week; this connection among research components will be a recurring theme throughout this course.

For this Discussion, you will evaluate the use of literature and problem statements in assigned journal articles in your discipline to understand what it means for a research study to be justified, grounded, and original. You will use the Use of Literature Checklist, the Problem Statement Checklist, and the Litmus Test as guides for your post (all is attached below).

Please read the article, ” Hand Hygiene Performance and Beliefts Among Public university employees.” (Attached)

 

Stedman-Smith, M., DuBois, C. L., & Grey, S. F. (2015). Hand hygiene performance and beliefs among public university employees. Journal of Health Psychology20(10), 1263–1274. doi: 10.1177/1359105313510338

 

Post a critique of the research study in which you:

  • Evaluate the authors’ use of literature using the Use of Literature Checklist as a guide
  • Evaluate the research problem using the Problem Statement Checklist as a guide
  • Explain what it means for a research study to be justified and grounded in the literature; then, explain what it means for a problem to be original using the Litmus Test as a guide

Please use the attachments.

Journal of Health Psychology 2015, Vol. 20(10) 1263 –1274 © The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1359105313510338 hpq.sagepub.com

Introduction

Employers have a compelling interest to reduce infectious disease including influenza, the com- mon cold, and gastrointestinal (GI) infections. They pay for the direct costs of absenteeism in employee wages and indirect costs for overtime pay, replacement staff, and reduced quality of services. US employers bear the costs of esca- lating health premiums and, if self-insured, the direct costs of health claims. The World Health Organization (WHO, 2013) estimates an annual global influenza attack rate of 5-10 percent for adults and 20–30 percent for children, while the National Institutes of Health (2011) approxi- mates an annual influenza rate of 5 percent–20 percent. In addition, the average annual number of common cold cases range between 2 and 4

for adults and 6 and 8 for children (Heikkinen and Järvinen, 2003; Monto et al., 2001). Outcomes include deaths, hospitalizations, out- patient visits, absenteeism from work, and lost productivity. US costs for seasonal influenza and the common cold are estimated at US$87.1 billion (Molinari et al., 2007) and US$40 billion (Fendrick et al., 2003), respectively. Although GI infections are less well quantified, roughly 210,000,000 cases occur each year in the United

Hand hygiene performance and beliefs among public university employees

Maggie Stedman-Smith, Cathy LZ DuBois and Scott F Grey

Abstract The workplace is an important location to access community members, and employers have a direct interest in employee well-being. A survey administered to a random sample of employees at a Midwestern US university tested the ability of a model informed by the theory of planned behavior to predict hand hygiene practices and beliefs using structural equation modeling. Questions demonstrated acceptable validity and reliability. Constructs predicted self-reported hand hygiene behaviors, and hand hygiene behaviors reduced the odds of reporting sickness from respiratory tract and gastrointestinal infections. The findings support multi-modal hand hygiene improvement interventions.

Keywords employees, hand hygiene, health promotion, infectious disease, theory of planned behavior

Kent State University, USA

Corresponding author: Maggie Stedman-Smith, Kent State University, Lowrey Hall, 750 Hilltop Drive, #305F, Kent, OH 44242, USA. Email: mstedman@kent.edu

510338 HPQ0010.1177/1359105313510338Journal of Health PsychologyStedman-Smith et al. 2013

Article

 

http://crossmark.crossref.org/dialog/?doi=10.1177%2F1359105313510338&domain=pdf&date_stamp=2013-11-20

 

1264 Journal of Health Psychology 20(10)

States, of which, 64 percent are nonfoodborne in origin (Mead et al., 1999), while an estimated 9.4 million annual cases occur in the United Kingdom, translating to one out of five people, of which, 50 percent are nonfoodborne (Wheeler et al., 1999). One study found that those who reported experiencing GI infections had a six- fold greater risk of consultation with their phy- sicians at 3 months post infection and a sixfold increased risk of developing irritable bowel syndrome (Cumberland et al., 2003).

Hands contaminated with pathogens from surfaces or direct contact with humans or ani- mals are an important source of transmission for GI, respiratory, and skin infections since they come directly into contact with portals of entry through the mouth, nose, and conjunctiva of the eyes (Bloomfield et al., 2007). Two meta- analyses showed that hand hygiene improve- ment interventions reduced the risk of GI disease by 42 percent–47 percent (Curtis and Cairncross, 2003) and respiratory infection by 16 percent (Rabie and Curtis, 2006). The authors of these meta-analyses concluded that although the number and quality of studies were limited, the evidence showed a clear, consistent pattern of protection from hand hygiene improvement interventions and called for addi- tional trials with greater rigor. A third meta- analysis found that hand hygiene enhancement interventions reduced respiratory and GI infec- tions in community settings, such as schools, day care, and homes, by 21 and 31 percent, respectively (Aiello et al., 2008).

Hand hygiene and respiratory hygiene are recommended by the WHO as strategies to pre- vent pandemics and severe acute respiratory syndrome (Gostin, 2006; Lau et al., 2004). The CDC (CDC, 2013a) advocates a three-tiered approach in the workplace to reduce seasonal influenza: implementing vaccination cam- paigns, performing hand hygiene and respira- tory hygiene, and educating workers to recognize early symptoms of influenza and to stay home when sick. Vaccines among working populations have substantially reduced influ- enza-like illness episodes, along with related

work loss and health-care provider visits (Nichol et al., 2009). However, in the event of a pandemic, hand hygiene and respiratory hygiene are likely to become a first line of defense to slow the spread of disease until vac- cines become available (Bell et al., 2006; Bloomfield et al., 2007). Protective hand hygiene practices are needed as an additional measure to reduce the transmission of infec- tions that are not induced by the influenza virus, such as the common cold and GI infections.

Hand hygiene community guidelines have been issued in the United States (CDC, 2013b). Community members can be reached in the workplace since employees are a captive audi- ence, spending up to half of their waking hours at work. In addition, close proximity during working hours may contribute to the spread of infections. However, to date, only three peer- reviewed articles have reported hand hygiene interventions with general employees, beyond workers who are required to perform hand hygiene to minimize risk to themselves and the public. One study found a 10% reduction in teacher absenteeism as a secondary aim in a hand hygiene improvement intervention that was designed to reduce illness among elemen- tary students (Hammond et al., 2000). A second study among workers in a German public administration setting found 65 percent reduced odds of self-reported illness from the common cold (Hubner et al., 2010). While both of these interventions utilized alcohol-based hand sani- tizer in addition to soap and water, a third study among Finnish workers found a 6.7 percent reduction in infections among workers in the intervention arm that consisted of education and soap and water (Savolainen-Kopra et al., 2012).

Hand hygiene behavior change is complex, and interventions are more likely to be effec- tive if they are informed by behavioral motiva- tions (Glanz et al., 2008; Pittet, 2004). A paucity of information exists about the hand hygiene motivations and behavior of workers and how, if at all, these may differ from the general public. The Theory of Planned

 

 

Stedman-Smith et al. 1265

Behavior (TPB) has been used successfully to guide health behavioral interventions among the public since the mid-1980s (Ajzen, 1991; Montano and Kasprzyk, 2002). More specifi- cally, the theory has been used to gain under- standing about hand hygiene performance and motivations among health-care professionals (The Joint Commission, 2009) and profes- sional caterers (Clayton and Griffith, 2008). The TPB postulates that beliefs underlie atti- tudes, subjective norms, and perceived behav- ioral control, which together influence intention and behavior. These beliefs include beliefs about the outcome of the behavior (behavioral beliefs, corresponding to attitudes); beliefs about the perception of expectations regarding the behavior (normative beliefs, corresponding to subjective norms); and beliefs about the extent to which individuals can control the per- formance of the behavior (control beliefs, cor- responding to perceived behavioral control).

Stedman-Smith et al. (2012) administered a pilot survey based on a modified TPB model to workers from 39 bank branches to test the capacity of the TPB to guide understanding about knowledge, beliefs, and practices of self- reported hand hygiene behavior as a prelude to a planned worksite hand hygiene intervention. Findings revealed that behavioral beliefs and normative beliefs were predictive of self- reported hand hygiene performance. However, since these findings were derived from a rela- tively small convenience sample of 159 work- ers, generalizability was limited.

Purpose

The purpose of this study is twofold: (1) to uti- lize a larger, random sample of workers in a public university setting to determine whether a modified model of the TPB generates under- standing about hand hygiene beliefs and prac- tices, as well as predicts self-reported hand hygiene behavior, self-reported infectious dis- ease and related absenteeism and (2) to inform the development of interventions among employees in similar public work settings.

Methods

Procedure and measures

A voluntary, anonymous survey was adminis- tered online to a randomly selected sample of 1600 full-time employees from a Midwestern US university of 5504 workers. Employees received an email that encouraged participa- tion. A hyperlink led to the opening screen of the survey that provided informed assent. At the end of the questionnaire, an additional link took participants to a secure website on a different server to enter a drawing for a US$10 gift card. The survey was open from 7 March 2012 to 2 April 2012; data analysis was performed in the summer and fall of 2012. The study was approved by the University’s Institutional Review Board.

Four major TPB-related constructs were measured using 5-point Likert scales: response options were strongly agree (5), agree (4), some- what agree (3), disagree (2), and strongly disa- gree (1). These included self-reported hand hygiene practices (behavior) and four distinct beliefs: benefits of performing hand hygiene (behavioral beliefs), normative expectations of others (normative beliefs), and behavioral con- trol (control beliefs). Because we wanted to understand workers’ perceptions pertaining to when hand hygiene is needed, a fourth construct, beliefs about protective practices, was measured. Four out of these five constructs have previously shown satisfactory validity and reliability (Stedman-Smith et al., 2012). Questions were informed by United States Centers for Disease Control and Prevention (US CDC) (2013b) com- munity hand hygiene guidelines and scientific literature (Boone and Gerba, 2007). Additionally, one question assessed intention. Intention was not directly measured as a complete construct with three or more items due to constraints on the length of the survey. Consistent with the model used by Sax et al. (2007), it was indirectly meas- ured through the outcome of self-reported hand hygiene behaviors.

Hypotheses were threefold. First, construct validity would be demonstrated for all major

 

 

1266 Journal of Health Psychology 20(10)

latent constructs. Second, beliefs would predict self-reported hand hygiene behaviors. Third, hand hygiene behaviors would predict self- reported symptoms of the common cold/ influenza-like illness or GI infections during the past 30 days.

Analyses

Descriptive statistics measured demographics, usual self-reported hand hygiene behaviors, and perceived beliefs about hand hygiene. To estab- lish construct validity, exploratory factor analy- sis (EFA) and confirmatory factor analysis (CFA) were employed. First, EFA was con- ducted using all survey questions. Since the latent factors are expected to be related, Promax rotation, an oblique rotation method that per- mits factors to correlate, was utilized. The num- ber of common factors to extract was determined by examining the scree plot of the eigenvalues for each factor to identify the “breakpoint” where the curve flattens out (Costello and Osborne, 2005).

Several item loading tables of extracted factors from near the breakpoint were exam- ined. The best factor structure was defined as the table in which the largest number of items were loaded onto single factors strongly (val- ues above 0.30), along with the smallest num- ber of cross-loading items. Next, CFA was conducted to establish the convergent and dis- criminant validity of these factors. Factor loadings represented a measure of convergent validity of the survey items onto latent factors, while correlations between the factors served as measures of discriminant validity by dem- onstrating enough independence between the factors to declare each factor to be a separate latent construct (Kline, 1998). Evidence of convergent validity was seen in statistically significant item loadings with standardized values greater than 0.40. Discriminant validity was observed in the correlations among latent constructs that did not exceed 0.80 (Floyd and Widaman, 1995). Finally, Cronbach’s alpha was calculated to determine the internal

consistency reliability of each remaining construct.

Relationships between constructs were mod- eled using structural equation modeling (SEM). In the structural part of the model, paths were specified where all hand hygiene belief con- structs and demographic characteristics were regressed on hand hygiene behaviors, and hand hygiene behaviors and demographic character- istics were regressed in a logistic model on the dichotomous variable that combined participant self-reported cold/influenza-like illness and GI infection during the past 30 days. Within SEM, statistical tests and standardized coefficients for continuous latent variables and odds ratios for the dichotomous illness outcome variable were calculated. Evaluation of the goodness of fit of both the CFA and SEM models was assessed using the Tucker–Lewis index (TLI) and the root mean square error of approximation (RMSEA) (Hu and Bentler, 1999).

Missing data from survey respondents var- ied substantially across variables, with no miss- ing data for initial survey items (0%–18%) and increasing substantially among the demo- graphic variables at the end of the survey (5%– 51%). To assess the missingness mechanism of the data, the above analyses were conducted three times. The first was conducted with sub- jects who had no missing data, effectively assuming that data were completely missing at random (CMAR). The second analysis was done with 10 imputations of the data set created using a sequential regression multiple imputa- tion method (Raghunathan et al., 2001) that assumes data were missing at random (MAR). The third was done using a pattern mixture modeling approach that assumes the data were not missing at random (NMAR) but conditional upon a pattern of missingness (Little, 1993). In this approach, subjects were divided into two data sets reflecting two patterns of missing data (low and high), and 10 imputations of each data set were created, merged together, and analyzed (Thijs et al., 2002). The MAR and NMAR anal- yses did not differ substantially, while the CMAR showed noticeably fewer statistically

 

 

Stedman-Smith et al. 1267

significant results due to smaller sample size. The MAR results are presented as they appear most appropriate.

Results

From a base of 5504 workers, 1600 email invi- tations were randomly generated. Of these, 28 were not operative and 19 had opted out of receiving any questionnaires from the univer- sity. Approximately 23 percent participated (n = 361/1553). Most participants were female (72%) and had completed graduate education (60%); of which, 14 percent self-identified as non-White. Over 1/3 reported raising children, and nearly 1/3 employed were taking classes. Greater than 1/3 reported symptoms of a cold or flu-like illness in the last 30 days, while 12 per- cent reported experiencing symptoms of a GI

infection. When combined, 39 percent (141) self-identified as having one or both illnesses in the past 30 days; of those, 34 percent (41) were absent from work due to these conditions, with most employees missing no more than 1 day (Table 1). The top three beliefs about protective hand hygiene practices for which participants reported always or usually were as follows: after using a urinal or toilet (97.2%); before eat- ing or handling food (79.2%); and after blowing their nose, coughing, or sneezing (60.6%).

All hypothesized theoretical constructs had factor loadings of 0.35 or greater in SEM. Control beliefs were separated into two distinct constructs that reflected environmental access and time. Results from CFA demonstrated sta- tistically significant loadings greater than 0.40 for all items. All correlation coefficients for dis- criminant analysis were substantially below 0.80 (Table 2). The construct of hand hygiene behaviors contained the largest number of items that stayed in the model, losing only one item due to lack of variation from a nearly unani- mous affirmative response (performing hand hygiene after using a urinal or toilet). A total of 96.8 percent of participants answered “always or usually” to the question “When I intend to clean my hands I actually follow through and do it.” Thus, this question dealing with inten- tion did not load in the model due to lack of variance.

SEM revealed that all hypothesized con- structs were significantly associated with hand hygiene performance. Demographic analyses revealed significantly fewer hand hygiene behaviors practiced by those who completed graduate education and those who were younger. No differences were found in the pre- diction of hand hygiene behaviors by gender or raising children (Table 3).

Hand hygiene behaviors significantly reduced the odds of reporting sickness by 45 percent from the common cold/influenza-like illnesses and GI infections during the past 30 days, when combined. Those who self-identified as non- White had over twofold higher odds of experi- encing these infections (Table 4).

Table 1. Demographic characteristics of participants.

Characteristic N %

Female 247 72 Raising children at home 125 37 School-aged children in home 62 19 Have a graduate degree 204 60 Employee taking classes 110 32 Non-White race 47 14 Received a flu shot 138 40 Missed work due to illness 64 19 30-day cold/flu illness 115 34 30-day GI illness 41 12

Mean SD

Age, years 43.20 12.64 Household income, US dollars 84,451 87,896 Estimated time spent working with public

54.57 29.75

Number of work days missed 0.39 1.00 Number of household wage earners

1.77 0.61

SD: standard deviation; GI: gastrointestinal. For dichotomous characteristics, the percentage values are calculated from the total number of responses, which may be less than the total number of respondents due to missing data.

 

 

1268 Journal of Health Psychology 20(10)

Table 2. Confirmatory factor analysis of hypothesized hand hygiene constructs.

Construct/Item Est. SE Construct correlations Cronbach’s alpha

1 2 3 4a 4b 5

1. Hand hygiene behavior 1.00 0.89 Before I eat or handle food 0.44 0.04 After I handle money 0.86 0.05 After coughing/sneezing/blowing

nose 0.63 0.05

After I use a shared keyboard/pad 0.97 0.05 After I share pens 0.84 0.05 After picking up something 0.79 0.06 After shaking hands coughed/

sneezed 0.65 0.05

After touching public surfaces 0.89 0.05 2. Behavioral beliefs 0.53 1.00 0.92 I can get sick if I don’t 0.75 0.04 Protecting the health of my family 0.70 0.03 Protecting my health 0.66 0.03 Protecting the health of my

coworkers 0.71 0.03

I can get sick if I rub my eyes/nose

0.57 0.04

3. Normative beliefs 0.35 0.32 1.00 0.80 My employer expects me to 0.58 0.07 My colleagues do 0.79 0.06 Our customers do 0.48 0.04 People I work with think it’s

important 0.95 0.07

The clientele that I serve do 0.54 0.04 4a. Control beliefs: access to

hand sanitizer 0.43 0.40 0.38 1.00 0.74

It is convenient for me to use 0.74 0.05 Hand sanitizer makes it easier 0.72 0.05 I carry hand sanitizer with me 1.20 0.07 I have hand sanitizer on my desk 1.25 0.07 4b. Control beliefs: convenience

of hand hygiene 0.21 0.23 0.16 0.13* 1.00 0.83

It is convenient for me to get to a sink

0.67 0.06

I have sufficient time 0.67 0.05 I do not perceive any barriers to

hand hygiene at work 0.54 0.05

5. Beliefs about protective hand hygiene practices

0.48 0.40 0.17 0.26 −0.01* 1.00 0.93

After using a shared keyboard/ pad

0.71 0.03

After sharing pens 0.91 0.04 After picking up from floor 0.79 0.04 After touching public surfaces 0.73 0.04

SE: standard error; TLI: Tucker–Lewis index; RMSEA: root mean square error of approximation. Model fit: TLI = 0.909; RMSEA = 0.06. All factor loadings and construct correlations are significant (p < 0.05) except correlations marked with “*.”

 

 

Stedman-Smith et al. 1269

Discussion

The findings from this study, which employed a model drawn from key components of the TPB,

revealed that all major constructs loaded in EFA; CFA demonstrated good convergent and discriminant validity, and Cronbach’s alpha

Table 3. Structural equation model of hypothesized hand hygiene motivators predicting hand hygiene behavior.

Regressor Standardized coefficient 95% confidence interval

Modified theory of planned behavior constructs Behavioral beliefs 0.30 (0.18, 0.41)** Normative beliefs 0.13 (0.02, 0.24)* Control beliefs: Access to hand sanitizer 0.16 (0.04, 0.28)* Convenience of hand

Listen to Act One of NPR’s This American Life’s (August 16, 2013) episode, to answer Assignment 6b, Heifer International

This assignment is in different category, Please read the instruction carefully before you answer all the questions

1. Read John, Loewenstein, and Prelec’s (2012) article to answer “Assignment #6b, John et al summary”

2. a. Listen to Act One of NPR’s This American Life’s (August 16, 2013) episode, to answer Assignment 6b, Heifer International

3 Watch CBS News New York’s (March 6, 2015) YouTube, “Volunteers Become Human Guinea Pigs for Medical Research.” To answer “Assignment #6b, Human Guinea Pig” forum

4 Watch Boston Children’s Hospital’s (April 18, 2012) YouTube, “Labs of Cognitive Neuroscience – Gaab’s Lab to answer “Assignment #6b: volunteering your child

All the links were in the document in the browse files. Please open the brows file before you start the paper. please use google scholar for your search machine.

Written Assignment #6b: Ethics and Questionable Research Practices

DUE DATE: June 26, 2019 before 11:59 PM.

Part 1: Questionable Research Practices (QRPs)

READING

a. To learn what Questionable Research Practices are and how they differ from more flagrant forms of unethical research behavior:

1. Read the Association for Psychological Science’s (2012) article, “Questionable Research Practices Surprisingly Common.”

2. Read Butler, Delaney, and Spoelstra’s (2016) article, “The Grey Zone: How Questionable Research Practices Are Blurring the Boundary Between Science and Misconduct.”

▪ Note that Butler et al.’s popular press article is about Questionable Research Practices in the discipline of business, not psychology.

▪ Also note that Butler et al.’s popular press article links to their scientific article; however, their scientific article is behind a paywall.

3. Read Schimmack’s (2015) article, “Questionable Research Practices: Definition, Detection, and Recommendations for Better Practices.”

4. Note that Schimmack’s (2015) article lists (and defines) seven Questionable Research Practices, and Butler et al.’s (2016) article adds another one (HARKing).

b. Make sure you understand the Questionable Research Practices that are described in the articles you’ve read for this Assignment. If you don’t understand one or more of the Questionable Research Practices, it might help to Google them to better understand them.

c. Now, you’ll read an empirical article that used a questionnaire to measure how often psychological scientists engage in various Questionable Research Practices.

1. Read John, Loewenstein, and Prelec’s (2012) article, “Measuring the Prevalence of Questionable Research Practices with Incentives for Truth Telling.” This a is journal article and may take a little longer to get through then some of the others you’ve been reading.

WRITING ASSIGNMENT

Write one paragraph, synthesizing the results of the John et al., (2012) article. You needn’t write about all of the results. Focus in on one or two aspects of the paper and write about that. Post this to the “Assignment #6b, John et al summary” forum on the discussion board.

Part 1: Questionable Research Practices

 

https://www.collinsdictionary.com/us/dictionary/english/flagrant
https://www.dropbox.com/s/xy17my0gz30wlaz/APS_QRP_2012.pdf?dl=0
https://www.dropbox.com/s/z8l05sfz8mprnzz/Butler_THE_2016.pdf?dl=0
https://www.dropbox.com/s/z8l05sfz8mprnzz/Butler_THE_2016.pdf?dl=0
https://www.dropbox.com/s/z8l05sfz8mprnzz/Butler_THE_2016.pdf?dl=0
https://www.dropbox.com/s/9v6u6mnfjgajrb3/Schimmack_QRPs_2015.pdf?dl=0
https://www.dropbox.com/s/9v6u6mnfjgajrb3/Schimmack_QRPs_2015.pdf?dl=0
https://www.dropbox.com/s/s5867zhubzou91e/John_PS_2012.pdf?dl=0
https://www.dropbox.com/s/s5867zhubzou91e/John_PS_2012.pdf?dl=0
https://www.dropbox.com/s/s5867zhubzou91e/John_PS_2012.pdf?dl=0
https://bbhosted.cuny.edu/webapps/discussionboard/do/forum?action=list_threads&course_id=_1731833_1&nav=discussion_board_entry&conf_id=_1887652_1&forum_id=_1974038_1
https://www.collinsdictionary.com/us/dictionary/english/flagrant
https://www.dropbox.com/s/xy17my0gz30wlaz/APS_QRP_2012.pdf?dl=0
https://www.dropbox.com/s/z8l05sfz8mprnzz/Butler_THE_2016.pdf?dl=0
https://www.dropbox.com/s/z8l05sfz8mprnzz/Butler_THE_2016.pdf?dl=0
https://www.dropbox.com/s/z8l05sfz8mprnzz/Butler_THE_2016.pdf?dl=0
https://www.dropbox.com/s/9v6u6mnfjgajrb3/Schimmack_QRPs_2015.pdf?dl=0
https://www.dropbox.com/s/9v6u6mnfjgajrb3/Schimmack_QRPs_2015.pdf?dl=0
https://www.dropbox.com/s/s5867zhubzou91e/John_PS_2012.pdf?dl=0
https://www.dropbox.com/s/s5867zhubzou91e/John_PS_2012.pdf?dl=0
https://www.dropbox.com/s/s5867zhubzou91e/John_PS_2012.pdf?dl=0
https://bbhosted.cuny.edu/webapps/discussionboard/do/forum?action=list_threads&course_id=_1731833_1&nav=discussion_board_entry&conf_id=_1887652_1&forum_id=_1974038_1

 

2. The paragraph should have a Topic Sentence, three or four Supporting Sentences, and a Conclusion Sentence.

3. Write about the behavior and phenomena that is the topic of the paper. 4. Remember to include in-text (parenthetical) citations. 5. Make sure to include a citation of John et al. (2012) in the paragraph as

well as any other papers that you reference

Part 2: Applying what you’ve learned

LISTENING

a. Listen to Act One of NPR’s This American Life’s (August 16, 2013) episode, “Money for Nothing and Your Cows for Free.” (A transcript of this radio episode is available here.)

1. To play the episode, click on the rightward-facing ‘play’ triangle underneath the picture of the person on the motor-scooter.

2. Listen until the 36:30 mark (when host Ira Glass says “Their blog and twice-weekly podcast about economics, but for the rest of us …”).

3. Note that GiveDirectly has conducted a randomized controlled trial to investigate the benefits of their charity, whereas Heifer International insists that they don’t need to conduct a randomized controlled trial to learn the benefits of their charity (and they seem to imply that conducting a randomized controlled trial might not be ethical).

4. Review what a randomized controlled trial is (and where it lies on the Hierarchy of Scientific Evidence).

WRITING ASSIGNMENT (DISCUSSION BOARD)

Go to the discussion board and the “Assignment 6b, Heifer International” forum. Create a post where you provide two reasons why Heifer International conducting a randomized controlled trial could be unethical and two reasons why Heifer International not conducting a randomized controlled trial could be unethical.

WATCHING

Watch CBS News New York’s (March 6, 2015) YouTube, “Volunteers Become Human Guinea Pigs for Medical Research.”

WRITING ASSIGNMENT (DISCUSSION BOARD)

Go to the discussion board and the “Assignment #6b, Human Guinea Pig” forum. Create a post where you provide down two or three reasons why you would and two or three reasons why you wouldn’t volunteer to be a research participant in this type of research.

 

Part 2: Applying what you’ve learned

 

https://www.thisamericanlife.org/radio-archives/episode/503/i-was-just-trying-to-help?act=1
https://online225.psych.wisc.edu/wp-content/uploads/225-Master/225-UnitPages/Unit-10/ThisAmericanLife_2013.pdf
https://en.wikipedia.org/wiki/Randomized_controlled_trial
https://bbhosted.cuny.edu/webapps/discussionboard/do/forum?action=list_threads&course_id=_1731833_1&nav=discussion_board_entry&conf_id=_1887652_1&forum_id=_1974021_1
https://www.youtube.com/watch?v=lSZ6yYsni0Q
https://www.youtube.com/watch?v=lSZ6yYsni0Q
https://www.thisamericanlife.org/radio-archives/episode/503/i-was-just-trying-to-help?act=1
https://online225.psych.wisc.edu/wp-content/uploads/225-Master/225-UnitPages/Unit-10/ThisAmericanLife_2013.pdf
https://en.wikipedia.org/wiki/Randomized_controlled_trial
https://bbhosted.cuny.edu/webapps/discussionboard/do/forum?action=list_threads&course_id=_1731833_1&nav=discussion_board_entry&conf_id=_1887652_1&forum_id=_1974021_1
https://www.youtube.com/watch?v=lSZ6yYsni0Q
https://www.youtube.com/watch?v=lSZ6yYsni0Q

 

WATCHING

Watch Boston Children’s Hospital’s (April 18, 2012) YouTube, “Labs of Cognitive Neuroscience – Gaab’s Lab.” Note that the researcher states they already have (and use) behavioral (non-invasive) measures of dyslexia, but they are investigating whether there are any brain markers.

WRITING ASSIGNMENT (DISCUSSION BOARD)

Go to the discussion board and the “Assignment #6b: volunteering your child” forum. Imagine you were the parent of a typically developing child (with no reading disorder). Would you volunteer your typically developing child to participate in the brain imaging experiment (as a member of the control group)? Why or why not?

 

 

https://www.youtube.com/watch?v=Y1XbOjGALfo
https://www.youtube.com/watch?v=Y1XbOjGALfo
https://bbhosted.cuny.edu/webapps/discussionboard/do/forum?action=list_threads&course_id=_1731833_1&nav=discussion_board_entry&conf_id=_1887652_1&forum_id=_1974030_1
https://www.youtube.com/watch?v=Y1XbOjGALfo
https://www.youtube.com/watch?v=Y1XbOjGALfo
https://bbhosted.cuny.edu/webapps/discussionboard/do/forum?action=list_threads&course_id=_1731833_1&nav=discussion_board_entry&conf_id=_1887652_1&forum_id=_1974030_1
  • Part 1: Questionable Research Practices
  • Part 2: Applying what you’ve learned

What are the key differences between qualitative and quantitative research?

Select and read one of the following articles, located in the Topic 4 materials: 1.The Role of Faculty Mentors in the Research Training of Counseling Psychology Doctoral Students

2.The Career Development of Mexican American Adolescent Women: A Test of Social Cognitive Career Theory

Write a 500-750-word analysis of your selected article. Include the following in your analysis:

1.What are the key differences between qualitative and quantitative research? 2.What are the strengths and weaknesses of qualitative research designs? 3.What are the essential components that should be considered when applying qualitative methods to counseling outcomes?  Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

Why do you think that the permanent exhibit you have chosen will appeal to the city’s diverse citizens as well as to foreign visitors?

DUE IN 8 HOURS – I AM ATTACHING PREVIOUS ASSIGNMENTS AND THE FEEDBACK ON EACH ONE

Final Project: A City Museum

Now that all of your important decisions have been made, it is time for you, as the chosen Director of the new city museum, to write and present your Final Museum Proposal to your City Officials.

In this final proposal your decisions and the reasons for them should be made evident:

· Why did you decide on the this particular focus for the city museum?

· Why do you think that the permanent exhibit you have chosen will appeal to the city’s diverse citizens as well as to foreign visitors?

· What is your reasoning for deciding on this particular museum site? What documentation have you found that would support your decision? Do you anticipate any opposition to your site selection? How will you answer their concerns?

All of these questions should be answered in your Final Museum Proposal.

To prepare:

· Go back and review your Instructor’s feedback on each of the previous Project Milestones. Make any necessary revisions, and incorporate any needed Instructor feedback. Then, pull together all of the information, ideas and resources you have collected to complete your Final Museum Proposal.

Instructor feedback:

Week 1:

You identified an appropriate source and you provided details.  However, your APA format is not quite correct. You did not post the reference to the course blog.  You provided a good summary of the article.

Week 2:

Is this an existing museum.  If so, you are supposed to be proposing a new one.  Otherwise you did a good job profiling your city.

Week 3:

You did a good job with the components of the assignment and you made some good points and presented good ideas for your permanent exhibit. You have several writing errors. See my notes in your paper.

Week 4 is an annotated bib

Student Contributed Resource Worksheet

Directions: Please type your answers in the boxes provided. If you need more space, the box will expand as you write—so, there is no need to worry about space. Do not write your answers in a separate document because your Instructor uses the Rubric after each question to grade that section. You may also use the Rubric as a guide to make sure you completed the question correctly.

Quality of Life in Cities: Perspectives

1. Find one article from the library or credible Internet site that focuses on quality of life in a specific city or in cities generally.

Note: You may use articles by the authors listed in the Learning Resources section but you may also include other authors.

Insert the requested information in the box below.
Author name: Abbott-Donnelly.

Year and date of publication: July 7, 2017.

Name of the article (or web article or website): Creating, Analysing and Sustaining Smarter Cities: A Systems Perspective

Name of the publication (or website): College Publications

Volume and issue number (for magazine or journal articles): ISBN:1848902093 9781848902091

URL (that is, the web address) of the website (if applicable): https://dl.acm.org/citation.cfm?id=3165234

Next, attempt to organize the information above into an APA-style reference. There are two examples in the following box, one for an article published in a magazine or journal and one for an article published on a website.

Insert APA reference below.
Example of an article published in a magazine or journal:

Kotkin, J. (2005). Cities: Places sacred, safe, and busy. The Next American City, (8), 19–22.

Example of an article published on a website:

Montgomery, C. (2013, November 1). The secrets of the world’s happiest cities. The Guardian. Retrieved from http://www.theguardian.com/society/2013/nov/01/secrets-worlds-happiest-cities-commute-property-prices

Enter your attempt at an APA style reference:

Abbott-Donnelly, I., & Lawson, H. B. (2017). Creating, Analysing and Sustaining Smarter Cities: A Systems Perspective. College Publications

Finally, post this reference to the course blog.

Question #1 Rubric (for Instructor use only) Points
Did the student find one academically appropriate source? _____ / 17.5 points

Did the student provide all the requested details about the source? _____/ 17.5 points

Did the student attempt to put the reference to the source in APA format? _____/ 17.5 points

Did the student post the reference to the course blog? _____ / 17.5 points

Instructor Comments:

 

70 Points

_____/70

2. Write an annotation in the box below. An annotation summarizes the article and its point of view. It can be thought of as the explanation for why the article relates to the topic or an Assignment. Your annotation for this article should be 3–4 sentences.

Insert your answer below.
The book chose explains in the best way how cities work to in order to sustain the alarming pressure resulting from change. It further explains the complex nature of cities and their interconnection between economic, social and environmentally. This however allows individuals work in extra manner to gain sustainable living.
Question #2 Rubric (for Instructor use only) Points
Did the student provide an explanation for why the article relates to the topic? _____/30 points

Instructor Comments:

 

30 Points

_____/30

Worksheet Total Points 100 points
  _____/100

 

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