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    How does anxiety and depression affect the workplace? – ## 3a–ResearchTopic–Template.docx – ## 3b–ResearchTopic–Example.docx – ## 2b–PotentialTopicsforNon-P-12.pdf – ## Schedule_Renfroe.docx – Syllabus_Renfroe.docx **## 3a–ResearchTopic–Template.docx** **Name**: **Date**: **Signature Projec…

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    Assignment Prompt & Instructions

    How does anxiety and depression affect the workplace?

    – ## 3a–ResearchTopic–Template.docx

    – ## 3b–ResearchTopic–Example.docx

    – ## 2b–PotentialTopicsforNon-P-12.pdf

    – ## Schedule_Renfroe.docx

    – Syllabus_Renfroe.docx

    **## 3a–ResearchTopic–Template.docx**

    **Name**:

    **Date**:

    **Signature Project Stage 1: Research Proposal Topic**

    **ED 504 Spring 2 2025**

    **Note: It must be a quantitative experimental design study**

    **Problem Statement**

    **Best Practice Used to Address Your Problem**

    **Hypothesis**

    ****Study Population****

    ****Independent Variable****

    ****Dependent Variable****

    ****Brief Plan of Action for Executing Your Experimental Quantitative Design****

    **## 3b–ResearchTopic–Example.docx**

    **Name: Student from ED 504**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025**

    1.
    **Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.

    2.
    **Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.

    3.
    **Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.

    4.
    **Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.

    **5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).

    **5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.

    6.
    **Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.

    **## 2b–PotentialTopicsforNon-P-12.pdf**

    Page 1 of 2

    Possible Research Topics for Non-(P-12)

    Below are some general ideas for topics for your Research Proposal, but you do not have to
    choose one of these. You may already have a problem in mind.

    You will need to identify a problem that is currently occurring in your classroom or working
    environment, but the topic needs to be related to your current field of study (i.e., if you are
    seeking a degree in Library Media, then your problem should be related to Library Media). In
    ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
    the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
    study using data that is currently available to you. No exceptions

    Academic Motivation

    Effects of Messaging in Teen Literacy

    Academic or Athletic Competitions

    Electronic/Digital Textbooks

    Acceptance of Diversity

    Emotional Intelligence

    Aggression in Children, Adolescents, or Adults

    Environmental Conservation

    Anxiety or Depression

    Exit/Graduation Exams

    Athletics

    Family Medical Leave Act (FMLA)

    Behavior Modification

    LGBTQ+ Support Groups

    Bilingual Education

    Gender Identification

    Book or Social Clubs

    Homeschooling

    Breakfast and Learning or Daily Performance

    Improving Minority Achievement

    Bullying Prevention

    Interventions Promoting College Completion

    Collaborative Groups

    Language Barriers

    College Career Counseling/Career Preparation

    Mental Health Programs

    College Online Learning/Advising

    Mentoring

    College Readiness/Preparedness

    Divorce Rates

    Rural Education

    Dress Codes

    Rural Health

    Drug Rehabilitation

    Safety Strategies (at School or Work)

    Eating Disorders

    School Dropout Issues

    Effective Strategies for College Teaching

    School or Work Culture

    Page 2 of 2

    Effects of Caffeine/ Other Substances

    School or Work Uniforms

    Effects of Community Service Projects

    Sex Education

    Service Learning

    Television and Behavioral Problems

    Single-Gender Schools

    Television and Communication Skills

    Sleep Deprivation

    Title IX Awareness

    Sleep and Short-Term Memory

    Use of Extrinsic Motivation

    Recess

    Smartphone and Social or Behavioral
    Interactions

    Use of Hotlines

    Social Media or Social Networks

    Use of Media for Recruitment

    Page 2 of 2

    Microchips in ID Badges

    College Student Retention or Access

    Music and Exercise

    College Student Satisfaction w/ Student
    Services

    Music Therapy

    College Student Services/Programs

    Nutrition and Learning

    Cooperative Learning in School

    Obesity Crisis

    Covid 19

    Online Counseling

    Critical Thinking

    Online Courses

    Cyberbullying Education

    Distance Learning

    Recycling or Waste Management (EAP)

    Standardized Testing Skills

    Use of Phones in the Classroom or Workplace

    Strategies to Stop Tobacco Use

    Using Gaming in Education or Workplace

    Strategies for Productive Workforce

    Using Social Media in the Workplace

    Strategy to Encourage Participation

    Video Games and Achievement

    Student Engagement (NSSE)

    Videoconference Classes or Meetings

    Technology Access Gap

    Vitamins and Immunity or Health

    Violence Prevention

    Physical Activity and Learning

    Daily Exercise Routine

    Poverty

    Discrimination in Workplace

    **## Schedule_Renfroe.docx**

    ## **![](https://www.sweetstudy.com/questions/research-20935285)**

    ## **ED504 Techniques of Educational Research I**

    ****Course Schedule** **Fall 1, 2025****
    The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
    **_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.

    | | | | |
    | — | — | — | — |
    | | Module / Assignment Description | Due Date | Course Value |
    | **08-18-2025** | **COURSE BEGINS** | | |
    | | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
    | | **Module 1: Introductions and Ethical Practices in Research** | | |
    | | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
    | | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
    | | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
    | | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
    | | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
    | | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
    | | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
    | | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
    | | **Module 3: Locating and Reviewing the Literature Review** | | |
    | | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
    | | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
    | | **Module 4: Methodologies** | | |
    | | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
    | | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
    | | **Module 5: Writing a Research Proposal** | | |
    | | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
    | | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
    | | | | |

    **image1.jpg**

    **Syllabus_Renfroe.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)

    **Syllabus_Renfroe.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)

    **## 3a–ResearchTopic–Template.docx**

    **Name**:

    **Date**:

    **Signature Project Stage 1: Research Proposal Topic**

    **ED 504 Spring 2 2025**

    **Note: It must be a quantitative experimental design study**

    **Problem Statement**

    **Best Practice Used to Address Your Problem**

    **Hypothesis**

    ****Study Population****

    ****Independent Variable****

    ****Dependent Variable****

    ****Brief Plan of Action for Executing Your Experimental Quantitative Design****

    **## 3b–ResearchTopic–Example.docx**

    **Name: Student from ED 504**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025**

    1.
    **Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.

    2.
    **Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.

    3.
    **Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.

    4.
    **Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.

    **5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).

    **5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.

    6.
    **Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.

    **## 2b–PotentialTopicsforNon-P-12.pdf**

    Page 1 of 2

    Possible Research Topics for Non-(P-12)

    Below are some general ideas for topics for your Research Proposal, but you do not have to
    choose one of these. You may already have a problem in mind.

    You will need to identify a problem that is currently occurring in your classroom or working
    environment, but the topic needs to be related to your current field of study (i.e., if you are
    seeking a degree in Library Media, then your problem should be related to Library Media). In
    ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
    the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
    study using data that is currently available to you. No exceptions

    Academic Motivation

    Effects of Messaging in Teen Literacy

    Academic or Athletic Competitions

    Electronic/Digital Textbooks

    Acceptance of Diversity

    Emotional Intelligence

    Aggression in Children, Adolescents, or Adults

    Environmental Conservation

    Anxiety or Depression

    Exit/Graduation Exams

    Athletics

    Family Medical Leave Act (FMLA)

    Behavior Modification

    LGBTQ+ Support Groups

    Bilingual Education

    Gender Identification

    Book or Social Clubs

    Homeschooling

    Breakfast and Learning or Daily Performance

    Improving Minority Achievement

    Bullying Prevention

    Interventions Promoting College Completion

    Collaborative Groups

    Language Barriers

    College Career Counseling/Career Preparation

    Mental Health Programs

    College Online Learning/Advising

    Mentoring

    College Readiness/Preparedness

    Divorce Rates

    Rural Education

    Dress Codes

    Rural Health

    Drug Rehabilitation

    Safety Strategies (at School or Work)

    Eating Disorders

    School Dropout Issues

    Effective Strategies for College Teaching

    School or Work Culture

    Page 2 of 2

    Effects of Caffeine/ Other Substances

    School or Work Uniforms

    Effects of Community Service Projects

    Sex Education

    Service Learning

    Television and Behavioral Problems

    Single-Gender Schools

    Television and Communication Skills

    Sleep Deprivation

    Title IX Awareness

    Sleep and Short-Term Memory

    Use of Extrinsic Motivation

    Recess

    Smartphone and Social or Behavioral
    Interactions

    Use of Hotlines

    Social Media or Social Networks

    Use of Media for Recruitment

    Page 2 of 2

    Microchips in ID Badges

    College Student Retention or Access

    Music and Exercise

    College Student Satisfaction w/ Student
    Services

    Music Therapy

    College Student Services/Programs

    Nutrition and Learning

    Cooperative Learning in School

    Obesity Crisis

    Covid 19

    Online Counseling

    Critical Thinking

    Online Courses

    Cyberbullying Education

    Distance Learning

    Recycling or Waste Management (EAP)

    Standardized Testing Skills

    Use of Phones in the Classroom or Workplace

    Strategies to Stop Tobacco Use

    Using Gaming in Education or Workplace

    Strategies for Productive Workforce

    Using Social Media in the Workplace

    Strategy to Encourage Participation

    Video Games and Achievement

    Student Engagement (NSSE)

    Videoconference Classes or Meetings

    Technology Access Gap

    Vitamins and Immunity or Health

    Violence Prevention

    Physical Activity and Learning

    Daily Exercise Routine

    Poverty

    Discrimination in Workplace

    **## Schedule_Renfroe.docx**

    ## **![](https://www.sweetstudy.com/questions/research-20935285)**

    ## **ED504 Techniques of Educational Research I**

    ****Course Schedule** **Fall 1, 2025****
    The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
    **_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.

    | | | | |
    | — | — | — | — |
    | | Module / Assignment Description | Due Date | Course Value |
    | **08-18-2025** | **COURSE BEGINS** | | |
    | | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
    | | **Module 1: Introductions and Ethical Practices in Research** | | |
    | | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
    | | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
    | | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
    | | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
    | | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
    | | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
    | | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
    | | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
    | | **Module 3: Locating and Reviewing the Literature Review** | | |
    | | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
    | | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
    | | **Module 4: Methodologies** | | |
    | | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
    | | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
    | | **Module 5: Writing a Research Proposal** | | |
    | | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
    | | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
    | | | | |

    **image1.jpg**

    **Syllabus_Renfroe.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)

    **## 3a–ResearchTopic–Template.docx**

    **Name**:

    **Date**:

    **Signature Project Stage 1: Research Proposal Topic**

    **ED 504 Spring 2 2025**

    **Note: It must be a quantitative experimental design study**

    **Problem Statement**

    **Best Practice Used to Address Your Problem**

    **Hypothesis**

    ****Study Population****

    ****Independent Variable****

    ****Dependent Variable****

    ****Brief Plan of Action for Executing Your Experimental Quantitative Design****

    **## 3b–ResearchTopic–Example.docx**

    **Name: Student from ED 504**

    **Signature Project Stage 1 – Research Proposal Topic**

    **ED 504 – Spring 2025**

    1.
    **Problem statement:** My identified classroom uses primarily independent work or homogeneous small groups for students to complete class assignments. In addition, it does not have a strong classroom culture and students do not engage with each other often. In this classroom, student academic achievement is not as high as student achievement in other classrooms of the same grade level. Past studies have shown that heterogeneous groups have been shown to improve both classroom culture and student academic achievement.

    2.
    **Best practice used to address your problem:** I plan to integrate heterogeneous grouping into my identified classroom multiple times a week in place of individual work. This will enable different students in my class to work together, regardless of their level of achievement, which will improve the classroom culture and lead to improvements in academic achievement.

    3.
    **Hypothesis:** Heterogeneous small groups will have a more positive impact on daily student academic achievement than homogeneous groups or independent work.

    4.
    **Study Population:** The population I will be studying is my identified classroom. This is a seventh-grade general education English classroom with a diverse population of 25 students. These students represent multiple different ethnicities, genders, religions, social classes, and levels of academic achievement.

    **5a. Independent Variable:** The independent variable I will be changing during this study will be the format of grouping students. For three days a week, students will be placed in heterogeneous groups for ten minutes. For one day, students will be placed in homogeneous groups. For one day, students will be given independent work (this can serve as the control variable).

    **5b. Dependent Variable:** The dependent variable I will be measuring in this study is student academic achievement. This will be measured by a pre-test at the beginning of the study, as well as a short “exit ticket” at the end of each day for three weeks. Each exit ticket will have three or four questions about the information learned in class that day. Students will complete the exit ticket individually.

    6.
    **Brief plan of action for executing your experimental design:** I will begin by giving a pre-test to measure each student’s performance at the beginning of the study. This will enable me to properly assign groups with varying levels of student achievement in each group. Then, students will be placed in heterogeneous groups three times a week for ten minutes at a time. During the other two days, students will complete independent work or be placed in homogeneous groups. At the end of each day, students will complete a short exit ticket. This structure will continue for three weeks. At the end of the study, the exit tickets for each day will be compared to see if students perform better on the days they were placed in heterogeneous groups, homogeneous groups, or working independently.

    **## 2b–PotentialTopicsforNon-P-12.pdf**

    Page 1 of 2

    Possible Research Topics for Non-(P-12)

    Below are some general ideas for topics for your Research Proposal, but you do not have to
    choose one of these. You may already have a problem in mind.

    You will need to identify a problem that is currently occurring in your classroom or working
    environment, but the topic needs to be related to your current field of study (i.e., if you are
    seeking a degree in Library Media, then your problem should be related to Library Media). In
    ED504, you will only work on the research proposal (Chapters 1-3). You will not be performing
    the actual study. Your topic will need to be suitable for an experimental or quasi-experimental
    study using data that is currently available to you. No exceptions

    Academic Motivation

    Effects of Messaging in Teen Literacy

    Academic or Athletic Competitions

    Electronic/Digital Textbooks

    Acceptance of Diversity

    Emotional Intelligence

    Aggression in Children, Adolescents, or Adults

    Environmental Conservation

    Anxiety or Depression

    Exit/Graduation Exams

    Athletics

    Family Medical Leave Act (FMLA)

    Behavior Modification

    LGBTQ+ Support Groups

    Bilingual Education

    Gender Identification

    Book or Social Clubs

    Homeschooling

    Breakfast and Learning or Daily Performance

    Improving Minority Achievement

    Bullying Prevention

    Interventions Promoting College Completion

    Collaborative Groups

    Language Barriers

    College Career Counseling/Career Preparation

    Mental Health Programs

    College Online Learning/Advising

    Mentoring

    College Readiness/Preparedness

    Divorce Rates

    Rural Education

    Dress Codes

    Rural Health

    Drug Rehabilitation

    Safety Strategies (at School or Work)

    Eating Disorders

    School Dropout Issues

    Effective Strategies for College Teaching

    School or Work Culture

    Page 2 of 2

    Effects of Caffeine/ Other Substances

    School or Work Uniforms

    Effects of Community Service Projects

    Sex Education

    Service Learning

    Television and Behavioral Problems

    Single-Gender Schools

    Television and Communication Skills

    Sleep Deprivation

    Title IX Awareness

    Sleep and Short-Term Memory

    Use of Extrinsic Motivation

    Recess

    Smartphone and Social or Behavioral
    Interactions

    Use of Hotlines

    Social Media or Social Networks

    Use of Media for Recruitment

    Page 2 of 2

    Microchips in ID Badges

    College Student Retention or Access

    Music and Exercise

    College Student Satisfaction w/ Student
    Services

    Music Therapy

    College Student Services/Programs

    Nutrition and Learning

    Cooperative Learning in School

    Obesity Crisis

    Covid 19

    Online Counseling

    Critical Thinking

    Online Courses

    Cyberbullying Education

    Distance Learning

    Recycling or Waste Management (EAP)

    Standardized Testing Skills

    Use of Phones in the Classroom or Workplace

    Strategies to Stop Tobacco Use

    Using Gaming in Education or Workplace

    Strategies for Productive Workforce

    Using Social Media in the Workplace

    Strategy to Encourage Participation

    Video Games and Achievement

    Student Engagement (NSSE)

    Videoconference Classes or Meetings

    Technology Access Gap

    Vitamins and Immunity or Health

    Violence Prevention

    Physical Activity and Learning

    Daily Exercise Routine

    Poverty

    Discrimination in Workplace

    **## Schedule_Renfroe.docx**

    ## **![](https://www.sweetstudy.com/questions/research-20935285)**

    ## **ED504 Techniques of Educational Research I**

    ****Course Schedule** **Fall 1, 2025****
    The module pages in Blackboard include detailed instructions for completing readings, watching videos, and/or reviewing other supplemental resources. Complete each module’s activities in the order presented. Follow the suggested class routine schedule below to help manage your time to successfully complete the required and/or graded course activities. Please print the schedule for reference.
    **_Ensure all activities are submitted by the assigned date by 11:59 p.m. Central Time, as determined by the Blackboard Learn timestamp_**. Dates are subject to change at the professor’s discretion.

    | | | | |
    | — | — | — | — |
    | | Module / Assignment Description | Due Date | Course Value |
    | **08-18-2025** | **COURSE BEGINS** | | |
    | | · Familiarize yourself and read all material in <br>_your Blackboard shell._ | Aug 18 | |
    | | **Module 1: Introductions and Ethical Practices in Research** | | |
    | | · Participate in the <br>_Introduction Discussion_ activity.<br> <br>· Peer responses | Aug 22<br>Aug 24 | 2.5% |
    | | · Complete the <br>_Test Your APA Style Knowledge Quiz_. | Aug 24 | 2.5% |
    | | · Complete the <br>_Plagiarism Quiz_. | Aug 24 | 2.5% |
    | | · Complete <br>_CITI Training: Responsible Conduct of Research Certification_. | Aug 24 | 2.5% |
    | | **Module 2: The Research Problem, Research Question, and Hypothesis** | | |
    | | · Complete <br>_Quiz 1_. | Aug 31 | 5% |
    | | · Submit the <br>_Research Topic_. | Aug 31 | 5% |
    | | · REMINDER: Select your research topic and begin gathering existing data. Formulate your research problem statement and generate your hypothesis. | | |
    | | **Module 3: Locating and Reviewing the Literature Review** | | |
    | | · Complete <br>_Quiz 2_. | Sept 7 | 5% |
    | | · REMINDER: Begin collecting peer-reviewed articles for your literature review. | | |
    | | **Module 4: Methodologies** | | |
    | | · Complete <br>_Quiz 3_. | Sept 14 | 5% |
    | | · Submit the <br>_Research Proposal Outline._ | Sept 14 | 15% |
    | | **Module 5: Writing a Research Proposal** | | |
    | | · Submit <br>_Chapters 1, 2 and 3_ of your Research Proposal<br>_._ | Sept 25 | 20% |
    | | · Submit the <br>_Final Submission_ of your Research Proposal<br>_._ | Oct 5 | 35% |
    | | | | |

    **image1.jpg**

    **Syllabus_Renfroe.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/syllabus-renfroe-docx)

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    IMG_1870.png](https://www.sweetstudy.com/files/img-1870-png-10382257 "IMG_1870.png")

  • [Solved] PSY-216 Statistical Applications for the Behavioral and Social Sciences

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    Module One Discussion As Marriott (2014) reviews the development of statistical thinking over the last century, he provides an interesting quotation from the 1950 address given by S.S. Wilks to the 110th Annual Meeting of the American Statistical Association, in which Wilks states, "Statistical thin…

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    Assignment Prompt & Instructions

    Module One Discussion
    As Marriott (2014) reviews the development of statistical thinking over the last century, he provides an interesting quotation from the 1950 address given by S.S. Wilks to the 110th Annual Meeting of the American Statistical Association, in which Wilks states, "Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write" (p. 79).
    Review the article, [The Future of Statistical Thinking](https://rss.onlinelibrary.wiley.com/doi/10.1111/j.1740-9713.2014.00787.x).
    For your initial post, address the following:
    – What are some ways that statistics are useful for modern society? Include at least one recent (within the past five years) scholarly source to support your response.
    – Relate one of these programmatic course themes to your position about whether statistics are indispensable in modern society. You may want to review the [Programmatic Themes](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=2027220&type=coursefile&fileId=course_documents%2fPSY+Programmatic+Themes.pdf) document.
    – Social justice
    – Career connections

  • [Solved] 590 d1

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    Educators and educational leaders benefit from opportunities to reflect on their professional experience and professional practice. Review the Module 1 reading, _Developing Future Leaders: The Role of Reflection in the Classroom_ by Roberts (2008) and discuss why reflection is important in the profe…

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    Assignment Prompt & Instructions

    Educators and educational leaders benefit from opportunities to reflect on their professional experience and professional practice. Review the Module 1 reading, _Developing Future Leaders: The Role of Reflection in the Classroom_ by Roberts (2008) and discuss why reflection is important in the professional development of educators and educational leaders. What role, if any, will reflection play in your professional development? How might it benefit you?
    Bennett, S. (2014). _The Elements of Résumé Style: Essential Rules for Writing Résumés and Cover Letters That Work_. New York: AMACOM. Chapter 4: Sell Your Skills and Experience – Always with the Reader in Mind (p. 23–56) and Chapter 6: Cover Letters (p. 65–72)
    How to write powerful and memorable HR resumes: 7 rules to guide you through showcasing your talents and accomplishments. (2021). _HRNews._ Available in the Trident Online Library.
    Oliver, P. (2012). _Succeeding with Your Literature Review: A Handbook for Students_. Maidenhead: McGraw-Hill Education. Chapter 1: The Nature and Purpose of a Literature Review (p. 4–21) and Chapter 3: Doing a Literature Review (p. 39–57)
    **Journal Article**
    Roberts, C. (2008). Developing future leaders: The role of reflection in the classroom. _Journal of Leadership Education, 7_(1), 116–130.

  • [Solved] Discussion

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    In-depth study guidance and analytical solution covering Discussion.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] CO Data 2

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    In this homework, we explore both linear and logistic regression models. Linear Regression 1) (20 points) Apply linear regression on both “diabetes” and “advertising” datasets and write a short paragraph about your findings. 2) (20 points) What is the linear regression model for each case? Logistic …

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    Assignment Prompt & Instructions

    In this homework, we explore both linear and logistic regression models.
    Linear Regression
    1)  (20 points) Apply linear regression on both “diabetes” and “advertising” datasets and write a short paragraph about your findings.
    2) (20 points) What is the linear regression model for each case?
    Logistic Regression
    1) (30 points) Use “bank” dataset and apply the logistic regression technique using the WEKA tool in 3 different settings, including:
    a. 5 fold-cross validation.
    b. 10 fold-cross validation.
    c. 80% training.
    Write a short paragraph about your findings and compare the results.
    2) (30 points) Remove 3 features randomly from the dataset and repeat the same procedure (part 1) again.
    • Your report including the screenshots of your implementation and the result.
    \
    bank-2.arff.txt](https://www.sweetstudy.com/files/bank-2-arff-txt "bank-2.arff.txt")
    \
    advertising.arff.txt](https://www.sweetstudy.com/files/advertising-arff-txt "advertising.arff.txt")
    \
    diabetes.arff.txt](https://www.sweetstudy.com/files/diabetes-arff-txt "diabetes.arff.txt")

  • [Solved] discussion

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing

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    see document – ## pp_cummunitygroup.docx **## pp_cummunitygroup.docx** Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with a…

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    Assignment Prompt & Instructions

    see document

    – ## pp_cummunitygroup.docx

    **## pp_cummunitygroup.docx**

    Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script or speakers notes for your presentation, 4-5 pages in length.

    **Community organization selected: National Alliance on Mental Illness (NAMI): NAMI provides education, support, and**
    **advocacy for individuals and families affected by mental illness.**

    **Scenario**

    Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience. You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care.

    To prepare for this assessment, you may wish to:

    · Research your selected community organization or support group.

    · Review the
    _Code of Ethics for Nurses With Interpretive Statements_ and associated health policy issues, specifically, the ACA.

    · Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.

    · Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required.

    **Note**: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See
    [Microsoft Office Software](https://lat.strategiced.com/redirect?linkid=2975) for technical support about the use of PowerPoint, including voice recording and speaker notes.

    For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are
    **not required** to deliver your presentation to an actual audience.

    **Presentation Format and Length**

    You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voice over. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

    Be sure that your slide deck includes the following slides:

    · Title slide.

    · Presentation title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation).

    Your slide deck should consist of 10–12 slides,
    _not including_ a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes.

    Create a detailed narrative script for your presentation, approximately 4–5 pages in length.

    **Supporting Evidence**

    Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

    **Grading Requirements**

    The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.

    · Provide examples of a specific policy affecting the organization or group.

    · Refer to the assessment resources for help in locating relevant policies.

    · Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).

    · Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

    · What are the implications and consequences of specific policy provisions?

    · What evidence do you have to support your conclusions?

    · Assess the impact of the code of ethics for nurses on the coordination and continuum of care.

    · Consider the factors that contribute to health, health disparities, and access to services.

    · Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment.

    · Provide evidence to support your conclusions.

    · Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included for a proficient score; both speaker notes and the audio voice over are included for a distinguished score.

    · Present a concise overview.

    · Support your main points and conclusions with relevant and credible evidence.

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 4: Defend decisions based on the code of ethics for nursing.

    · Assess the impact of the code of ethics for nurses on the coordination and continuum of care

    · Competency 5: Explain how health care policies affect patient-centered care.

    · Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.

    · Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

    · Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

    · Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group, using PowerPoint or other appropriate software. Both speaker notes and audio voice-over are included.

    DO NOT USE AI

    **## pp_cummunitygroup.docx**

    Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script or speakers notes for your presentation, 4-5 pages in length.

    **Community organization selected: National Alliance on Mental Illness (NAMI): NAMI provides education, support, and**
    **advocacy for individuals and families affected by mental illness.**

    **Scenario**

    Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaking and presentation skills. Consequently, she thought that an opportunity to speak publicly about contemporary issues in care coordination would be beneficial for your career and has suggested reaching out to a community organization or support group to gauge their interest in hearing from you, as a care center representative, on a topic of interest to both you and your prospective audience. You have agreed that this is a good idea and have decided to research a community organization or support group that might be interested in learning about ethical and policy issues related to the coordination of care.

    To prepare for this assessment, you may wish to:

    · Research your selected community organization or support group.

    · Review the
    _Code of Ethics for Nurses With Interpretive Statements_ and associated health policy issues, specifically, the ACA.

    · Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete.

    · Develop a PowerPoint with typed speaker notes (the script for your voice recording) and audio voice-over recording, intended for that audience. Video is not required.

    **Note**: PowerPoint has a feature to type the speaker notes directly into the presentation. You are encouraged to use that feature or you may choose to submit a separate document. See
    [Microsoft Office Software](https://lat.strategiced.com/redirect?linkid=2975) for technical support about the use of PowerPoint, including voice recording and speaker notes.

    For this assessment, develop your presentation slides and speaker notes, then record your presentation. You are
    **not required** to deliver your presentation to an actual audience.

    **Presentation Format and Length**

    You may use PowerPoint (recommended) or other suitable presentation software to create your slides and add your voice over. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.

    Be sure that your slide deck includes the following slides:

    · Title slide.

    · Presentation title.

    · Your name.

    · Date.

    · Course number and title.

    · References (at the end of your presentation).

    Your slide deck should consist of 10–12 slides,
    _not including_ a title and references slide with typed speaker notes and audio voice over. Your presentation should not exceed 20 minutes.

    Create a detailed narrative script for your presentation, approximately 4–5 pages in length.

    **Supporting Evidence**

    Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script.

    **Grading Requirements**

    The requirements outlined below correspond to the grading criteria in the Ethical and Policy Factors in Care Coordination Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Explain how governmental policies related to the health and/or safety of the community affect the coordination of care.

    · Provide examples of a specific policy affecting the organization or group.

    · Refer to the assessment resources for help in locating relevant policies.

    · Be sure influential policies include the Health Insurance Portability and Accountability Act (HIPPA).

    · Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

    · What are the implications and consequences of specific policy provisions?

    · What evidence do you have to support your conclusions?

    · Assess the impact of the code of ethics for nurses on the coordination and continuum of care.

    · Consider the factors that contribute to health, health disparities, and access to services.

    · Consider the social determinants of health identified in Healthy People 2020 as a framework for your assessment.

    · Provide evidence to support your conclusions.

    · Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included for a proficient score; both speaker notes and the audio voice over are included for a distinguished score.

    · Present a concise overview.

    · Support your main points and conclusions with relevant and credible evidence.

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 4: Defend decisions based on the code of ethics for nursing.

    · Assess the impact of the code of ethics for nurses on the coordination and continuum of care

    · Competency 5: Explain how health care policies affect patient-centered care.

    · Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.

    · Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.

    · Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

    · Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group, using PowerPoint or other appropriate software. Both speaker notes and audio voice-over are included.

    DO NOT USE AI

  • [Solved] Nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see document – ## pp_CMactivity3.docx **## pp_CMactivity3.docx** Develop a 20-minute video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length. This is a video …

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    Assignment Prompt & Instructions

    see document

    – ## pp_CMactivity3.docx

    **## pp_CMactivity3.docx**

    Develop a 20-minute video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length. This is a video presentation.

    **Scenario**

    Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

    · Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.

    **Note:** You are
    **not required** to deliver your presentation.

    **Presentation Format and Length**

    Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.

    **Supporting Evidence**

    Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

    **Grading Requirements**

    The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

    · Provide, for example, drug-specific educational interventions, cultural competence strategies.

    · Include evidence that you have to support your selected strategies.

    · Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

    · Explain the rationale for coordinated care plans based on ethical decision making.

    · Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.

    · Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

    · What are the logical implications and consequences of relevant policy provisions?

    · What evidence do you have to support your conclusions?

    · Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation.

    · Fine tune the presentation to your audience.

    · Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.

    · Adhere to presentation best practices.

    The script should include a reference page

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Collaborate with patients and family to achieve desired outcomes.

    · Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

    · Competency 3: Create a satisfying patient experience.

    · Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

    · Competency 4: Defend decisions based on the code of ethics for nursing.

    · Explain the rationale for coordinated care plans based on ethical decision making.

    · Competency 5: Explain how health care policies affect patient-centered care.

    · Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

    · Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

    · Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation.

    DO NOT USE AI

    **## pp_CMactivity3.docx**

    Develop a 20-minute video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4-5 pages in length. This is a video presentation.

    **Scenario**

    Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center.

    · Develop a video presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video.

    **Note:** You are
    **not required** to deliver your presentation.

    **Presentation Format and Length**

    Create a detailed narrative script for your video presentation, approximately 4–5 pages in length. Include a reference list at the end of the script.

    **Supporting Evidence**

    Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your video. Include your source citations on a references page appended to your narrative script. Explore the resources about effective presentations as you prepare your assessment.

    **Grading Requirements**

    The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

    · Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

    · Provide, for example, drug-specific educational interventions, cultural competence strategies.

    · Include evidence that you have to support your selected strategies.

    · Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

    · Explain the rationale for coordinated care plans based on ethical decision making.

    · Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making.

    · Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

    · What are the logical implications and consequences of relevant policy provisions?

    · What evidence do you have to support your conclusions?

    · Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation.

    · Fine tune the presentation to your audience.

    · Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care.

    · Adhere to presentation best practices.

    The script should include a reference page

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 2: Collaborate with patients and family to achieve desired outcomes.

    · Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.

    · Competency 3: Create a satisfying patient experience.

    · Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.

    · Competency 4: Defend decisions based on the code of ethics for nursing.

    · Explain the rationale for coordinated care plans based on ethical decision making.

    · Competency 5: Explain how health care policies affect patient-centered care.

    · Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.

    · Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.

    · Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation.

    DO NOT USE AI

  • [Solved] Brief: re Gault, 387 U.S. 1 (1967).

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Brief: re Gault, 387 U.S. 1 (1967)..

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.