Best Writer

To analyze your topic you need to:
* Include in your analysis course readings ( it will be uploaded).
* Include 3 external peer-reviewed/academic journal articles/book chapters or books.
* You can add other academic and/or grey literature/sources, however this is optional.
3. Essay Format: Introduction, body and conclusion
4. Introduction:
* Background: What is the topic? what is the issue?
* Thesis statement: What are you going to argue in the essay? What will you demonstrate/prove in your essay? Provide the necessary evidence, discussion, and illustration, to build a persuasive argument
* Organization: HOW you will prove your thesis: what themes/ideas/sections you will include in your essay to demonstrate your thesis statement?
5. Connect to Course Content: To discuss your topic, you need to address each of the three main dimensions:
a) policy-making
b) development
c) sustainability

– Make sure you analyze your topic in light of other themes/frameworks/ideas from course readings, lectures, group presentations, related for example with: e.g. neoliberalism, intersectionality, etc. MAKE SURE you engage with course content when you analyze your topic.

– You can also apply/refer in your analysis to Mollinga’s model re three types of complexities.
7. Format:
– 1500 words double-spaced (this does not include the list of references, title page, and any table or figure you may want to add to your paper)
– In-text citations
– Avoid the use of too many and long direct quotes. Use direct quotes only when it is really necessary. Instead, please rephrase the quotes and explain the ideas using your own words.
– APA style
To analyze your topic you need to:
* Include in your analysis course readings ( it will be uploaded).
* Include 3 external peer-reviewed/academic journal articles/book chapters or books.
* You can add other academic and/or grey literature/sources, however this is optional.
3. Essay Format: Introduction, body and conclusion
4. Introduction:
* Background: What is the topic? what is the issue?
* Thesis statement: What are you going to argue in the essay? What will you demonstrate/prove in your essay? Provide the necessary evidence, discussion, and illustration, to build a persuasive argument
* Organization: HOW you will prove your thesis: what themes/ideas/sections you will include in your essay to demonstrate your thesis statement?
5. Connect to Course Content: To discuss your topic, you need to address each of the three main dimensions:
a) policy-making
b) development
c) sustainability

– Make sure you analyze your topic in light of other themes/frameworks/ideas from course readings, lectures, group presentations, related for example with: e.g. neoliberalism, intersectionality, etc. MAKE SURE you engage with course content when you analyze your topic.

– You can also apply/refer in your analysis to Mollinga’s model re three types of complexities.
7. Format:
– 1500 words double-spaced (this does not include the list of references, title page, and any table or figure you may want to add to your paper)
– In-text citations
– Avoid the use of too many and long direct quotes. Use direct quotes only when it is really necessary. Instead, please rephrase the quotes and explain the ideas using your own words.
– APA style
To analyze your topic you need to:
* Include in your analysis course readings ( it will be uploaded).
* Include 3 external peer-reviewed/academic journal articles/book chapters or books.
* You can add other academic and/or grey literature/sources, however this is optional.
3. Essay Format: Introduction, body and conclusion
4. Introduction:
* Background: What is the topic? what is the issue?
* Thesis statement: What are you going to argue in the essay? What will you demonstrate/prove in your essay? Provide the necessary evidence, discussion, and illustration, to build a persuasive argument
* Organization: HOW you will prove your thesis: what themes/ideas/sections you will include in your essay to demonstrate your thesis statement?
5. Connect to Course Content: To discuss your topic, you need to address each of the three main dimensions:
a) policy-making
b) development
c) sustainability

– Make sure you analyze your topic in light of other themes/frameworks/ideas from course readings, lectures, group presentations, related for example with: e.g. neoliberalism, intersectionality, etc. MAKE SURE you engage with course content when you analyze your topic.

– You can also apply/refer in your analysis to Mollinga’s model re three types of complexities.
7. Format:
– 1500 words double-spaced (this does not include the list of references, title page, and any table or figure you may want to add to your paper)
– In-text citations
– Avoid the use of too many and long direct quotes. Use direct quotes only when it is really necessary. Instead, please rephrase the quotes and explain the ideas using your own words.
– APA style
To analyze your topic you need to:
* Include in your analysis course readings ( it will be uploaded).
* Include 3 external peer-reviewed/academic journal articles/book chapters or books.
* You can add other academic and/or grey literature/sources, however this is optional.
3. Essay Format: Introduction, body and conclusion
4. Introduction:
* Background: What is the topic? what is the issue?
* Thesis statement: What are you going to argue in the essay? What will you demonstrate/prove in your essay? Provide the necessary evidence, discussion, and illustration, to build a persuasive argument
* Organization: HOW you will prove your thesis: what themes/ideas/sections you will include in your essay to demonstrate your thesis statement?
5. Connect to Course Content: To discuss your topic, you need to address each of the three main dimensions:
a) policy-making
b) development
c) sustainability

– Make sure you analyze your topic in light of other themes/frameworks/ideas from course readings, lectures, group presentations, related for example with: e.g. neoliberalism, intersectionality, etc. MAKE SURE you engage with course content when you analyze your topic.

– You can also apply/refer in your analysis to Mollinga’s model re three types of complexities.
7. Format:
– 1500 words double-spaced (this does not include the list of references, title page, and any table or figure you may want to add to your paper)
– In-text citations
– Avoid the use of too many and long direct quotes. Use direct quotes only when it is really necessary. Instead, please rephrase the quotes and explain the ideas using your own words.
– APA style

Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?Design a writing activity that includes multimodal text in a content area and requires the student to communicate visually and orally. This activity must foster student self-expression.

Implement the activity with your focus child, and reflect on the implementation as follows:

How did the writing activity support and extend the previous reading activity? How might it support future reading in this and other content areas?
How did the student respond to using multimodal text to learn and demonstrate learning?
What benefits and challenges did the student experience by communicating learning both visually and orally?
Why is writing to foster self-expression and student identity development critical?
Would this activity work the same way in a remote learning environment, or would you need to make adjustments? If so, what might those adjustments be?

Write a diary entry as a carribean immigrant. Make sure to include why you left the carribean, what you expect the UK to be like and what the reality has been.
Write a diary entry as a carribean immigrant. Make sure to include why you left the carribean, what you expect the UK to be like and what the reality has been.
Write a diary entry as a carribean immigrant. Make sure to include why you left the carribean, what you expect the UK to be like and what the reality has been.
Write a diary entry as a carribean immigrant. Make sure to include why you left the carribean, what you expect the UK to be like and what the reality has been.

Task
Demand Analysis
Write an APA style analysis (1000-1200 words). You will use your knowledge from previous statistics and research classes to help guide you in with your research.
Topic/Question – Analyze the demand for an aviation product (cargo, flights, military products) and discuss
factors that influence demand, elasticity.
Choose your product or service from the aviation and aerospace industry and conduct a demand analysis. In your demand analysis be sure to address the following:
1 .Provide the necessary background information so the reader understands the product, market, demographics, customers, producers, perceived value of the product or service, competitors (direct and indirect), and market structure, elasticity of product or service.
2. Construct the demand function using multiple independent variables as a regression equation.
3. Discuss how the changes in different variables will influence equilibrium price and quantity.
4. Support your analysis with current examples illustrating 1-3.

Go on the essay guide and do Essay QUESTION 1 (as shown in assignment topic).
All the instructions should be on the file.

Part I

After Molly completes her cultural competence plan, she is working on a medical floor and one of her patients, Mr. J with end stage renal disease, has been hospitalized for pneumonia. He is 88 years old and his family has been informed by the primary care provider that he may not recover. Mr. J. is Hispanic, and he typically has several members of his family at his bedside day and night. The patient across the hall, Mrs. M, is complaining that the amount of people visiting Mr. J is interfering with her rest.

Question #1

Should Molly request that Mr. J’s family leave or that there be a restriction of visitors to his room, so that Mrs. M’s complaint can be resolved?

Question #2

How should she resolve the dilemma?

Part II

Molly overhears a staff member state, “I can’t believe that so many family members are allowed to visit Mr. J; I know he is not doing well, but I am sure we can call his family if we notice a change in his condition.” Molly realizes that her fellow nurses may not be culturally sensitive.

Question #3

What can Molly do to promote culturally competent care within her facility?

Part III

Molly is preparing her end-of-shift report for the nurse who will take over Mr. J’s care.

Question #4

What information should Molly include in her report to the nurse?

Part I

After Molly completes her cultural competence plan, she is working on a medical floor and one of her patients, Mr. J with end stage renal disease, has been hospitalized for pneumonia. He is 88 years old and his family has been informed by the primary care provider that he may not recover. Mr. J. is Hispanic, and he typically has several members of his family at his bedside day and night. The patient across the hall, Mrs. M, is complaining that the amount of people visiting Mr. J is interfering with her rest.

Question #1

Should Molly request that Mr. J’s family leave or that there be a restriction of visitors to his room, so that Mrs. M’s complaint can be resolved?

Question #2

How should she resolve the dilemma?

Part II

Molly overhears a staff member state, “I can’t believe that so many family members are allowed to visit Mr. J; I know he is not doing well, but I am sure we can call his family if we notice a change in his condition.” Molly realizes that her fellow nurses may not be culturally sensitive.

Question #3

What can Molly do to promote culturally competent care within her facility?

Part III

Molly is preparing her end-of-shift report for the nurse who will take over Mr. J’s care.

Question #4

What information should Molly include in her report to the nurse?

Part I

After Molly completes her cultural competence plan, she is working on a medical floor and one of her patients, Mr. J with end stage renal disease, has been hospitalized for pneumonia. He is 88 years old and his family has been informed by the primary care provider that he may not recover. Mr. J. is Hispanic, and he typically has several members of his family at his bedside day and night. The patient across the hall, Mrs. M, is complaining that the amount of people visiting Mr. J is interfering with her rest.

Question #1

Should Molly request that Mr. J’s family leave or that there be a restriction of visitors to his room, so that Mrs. M’s complaint can be resolved?

Question #2

How should she resolve the dilemma?

Part II

Molly overhears a staff member state, “I can’t believe that so many family members are allowed to visit Mr. J; I know he is not doing well, but I am sure we can call his family if we notice a change in his condition.” Molly realizes that her fellow nurses may not be culturally sensitive.

Question #3

What can Molly do to promote culturally competent care within her facility?

Part III

Molly is preparing her end-of-shift report for the nurse who will take over Mr. J’s care.

Question #4

What information should Molly include in her report to the nurse?

Part I

After Molly completes her cultural competence plan, she is working on a medical floor and one of her patients, Mr. J with end stage renal disease, has been hospitalized for pneumonia. He is 88 years old and his family has been informed by the primary care provider that he may not recover. Mr. J. is Hispanic, and he typically has several members of his family at his bedside day and night. The patient across the hall, Mrs. M, is complaining that the amount of people visiting Mr. J is interfering with her rest.

Question #1

Should Molly request that Mr. J’s family leave or that there be a restriction of visitors to his room, so that Mrs. M’s complaint can be resolved?

Question #2

How should she resolve the dilemma?

Part II

Molly overhears a staff member state, “I can’t believe that so many family members are allowed to visit Mr. J; I know he is not doing well, but I am sure we can call his family if we notice a change in his condition.” Molly realizes that her fellow nurses may not be culturally sensitive.

Question #3

What can Molly do to promote culturally competent care within her facility?

Part III

Molly is preparing her end-of-shift report for the nurse who will take over Mr. J’s care.

Question #4

What information should Molly include in her report to the nurse?

Part I

After Molly completes her cultural competence plan, she is working on a medical floor and one of her patients, Mr. J with end stage renal disease, has been hospitalized for pneumonia. He is 88 years old and his family has been informed by the primary care provider that he may not recover. Mr. J. is Hispanic, and he typically has several members of his family at his bedside day and night. The patient across the hall, Mrs. M, is complaining that the amount of people visiting Mr. J is interfering with her rest.

Question #1

Should Molly request that Mr. J’s family leave or that there be a restriction of visitors to his room, so that Mrs. M’s complaint can be resolved?

Question #2

How should she resolve the dilemma?

Part II

Molly overhears a staff member state, “I can’t believe that so many family members are allowed to visit Mr. J; I know he is not doing well, but I am sure we can call his family if we notice a change in his condition.” Molly realizes that her fellow nurses may not be culturally sensitive.

Question #3

What can Molly do to promote culturally competent care within her facility?

Part III

Molly is preparing her end-of-shift report for the nurse who will take over Mr. J’s care.

Question #4

What information should Molly include in her report to the nurse?

Part I

After Molly completes her cultural competence plan, she is working on a medical floor and one of her patients, Mr. J with end stage renal disease, has been hospitalized for pneumonia. He is 88 years old and his family has been informed by the primary care provider that he may not recover. Mr. J. is Hispanic, and he typically has several members of his family at his bedside day and night. The patient across the hall, Mrs. M, is complaining that the amount of people visiting Mr. J is interfering with her rest.

Question #1

Should Molly request that Mr. J’s family leave or that there be a restriction of visitors to his room, so that Mrs. M’s complaint can be resolved?

Question #2

How should she resolve the dilemma?

Part II

Molly overhears a staff member state, “I can’t believe that so many family members are allowed to visit Mr. J; I know he is not doing well, but I am sure we can call his family if we notice a change in his condition.” Molly realizes that her fellow nurses may not be culturally sensitive.

Question #3

What can Molly do to promote culturally competent care within her facility?

Part III

Molly is preparing her end-of-shift report for the nurse who will take over Mr. J’s care.

Question #4

What information should Molly include in her report to the nurse?

Explain specifically how the Republican Party is the “Party of Lincoln,” during and right after the Civil War and eventually transformed into what we know of today as the Democratic Party. Please give examples to illustrate.

Three -five paragraphs is ideal and please use specific examples to prove your point.

https://apcontent.collegeboard.org/sites/default/files/AP_Seminar_2023_Final_V2_locked.pdf

please use this URL to site these two sources, this is included in the 6 that i need. if you can not access URL please still try and use them.

the two articles i suggest you use is

Urban Evolution: How species adapt to survive in cities by eric bender

Long walk to freedom by nelson mandela
excerpt fr ch.60

any other sources you use have to be from 2015- 2023

this essay should reflect resilliance and adating and how they go together.

Following literature to be reviewed
1. culture & food secirity by Elena Briones Alonso, Lara Cockx
2.Change food security status during undergraduate enrollment by Cara L Cuite, Kelly E Dietz
3. Food waste & social acceptence of a circular bioeconomy: the role stakeholders by Piergiuseppe moron & Enrica Imbeet
4. Food insecurity among university students at two selected public university in Malaysia by Izwan Syafiq Ramlee, Asma Ali

you must consider to:
– summarize it
– Review it
– Analyse it
– Synthesize it

This assignment meets SLO# 4: Student will be able to use terminology unique to the study of psychology.

My assignment does not have any specific number of pages or words requiredMy assignment does not have any specific number of pages or words required

The Psychology Department has a goal to have all Introduction to Psychology students to become familiar with APA formatting of a Psychology Journal Article. For this assignment you will be provided a peer reviewed research article

Use the example below to complete this assignment. The grading criteria is also shown below for your reference.

A research article should have an abstract, review of the literature, method, results, and discussion sections. It should also contain a reference list.

Summarize in your own words the following article sections: Background/Literature Review, Purpose of the Study, Methodology, and Results.

(***Note*** The questions under each heading are there only to give you an idea of the content you may write about in each section. In your own words, paraphrase the following sections of the article:

Background/Literature Review
What background of the research did the author(s) discuss to lay the groundwork to

explain the reason they conducted the study?

Purpose of the Study
What did the author(s) state as the purpose or aim of the study? What gap in the

research was the author trying to fill?

Methodology:
How was the study set up? What was the hypothesis and null hypothesis? What was

the independent variable(s), and the dependent variable(s)? Was the study

qualitative or quantitative? What was the population being studied? How did they

select a sample? Was that sample representative?

Results:
What did the researchers find from conducting the studies? Were their findings

statistically significant?

Discussion:
Why were the findings important? What are the findings relevant to? Were there

limitations to the study? What future research did the researchers suggest?

Your Critique:
What are the studies critiqued for? Did they use sound research design and

methodology? Were their samples selected in a way that would not introduce an

intervening variable? Were their sample sizes large enough so that the results

from the sample could be generalized to the larger population from which the

sample was selected from?

IV. Provide the reference in APA format for the article at the bottom of the document under the headingReferences, centered on the page.