Description Essays and Research Papers

Instructions for Description College Essay Examples

Title: smallpox

  • Total Pages: 5
  • Words: 1526
  • Works Cited:5
  • Citation Style: MLA
  • Document Type: Essay
Essay Instructions: description of the desease, history, smallpox as weapon, where it comes from, symptoms, how it spreads-transmission , causes and risk factors, ,test & diagnosis, treatment, prevention,mortality,inoculation,vaccintion erradication,Prognosis

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References

Annas, George J. "Smallpox Vaccine: Not Worth the Risk," the Hastings Center Report, 33.2, 2003. pp.6-9.

Centers for Disease Control and Prevention. (2002) Smallpox fact sheet, smallpox overview. Retrieved December 7, 2007: http://www.cdc.gov/smallpox

Giblin, James C. When Plague Strikes: The Black Death, Smallpox, AIDS. New York:

Harper Collins, 1995.

Koplow, David a. Smallpox: The Fight to Eradicate a Global Scourge. University of California Press, Berkeley: 2003.

Mackelprang, Romel, Mackelprang R.D. And Thirkill, Ashley D. "Bioterrorism and Smallpox: Policies, Practices, and Implications for Social Work." Social Work, 50.2, 2005. pp.119-121.

Spiegel, Allen D., Kavaler, Florence, and Kucinski, Karen M. "Smallpox and New York

City's Smallpox Hospital," Journal of Community Health, 30.5, 2005. pp.391-393.

Smallpox

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Title: group differences and social cognitive theory motivation

  • Total Pages: 3
  • Words: 928
  • Bibliography:0
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Description of a high school 9th grade classroom

introduction: describe the grading policy, student demographics and educational resources.

part 1: group differences (ability level, ethnicity, language differences, gender)
define at least one major concept associated with group differences.
describe at least one incident during which group differences were addressed or not addressed.
explain one instructional approach that could be used to address differences.

part 2: social cognitive theory ( modeling, reinforcement) or Motivation ( self efficacy, goal orientation)

Define at least one major concept associated with motivation
explain at least one major instructional approach that could be used to motivate students in the classroom.

conclusion: describe at least three ways in which school can facilitate a teachers understanding of adolescent development and learning.

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Cherry, K. (2013). What is self-efficacy? Retrieved online: http://psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm

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Title: Quanitative Reasearch Simulation

  • Total Pages: 5
  • Words: 1316
  • Sources:5
  • Citation Style: APA
  • Document Type: Essay
Essay Instructions: Description: Review the rubrics for these assignments, available in your ePortfolio (refer to the ePortfolio link in Course Home), as well as the EdD Project Study Rubric, available under \Project Study Resources\ in Course Home. In the Project Study Rubric, focus on Section 2: Methodology (Proposal). Note that the rubric includes two methodology sections??"one addressing your proposal and one addressing your final project study. For the purposes of these assignments, you will be preparing a methodology proposal.
Choose a scenario to use as the basis for your assignments. Click on the link below that matches your program specialization, and download the document provided. Each document provides a choice of two scenarios; choose one to use as a basis for your Research Proposal Simulation assignments. Note that the information contained in these scenario may not be sufficient to fully develop your proposal - feel free to add detail to the scenario based on your interests and own experience. You may use one scenario for your quantitative assignment and the other scenario for your qualitative assignment, if you wish.
By the end of the fourth quantitative module, complete a quantitative Research Proposal Simulation that uses quantitative methods to address your chosen scenario. Participate in the Discussions throughout the quantitative modules to help you with this process....................................................................................................................................................................................Scenario 1:
Green Valley School District is one of the top school districts in the state. The District invests heavily in teacher in-service in a number of areas including technology, reading, and in implementing an award-winning “hands-on” science program for elementary school children. In addition to a mentoring program for new teachers, other teachers can select from a wide variety of seminars and classes, which are offered both after school and as extended summer training.

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Assignment Rubric - Quantitative Research


A2.1: Quantitative Data Collection
Target
(4 points) Acceptable
(2-3 points) Unacceptable
(0??"1 points)
Application
4 points maximum A clear connection to the concepts presented in readings and resources as well as thorough research of outside sources (where applicable) is apparent in the document. Thoughtful insight is shown in addressing the topic. Concepts from the readings and resources as well as outside research (where applicable) are apparent in the document. Few or none of the concepts from the readings and resources are mentioned or applied to the document.
Target
(3 points) Acceptable
(2 points) Unacceptable
(0??"1 points)
Content
3 points maximum All information is thorough and accurate; all explanations are precise and explicit. Information is adequate; most explanations are precise and explicit. Information is inaccurate or inadequate; explanations are not precise and explicit.
Target
(3 points) Acceptable
(2 points) Unacceptable
(0??"1 points)
Style and Grammar
3 points maximum Clearly follows APA writing style and basic rules of formal English grammar. Communicates in a cohesive, logical, and unambiguous style. Mostly follows APA writing style and basic rules of formal English grammar. Mostly communicates in a cohesive, logical, and unambiguous style. Does not follow APA writing style and basic rules of formal English grammar or not written in essay style. Does not communicate in a cohesive, logical, and unambiguous style.
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Rubric: Research Proposal Simulation - Quantitative


CoEL Project Study Proposal Standards Target- 5 points Acceptable- 3 points Unacceptable- 1 point Score/Level

Section 1: The Problem

The problem is stated clearly in the form of a guiding or research question.

EdD research competency 4.1 Apply processes related to formulating research questions and/or hypothesis.
Exemplary problem statement; exhibits a high level of scholarship in terms of clarity and significance, with strong support from scholarly sources Well-developed problem statement, sufficiently clear and significant, with adequate support from scholarly sources Unacceptable problem statement ??" unclear, lacking in significance, or otherwise insufficient to support an effective project study
Section 2: The Methodology
QUANTITATIVE DESIGN

2.01 Research Design and Approach, to include:
a. Introduction describes the research or evaluation design and approach,
b. a justification for using the design and approach, and
c. an explanation showing how the design derives logically from the problem

EdD research competency 5.1 Distinguish between basic elements of quantitative, qualitative, and mixed methods studies.
Exemplary research design; clearly outlines the choice of design/approach and justification for the choice, with strong support from scholarly sources; demonstrates a strong logical connection between the design and the problem Well-developed research design that provides an essential overview of the design, why it was chosen, and how it can address the problem, with adequate support from scholarly sources Unacceptable research design; unclear rationale; and/or lack of connection between the design and the problem
2.02 Setting and Sample
Presents description and defense, to include:
a. the population from which the sample will be or was drawn,
b. the sampling method used,
c. the sample size (support by using a power analysis or a reference to a statistical text)
d. the eligibility criteria for study participants, and
e. the characteristics of the selected sample.

EdD research competency 8.3 Appropriately link sampling procedures to specific research methods and provide corresponding rationale(s).
Exemplary description of setting and sample, to include a complete and coherent description of procedures and rationale, with strong support from scholarly sources Well-developed description of setting and sample, to include all required information, with adequate support from scholarly sources Unacceptable description of setting and sample, lacking detail or clarity in procedures
2.03 Instrumentation and Materials
Presents descriptions of instrumentation or data collection tools to include:
a. name of instrument,
b. type of instrument,
c. concepts measured by instrument,
d. how scores are calculated and their meaning,
e. processes for assessment of reliability and validity of the instrument(s) and the results of those processes published in previous studies (test-retest reliability, internal consistency, validity),
f. processes needed to complete instruments by participants; (full version of multi-item instrument included as an appendix; single-item measures included in the body of this section.)
g. where raw data are or will be available (appendices, tables, or by request from the researcher), and
h. explanation of the data used to measure each variable in the study

EdD research competency 6.1 Identify and define approaches to research measurement and instrumentation.

EdD research competency 7.4 Apply concepts related to validity and reliability to a study
Exemplary description of instrumentation and materials, to include a complete and coherent description of procedures and rationale, with strong support from scholarly sources Well-developed description of instrumentation and materials, to include all required information, with adequate support from scholarly sources Unacceptable description of instrumentation and materials, lacking essential elements, detail, or clarity in procedures
2.04 Data Collection, Analysis, and Presentation
Includes an explanation of descriptive and/or inferential analyses to be used in the study, such as:
a. description of data collection processes
b. nature of the scale for each variable (nominal, ordinal, interval)
c. statement of hypotheses related to the research/guiding question, and description of parametric, nonparametric, or descriptive statistics.

Provides a description of how results will be presented and communicated, including:
a. summary of data to be reported
b. choice of charts, tables, and/or graphs as a presentation strategy
c. a rationale for your choice of data presentation strategy

EdD research competency 10.4 Apply methods of data collection as appropriate

EdD research competency 11.3 Apply method(s) of analysis as appropriate
Exemplary description of data collection, analysis, and presentation methods, to include a complete and coherent description of procedures and rationale, with strong support from scholarly sources Well-developed description of data collection, analysis, and presentation methods, to include all required information, with adequate support from scholarly sources Unacceptable description of data collection, analysis, and presentation methods, lacking detail or clarity in procedures; inappropriate methods chosen
2.07 Measures that will be taken for protection of participants’ rights are summarized, including issues of confidentiality, informed consent, and protection from harm.

EdD research competency 9.3 Summarize and apply IRB procedures as needed. Exemplary discussion of procedures for protecting human subjects, including full, coherent discussion of potential risks and process for mitigation Well-developed discussion of procedures for protecting human subjects, addressing all required issues Unacceptable or missing discussion of procedures for protecting human subjects; essential issues missing or ignored.
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Requirement!
Important Information!

The Quantitative Research Proposal Simulation should include the following elements:

Problem statement, including research question and hypotheses
Research design and approach
Setting and sample
Instrumentation and materials
Data collection and analysis, including methods for protection of human subjects
Data presentation strategy

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References

Kaufhold, J. (2007). Basic Statistics for Educational Research. New York: iUniverse.

Johnson, B. & Christensen, L. (2010). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Thousand Oaks, CA: Sage.

Smeyers, P. & Depaepe, M. (2009). Educational Research: Proofs, Arguments, and Other Reasonings. New York: Springer.

Wallen, N. & Fraenkel, J. (2001). Educational Research: A Guide to the Process. Mahwah, NJ: Psychology Press.

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Title: Elder abuse

  • Total Pages: 13
  • Words: 4278
  • References:10
  • Citation Style: MLA
  • Document Type: Research Paper
Essay Instructions: Description
You are going to be required to describe the current topic and the many contributing factors to the current situation.

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American Psychological Association. (2010). Elder Abuse and Neglect: In Search of Solutions. Retrieved from http://www.apa.org/pi/aging/resources/guides/elder-abuse.aspx

Dept of Health and Senior Services. (2010). Reporting Abuse -- After a Report is Made (State of Missouri). Retrieved from http://www.dhss.mo.gov/ElderAbuse/AfterReport.html

Helpguide.org. (2010) Elder Abuse and Neglect: warning signs, risk factors, prevention, and help. Retrieved from http://helpguide.org/mental/elder_abuse_physical_emotional_sexual_neglect.htm

McNamee, C.C. And Murphy, M.B. (2006, Nov). Elder Abuse in the United States. National Institute of Justice Journal, No. 255. Retrieved from http://www.ojp.usdoj.gov/nij/journals/255/elder_abuse.html

Medline Plus. (2010, Mar.) Elder Abuse. Retrieved from http://www.nlm.nih.gov/medlineplus/elderabuse.html#cat59

National Center on Elder Abuse. (2005, Jul). Nursing Home Abuse: Risk Prevention Profile and Checklist. Retrieved from http://www.ncea.aoa.gov/ncearoot/Main_Site/pdf/publication/NursingHomeRisk.pdf

National Center on Elder Abuse. (2005). Fact Sheet: Elder Abuse: Prevalence and Incidence. Retrieved from http://www.ncea.aoa.gov/ncearoot/Main_Site/pdf/publication/FinalStatistics050331.pdf

Nerenberg, L. (2002, Mar). Caregiver Stress and Elder Abuse. National Center on Elder Abuse. Retrieved from http://www.ncea.aoa.gov/ncearoot/main_site/pdf/family/caregiver.pdf

University of Illinois Extension. (2010). Elder Abuse and Neglect. Retrieved from http://urbanext.illinois.edu/elderabuse/

Woolf, L.M. (1998). Elder Abuse and Neglect. Webster University. Retrieved from http://www.webster.edu/~woolflm/abuse.html

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