...Formulating Questions Grand Canyon University: EDA-577 May 28, 2014 Guiding Questions for School Improvement Team-Math Achievement Has a school leadership team been established? • Who are the members of the leadership team? • What are the qualifications and experience of the leadership team members? • Has leadership team established a collaborative working relationship? • Does the leadership team share a vision? • Does the vision represent input from all stakeholders? • Does the leadership team’s vision support the school’s mission? Who are we serving? • Has the leadership analyzed school wide academic data? • Has the leadership team analyzed demographic data? • Has the leadership team considered cultural, behavioral, and environmental data? • Does the analyzed data present an accurate picture of the school? What is the goal of the leadership team? • Who does the goal target? • Why was this group identified? • What data supports the identification of this group? • What subject does the goal address? • What specific subject stands is the focus of the goal? • What data supports the identification of the goal’s objectives? • How does the goal align to Common Core State Standards? • Which staff members will provide instruction and interventions to achieve the goal? • Has a common planning time been established for the staff members? The goal of the leadership team: • Eighty-five percent of students in third, fourth, and fifth...
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...Formulation of a PICO question and online defence of that question. Is the NHS Otoacoustic emission hearing screening (I) for newborn babies (p), more accurate in diagnosing hearing loss(o), compared with the Health visitor distraction test(c). The assignment aim is to formulate a PICO question, discuss and demonstrate the skills, in formulating evidence based practice (EBP) questions, using the PICO framework and defence of that question. The question above was formulated by the student utilising the PICO framework by (Sackett et al. 1997), which focused my enquiries, PICO is a mnemonic used to describe the four elements of a good clinical foreground question P for population, I for Intervention C for comparison, and O for outcome, as devised by (Sackett et al. 1997). According to Sackett et al. (1997) the process of enquiry occurring within practice, stimulates questioning and these enquiries can be posed as (EBP) questions. The inspiration for the (EBP) question was, based on practice experience, when clients asked how effective the Otoacoustic emissions test (OAE) method recommended by (United Kingdom. National Screening Committee, 2006) (UK NSC 2006), and how it compared with the, Health visitors distraction test (HVDT) (Great Britain. National Health Service patient choices, 2011). I became aware of a gap in my knowledge (Lai, 2009) proposes the ability to recognise issues in practice settings and translate into explicit questions to fill knowledge gaps, is crucial...
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...pages – if you do, it will not be graded; it is not a question of characters – 20 pages is 20 pages (not 38, as in one case) It is not a good signal if you only can manage 10 pages. Don´t waste space between questions, use type 12, normal spacing. Use end notes or footnotes to conserve on space Don´t use up space in re-formulating the case in a prologue – I can remember what I wrote. Only include “need to know” – you do not have time for “nice to know” background information Don´t worry about making links from one group member´s answers to another (but you can within your own personal questions) – otherwise, treat each answer as a separate answer (as grades are individual) Language: It is not an English literature course – but naturally, your ability to formulate yourself nicely helps. Try to use the words, concepts used on the course – remember to have read the supplementary articles (especially those pertaining to your questions) You can integrate information from any source/course etc. Remember to ground your answers in a theory. Work as a team in the first day, trying to map out your ideas and structure to answering each question; briefly mention your structure to any one question (in a sentence or so) Clearly establish the rules of cooperation – please don´t tell me if it doesn´t work (people don´t meet on time, etc.) – I´m not a marriage counsellor. Try to adhere to the space you have for each question (3.33 pages) – otherwise it creates huge intra-group...
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...tentatively and hypothetically. The classification must correct and to be verified, that is, it must be shown that the evidence is sufficient to warrant the assertion in each case “it is so”. Only then is knowing complete, for only then is any truth-claim made. Judging Judging is the act of the mind by which a proposition is grasped as virtually unconditioned, that is, as having sufficient evidence for its assertion as true. The first is composition and division. This refers to the act of formulating a proposition in the form: S is (not) P. Proportion is difference language but the meaning, for instance: x. The book is red y. The book is red, these two sentence are same but has difference meaning. Utterances: 2 utterences Propostion: 1 proposition The second role of judgement on this traditional presentation is precisely affirmation or denial of a proposition. Judgement in the full sense requires an answer to the question for reflection, although it supposes an answer to the question for intelligence. The process of knowing is diffrentiated, cummulative, and incremental. It’s differentiated into distinct, and even separable, stages: presentation of something-to-be-understood; understanding of pattern or intelligible form emergent in the presentation; and judgement as to whether such pattern or form is in fact verified in the presentation. This process is cumulative, in that judgement depends upon...
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...outcomes: CO 2: Apply research principles to the interpretation of the content of published research studies. (POs #4 and #8) CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence- based practice. (POs #4 and #8) Due Date Refer to the course calendar for due date information. The college’s Late Assignment policy applies to this activity. Total Points Possible 150 Points Requirements The paper will include the following. 1. Clinical question a. Description of problem b. Significance of problem c. Purpose of paper 2. Description of findings a. Summarize basics in the Matrix Table as found in Assignment Documents in e-College. b. Describe i. Concepts ii. Methods used iii. Participants iv. Instruments including reliability and validity v. Answer to “Purpose” question vi. Identify next step for group 3. Conclusion of paper 4. Format a. Correct grammar and spelling b. Use of headings for each section c. Use of APA format (sixth edition) d. Page length: three pages PREPARING THE PAPER 1. Please make sure you do not duplicate articles within your group. 2. Paper should include a title page and a reference page. Directions and Assignment Criteria |Assignment Criteria...
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...| StatCrunchAssignment 1 – Part B (1B) | This page explains the assignment. The questions you need to answer are on the next page. A key part of research involves formulating interesting questions then developing a methodology and collecting appropriate data to answer those questions. The final project in this course will follow this usual path for research. For this assignment, however, the data is already available and you must write questions that could have been in the mind of the survey developer that led to the collection of this data. For convenience, the survey items are shown below. Here are a variety questions (from the StatCrunch website) that could be answered using the data collected by the student survey: The items below ask you to formulate a question, describe your methodology for answering the question, carry out the methodology you described, then answer your question. Although not as detailed, this mirrors the format used in many research reports such as the one due at the end of the term for this course, in RSCH 202, and capstone courses for some degree programs. Respond to the following items. 1. In Part A of this assignment, you selected a random sample of 30 StatCrunch U students and created a StatCrunch file containing data from the above survey for those students. You will use the StatCrunch data file you created in Part A to complete this assignment. Following the instructions at the end of Part A, paste your StatCrunch data file...
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...1. Marketing research plays a very important role in formulating marketing research, Bank of America has always been known for using marketing research for building and promoting their strategies. 2. Bank of America represents so many customers that some of their customers can get lost by the way side if they don’t pay attention. 3. The marketing research problem is that in the size of the customers are growing it is difficult for Bank of America to focus on a target customer. 4. Descriptive research design can be used for the problem that has been identified here. It is undertake to describe answers to questions who, what, where, when, and how. 5. In the Austin Market, Wells Fargo is #1 with $6.6 billion and 21% market share. Bank of American is #2 with over $5 billion and 16.8% market share. JP MorganChase is #3 with 4.7 billion and 15.7% market share. 6. A good type of syndicated data would be scanner panel data. It collects household’s purchases and locates brand loyalty, consumption rates, and variety. 7. For a focus group, the benefit is you get a lot of participants brainstorming. They can really think about a question a feed off of another. Interviews are good because they can be conducted over the phone. The other benefit is that the client will feel safe and personal with an interview. 8. A questionnaire is the best type of survey to get the appropriate information we are looking for. 9. Pre-experiments...
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...* From the first two (2) e-Activities, functioning as an investigator collaborating with the two (2) agencies to obtain vital statistics on your particular demographic, you are tasked with obtaining the logistics and planning phase of the report. Prioritize the items you would consider when formulating comprehensive letters of inquiry to the agencies. * From the third e-Activity, suppose you are the County Department of Health, Director of STDs Tracking and Surveillance System, tasked with drafting a memo to your state’s head of the DOH about ways to optimize your county’s efficiency. Prepare a rudimentary list of possible questions to articulate your concerns. Provide a rationale for the questions you have chosen As the director of STDs Tracking and Surveillance System of the County Department of Health I would prepare the following list of possible questions to articulate my concern in order to draft a memo. 1. What is the underlying need for optimizing the efficiency of the system? - This question would help me define the need for optimization and change to the existing system. 2. What is the STD with highest morbidity rate? – when this question is answered the our actions towards reducing STD in county could be planned targeting this certain type of STD. 3. What can be done to optimize the county’s STD surveillance and tracking efficiency? – When answering this I will explain the current state of the system, how it collects information, its reporting...
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...subject can give me a better understanding of the audience. Asking the participants for points of interest ahead of time is also helpful for adequate preparation. The presentation can even be planned around the points of interest to ensure maximum focus from the different groups. Knowing the characteristics of a group and understand their needs can help me become a more effective communicator. Face-to-face meetings are very effective because it allows the presenter to make full use of verbal and nonverbal communication techniques. Using visual cues like graphs, spreadsheets, and PowerPoint presentation can also help ensure the focus of the audience is preserved. The audience will have a chance to participate actively and ask any questions that may need clarification. Meeting materials should be distributed so that the audience can use them as reference if needed. For example, a copy of the PowerPoint presentation, sales reports, product catalogs, and financial statements will be...
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...advantage of the benefit your company is providing to help you succeed.” In this session, we will talk about the goals of an interview – both yours and those of the interviewer, interview formats you may encounter, and typical questions you can anticipate and prepare for. 1 View the Interview as a Sales Process You are the answer to their problems Key Points Job Search is a sales process – you are a product that you are trying to sell. When you get to the interview, you are trying to close the sale. The most effective way to close a sale is to show the buyer how you meet their needs. So – as an interviewee, your goal is to listen – more carefully than you ever have – to correctly identify the buyer’s (interviewer’s) needs. The average brain absorbs about 700 words/minute. The average person speaks about 125 words/minute. This leaves a lot of time to daydream. In an interview, we normally use that time to start formulating an answer – before we’ve heard the entire question. Instead, use it to actively listen – to the words, but also pay attention to the non‐verbals, and consider the context. If 3 questions were asked about a certain topic, it’s probably a real need. Once you’ve identified the need, you can then answer a question that best shows how you meet that need....
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...in the United States and other countries. Introduction to the Verbal Reasoning Measure This document describes the types of questions contained in the Verbal Reasoning sections, gives you strategies for answering them, and presents some worked examples. Purpose and Format of the Verbal Reasoning Section The Verbal Reasoning section of the GRE measures your ability to analyze and evaluate written material and synthesize information obtained from it, to analyze relationships among component parts of sentences, and to recognize relationships among words and concepts. Verbal Reasoning questions appear in several formats, each of which is discussed in detail below. About half of the section requires you to read passages and answer questions on those passages. The other half requires you to read, interpret, and complete existing sentences, groups of sentences, -1- or paragraphs. All of the questions are multiple choice, with the number of choices varying, depending on the type of question. Verbal Reasoning Question Types The GRE Verbal Reasoning section contains three types of questions: Reading Comprehension, Text Completion, and Sentence Equivalence. In this section you will study each of these question types one by one, and you’ll learn valuable strategies for answering each type. Reading Comprehension Reading Comprehension questions are designed to test a wide range of abilities required to read and understand the kinds of prose commonly encountered in graduate...
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...Human Resource Management, 12e (Dessler) Chapter 7 Interviewing Candidates 1) Which of the following is the most commonly used selection tool? A) telephone reference B) reference letter C) interview D) personality test E) work sampling technique Answer: C Explanation: Interviews are the most widely used selection procedure. Not all managers use tests, reference checks, or situational tests, but most interview a person before hiring. Diff: 1 Page Ref: 229 Chapter: 7 Objective: 1 Skill: Concept 2) Which of the following refers to a procedure designed to obtain information from a person through oral responses to oral inquiries? A) work sample simulation B) writing test C) interview D) reference check E) arbitration Answer: C Explanation: An interview is a procedure designed to obtain information from a person through oral responses to oral inquiries. Diff: 1 Page Ref: 230 Chapter: 7 Objective: 1 Skill: Concept 3) When an interview is used to predict future job performance on the basis of an applicant's oral responses to oral inquiries, it is called a(n) ________ interview. A) verbal B) group C) selection D) benchmark E) background Answer: C Explanation: Selection interviews are designed to predict future job performance based on the applicant's oral responses to oral inquiries. Interviews may be one-on-one or may be conducted in group settings. Diff: 1 Page Ref: 230 Chapter: 7 Objective: 1 Skill: Concept 4) Which type of interview follows a performance appraisal...
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...(Columna, 2013; Ayles, 2009 and Dela Cruz, 2004). In a study conducted by Columna (2013), results revealed that the students were struggling to comprehended texts in their L2 with majority of them fall under instructional level and a significant of them fall under frustration level. In the same manner, Dela Cruz (2004) found that the students in the secondary level have difficulties in reading materials in the content areas especially in Mathematics and Science. The researcher posits that these comprehension problems have rooted from the questioning pedagogical strategy employed by the teachers. Chin (2002) found that questions, particularly those asked in response to wonderment, stimulate students to generate explanations for things which puzzle them and to propose solutions to problems and trigger the use of deep thinking strategies which may not be invoked if the questions had not been asked, and thus they play an important role in engaging students' minds more actively. In a parallel study, Taboada (2003) found that low and high level...
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...TEN TOUGH INTERVIEW QUESTIONS AND TEN SMART ANSWERS If only interviewees could have the slightest idea of the kind of questions interviewers will ask them, a lot more people would be able to overcome mental fear of the unknown which often produces the physical symptoms of nervousness. The best way to prepare mentally is to know what may be coming. Fear of the unknown can only exist when there is an unknown. Take the time to understand some of the standards when it comes to interviewing questions. The following are some of the most difficult questions you will face in the course of your job interviews. Some questions may seem rather simple on the surface such as ‘tell me about yourself’ but these questions can have a variety of answers. The more open ended the question, the wider the variation in the answers. Once you have become practiced in your interviewing skills, you will find that you can use almost any question as a launching pad for a particular topic or compelling story. Others are classic interview questions, such as “what is your greatest weakness”? Questions most people answer improperly. In this case, the standard textbook answer for the greatest weakness question is to provide a veiled positive such as: I work too much. I just work and work and work. Wrong. Either you are lying or, worse yet, you are telling the truth, in which case you define working too much as a weakness and really do not want to work much at all. The following answers are provided to give...
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...process information about four times as fast as the average person can speak, and it requires considerable concentration to match the speed of processing with the delivery of spoken words. It also means being able to read between the lines, interpreting emotion, intonation, and body language along with that which is heard, anticipating what will be said next and what has been said in your own words. Psychologists studying the process of listening have found that a very small percentage of people recall even 50% of what they have heard, though they agree that listening skills can be taught or self-taught in a relatively short period of time. Psychologists have also shown that upward of 80% of test questions originate from lectures as opposed to reading from a text. In many cases the questions students asked in class were those that appeared on the test. One particularly effective means of listening can be demonstrated...
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