Literature Review: Part 3 – Theoretical framework Assignment Instructions

Literature Review: Part 3 – Theoretical framework Assignment Instructions

Overview

A strong literature review for a dissertation should include the theoretical foundation(s) for the research topic. The theoretical framework for a literature review provides a foundation from which to understand the topic.

 

Instructions

You will write a draft of your theoretical framework for your literature review. This segment is part of the requirements of a Chapter 2 literature review for a dissertation in the Christian Leadership Doctoral Programs, as described in the Program Handbook: RESEARCH PROCESS (DISSERTATION HANDBOOK) section. This is a continuation of the overall Chapter 2 draft you began in the previous assignment (Theological Framework Draft).

 

Include citations from the important authors in your topic. Consider building a logical theoretical framework to undergird your topic. The literature will help create this structure for you. This part of the draft should be a minimum of 8 pages (double-spaced), with at least 10 additional academic quality sources (both used with in-text citation and included in a reference page). The previous written segment must also be included in the submission. In other words, you are building one overall draft of your Chapter 2 literature review. The draft needs to be reviewed for spelling, grammar, flow of thought, and current APA style prior to submission.

 

1. Title page (APA formatted)

2. Research Purpose Statement and Research Questions after title page (APA formatted)

3. Theological Framework (include the body of this prior assignment)

4. Theoretical Framework ( See the description above for further understanding of the paper requirements and expectations.)

5. Reference page (APA formatted – include only the references associated with this new section of the draft)

 

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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Recommendations for Treatment & Management

Read a selection of your colleagues’ responses from Week 9 and respond to at least two of your colleagues on two different days who were assigned a different patient case study, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology. Be specific and provide examples.

 

RESPONSE 1

Case Scenario

            An individual is a 46-year-old female weighing 230Ib presents to her routine gynecological appointment with chief complaints of hot flashes, night sweats, and genitourinary symptoms (GSM) not specified. The individual’s primary medical history consists of hypertension (HTN), and atypical squamous cells of undetermined significance (ASCUS) 5 years ago from a routine pap-smear, all other pap-smears after have been normal. The last menstrual period (LMP) was a month ago. Current home medications consist of Norvasc 10 mg daily and HCTZ 25 mg daily. The individual’s current BP is 150/90, it is unclear if she has taken her BP medications.

Recommendations for Treatment & Management

            Based on the individual’s age, chief complaints of hot flashes, night sweats, and GSM. Treatment education and potential plan of care will be focused on the individual’s menopause transition. As these symptoms progress and become more bothersome to the individual sustaining a quality life can be challenging. All things considered, pharmacotherapy treatments proven to be beneficial for an individual managing VSM is hormone therapy (HT). HT should be considered and possibly avoided in specific high-risk populations who have other co-morbidities such as undetermined vaginal bleeding, active liver disease, previous breast cancer, coronary artery disease, and thrombolytic disease including a stroke (Roberts & Hickey, 2016). Considering this individual does have cardiovascular disease related to HTN she is still eligible for HT however, education on initiation of low-dose HT to start her off with an increase if symptoms persist. Included in education would be the risk of venous thromboembolism (VTE) given her weight of 230Ib (Meeta et. al., 2022) One specific HT medication that would be beneficial for this individual is Tibolone (Livial), an oral tablet, used for menopausal hormone therapy. Tibolone (Livial) has shown benefits in the reduction of hot flashes, vaginal atrophy, postmenopausal osteoporosis, and endometriosis (Cummings et al., 2008). Continued care is key when managing menopause, one intervention that worked may not be as effective later.

Continued Care & Education  

            There are other factors an individual can incorporate into their daily routine to help reduce the risk of complications related to menopause such as taking medication as prescribed if having any issues potentially from the medication reach out to the prescribing provider before stopping the medication. Annual follow-up care and if issues occur is important when managing menopause. Make healthy lifestyle adjustments in daily routine (Mayo Clinic, 2018). Incorporating physical activity, healthy meal planning, weight reduction, healthy coping skills, and reducing other complications as you age will allow the body to utilize supportive medications more efficiently and ultimately reduce the risk of other issues, like osteoporosis.  

 

References

Cummings, S. R., Ettinger, B., Delmas, P. D., Kenemans, P., Stathopoulos, V., Verweij, P., Mol-

            Arts, M., Kloosterboer, L., Mosca, L., Christiansen, C., Bilezikian, J., Kerzberg, E. M.,

            Johnson, S., Zanchetta, J., Grobbee, D. E., Seifert, W., Eastell, R., & LIFT Trial

            Investigators. (2008). The effects of tibolone in older postmenopausal women. The New  

            England Journal of Medicine, 359(7), 697–708.

             https://doi.org/10.1056/NEJMoa0800743 Links to an external site.

Mayo Clinic. (2018). Hormone therapy: Is it right for you? Mayo Clinic.

             https://www.mayoclinic.org/diseases-conditions/menopause/in-depth/hormone- Links to an external site.

            therapy/ART-20046372

Meeta, M., Aggarwal, N., & Chawla, N. (2022). Menopause management: A manual for primary

            care practitioners and nurse practitioners. Journal of Mid-Life Health, 13(5), 2.

            https://doi.org/10.4103/jmh.jmh_85_22

Roberts, H., & Hickey, M. (2016). Managing the menopause: An update. Maturitas, 86, 53–58.

            https://doi.org/10.1016/j.maturitas.2016.01.007

 

 

RESPONSE 2

 This is a 46-year-old female who weighs 230 lbs and comes into the office complaining of hot flashes, night sweats, and non-specific genitourinary symptoms. She has a family history of breast cancer, and her past medical history is hypertension, for which she takes Norvasc 10 mg qd as well as HCTZ 25 mg qd. She gets yearly mammograms, and five years ago, her pap smear came back positive for ASCUS, but it has been normal since then. She also reports regular menstrual cycles, her last one being one month ago. 

     This patient poses a very challenging case. On the one hand, this female patient might be entering the early stages of premenopause from her reported symptoms, yet she still menstruates, which means she is still producing some estrogen. “The menopause transition is the time from the onset of menstrual cycle changes or vasomotor symptoms until one year after the final menstrual period” (Roberts & Hickey, 2016).  At the same time, according to Rosenthal and Burchum (2021), “95% of women entering menopause are between the ages of 45 to 55 years old” (Rosenthal & Burchum, 2021, p.427). The loss of estrogen leads to vasomotor symptoms such as hot flashes, especially at night. Also, due to estrogen levels decreasing, the vaginal as well as the urethral epithelium goes through some atrophy, and the patient might experience urge incontinence, more UTIs, vaginal dryness, or painful sexual intercourse. (Rosenthal & Burchum, 2021, p427). These are probably the genitourinary symptoms that this patient complains about. 

     I would be inclined to start her off on an Estradiol Transdermal System (Climara 0.05 mg/day) once-a-week minimal dose estrogen patch. However, I would proceed with caution with this patient as she has several comorbidities that are contraindications for hormonal replacement therapy; plus, she is still getting regular menstrual periods, so that means she is not quite in menopause yet but might be on her way there. First of all, she has a family history of breast cancer, which is a contraindication for hormone replacement therapy, especially oral contraceptives. For this reason, though, I would choose the patch since the total dose of estrogen via the transdermal system is significantly reduced because the liver is bypassed. (Rosenthal & Burchum, 2021, p428). Her other comorbidity is the fact that she is overweight, which puts her at risk of having hyperlipidemia and heart disease if on hormone replacement therapy. In addition, she is already hypertensive and not well managed as her blood pressure at the clinic is 150/90, and according to the latest guidelines from the American College of Cardiology, this is defined as Stage 2 Hypertension. For this reason, I would add to her medication regimen an ARB or an ACE in addition to the other two meds she is already on and would have her follow up in one month to reassess if her blood pressure is at goal.   

     Before proceeding with anything, though, I would run the following labs:

· A pregnancy test

· An FSH level

· An LH level

· A lipid panel

· A thyroid panel

· A glucose level with an A1C and a CMP

I would also counsel this patient on the risks of her starting hormonal replacement therapy, given her family history, and advise her on non-pharmacological ways such as weight loss management and exercise that could benefit her as well. 

References

Roberts, H., & Hickey, M. (2016, April). Managing the menopause: An update – ScienceDirect. Retrieved from  https://www.sciencedirect.com/science/article/pii/S037851221630007X?via=ihubLinks to an external site.  

Rosenthal, L.D., & Burchum, J.R. (2021). Lehne’s Pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.). Elsevier. 

www.acc.org. (n.d.). New Guidance on Blood Pressure Management in Low-Risk Adults with Stage 1 Hypertension – American College of Cardiology. (acc.org). Retrieved from  https://www.acc.org/latest-in-cardiology/articles/2021/06/21/13/05/new-guidance-on-bp-management-in-low-risk-adults-with-stage-1-htn#:~:text=Expert%20Analysis%201%20The%20AHA%2FACC%20has%20released%20a,130-139%2F80-89%20mmHg%29%2C%20management%20starts%20with%20nonpharmacologic%20therapy.%20Links to an external site.  

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Literature Review: Part 4 – Related Literature & Rationale Assignment Instructions

Literature Review: Part 4 – Related Literature & Rationale Assignment Instructions

Overview

A strong literature review for a dissertation should offer a comprehensive synthesis of related literature. This portion of the review will delve into related topics and sub-topics of your research topic. A good literature review must also offer a clear rationale for the research study, suggesting a gap in the existing literature, which the study will seek to address.

 

Instructions

You will write a draft of the related literature, rationale for the study, and gap in the literature segments for your Chapter 2 literature review. These segments are part of the requirements of a Chapter 2 literature review for a dissertation in the Christian Leadership Doctoral Programs, as described in the Program Handbook: RESEARCH PROCESS (DISSERTATION HANDBOOK) section.

 

Include citations from the important authors in your topic and related sub-topics. Consider providing a strong organization of the topics, sub-topics, studies, and content. The literature will help create this structure for you. Make sure your writing flows from point to point and section to section. This part of the draft should be a minimum of 15 pages (double-spaced), with at least 20 additional academic quality sources (both used with in-text citation and included in a reference page). You must include an introduction and conclusion for the overall Chapter 2 literature review. The previous written segments must also be included in the submission. In other words, you are building one overall draft of your Chapter 2 literature review. The culmination of this assignment, coupled with the previous submitted drafts, will be a completed first draft of your literature review, chapter 2 of the dissertation. The draft needs to be reviewed for spelling, grammar, flow of thought, and current APA style prior to submission.

 

1. Title page (APA formatted)

2. Research Purpose Statement and Research Questions after title page (APA formatted)

3. Introduction for your Chapter 2

4. Theological Framework (include the body of this prior assignment)

5. Theoretical Framework (include the body of this prior assignment)

6. Related literature, rationale for the study, identified gap in the literature ( See the description above for further understanding of the paper requirements and expectations.)

7. Conclusion for your Chapter 2

8. Reference page(s) (APA formatted – include all references at this point)

 

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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Delimitations are the boundaries of the study and define what will and will not be studied.

CLED 830

Research Profile Assignment Instructions

Overview

The purpose of this assignment is to create a research profile to use as a discussion tool for interaction with the research mentor and reader in order to create understanding and summarize your research study design.

 

Instructions

The Research Profile will include the following information in approximately 4-8 single-spaced pages and will follow APA style requirements with the exception that it will be single-spaced rather than double-spaced.

· Proposed Title: A short but descriptive title of the research of no more than fifteen (15) words.

· Research Problem and Gap: A brief one to two paragraph description of the research topic that identifies the subject and the concern needing to be studied (this description forms the research problem).

· Research Purpose Statement: This is a single sentence statement of the objective or intent of the research. It is the larger question that study will seek to answer.

· Research Questions: Designed to divide the research topic into several sub-problems, research questions provide researchable questions that will be answered through the research design and reported on in the Dissertation.

· Delimitations of the Research: Delimitations are the boundaries of the study and define what will and will not be studied.

· Research Population: All individuals, groups, or subjects of interest to the researcher and that share something in common and will be the focus of the study.

· Research Sample(s) and Sampling Technique: Describes the research participants from the population of interest that will be included in the study and how they will be selected for the study.

· Proposed Methodological Design: Briefly, describes how the study will be conducted and what approach will be used in the study design.

· Proposed Instrumentation: Describes any intended research tools such as surveys, tests, interviews, inventories or other means of collecting data.

· Limitations of Generalization: This is the range of appropriate applications of the findings based on the sample and populations and the outcomes of the research.

· Research Competencies to Conduct Study: To conduct the research, this section describes the competencies the researcher must attain personally or for which the research must seek out in supporting consultants.

· Precedent Literature: A list of 10 or more critically essential sources relevant to the research.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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Part 1: STEM Lesson Plan

Part 1: STEM Lesson Plan

  • This plan will be based on at least two STEM content standards that align to the learning experience.
  • Your lesson plan should focus on:
    • Designing a project-based learning experience that incorporates all components of STEM and creates opportunities for active inquiry, collaboration, and supportive interaction, based on the knowledge of various forms of effective communication (verbal, nonverbal, and media).
    • Utilizing a variety of teaching strategies and forms of technology during the learning experience and assessment that encourage development of critical thinking and problem-solving.
    • Differentiating and modifying instruction, learning activity, and assessment to meet the diverse needs of students and encouraging all students to fully engage in STEM instructional activities.

Part 2: Reflection

  • In 250 words, summarize and reflect on the process of designing a learning experience that integrates all components of STEM into instruction. How can you collaborate with and incorporate the input, contributions, and knowledge of families, colleagues, and other professionals in order to meet the diverse needs of students? How does your lesson plan create opportunities for active inquiry, collaboration, supportive interactive, based on various forms of communication techniques?
  • Support your findings with a minimum of three scholarly resources.

Also create 5 higher leveled questions that go along with your lesson plan. 

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Case Report: Hertz Global Holdings

In this group assignment, you will collaborate to submit a case report. The main body of the report must be no shorter than 3 pages and no longer than 5 pages, single spaced. The main body should comprise:

  1. 1- Introduction/Background information – include relevant facts and issues on company. Competitors, industry
  2. 2- Financial Analyses – Provide answers based on both qualitative and quantitative analyses to the following questions:
    1. What percentage of its revenue earning equipment does Hertz depreciate each year?
    2. Do the changes in Hertz’s depreciation of its revenue earnings equipment materially affect the company’s profitability?
    3. What are some potential reasons to explain the changes in Hertz’s depreciation of its revenue earning equipment?
  3. 3- Recommendation/Solution –Provide  one justifiable and realistic solution to the problem; explain the reasons behind the proposed solution; support this solution with justification and include relevant theoretical concepts as well as the results of your research.

Figures and tables could be placed in an appendix at the end of the paper but preferably incorporated in the body where appropriate.  All figures and tables must be numbered and all pages, including pages with tables and figures must be numbered. 

Task:

  1. Review the Hertz Global Holdings Case
  2. Submit your case report.
  3. Review the grading criteria.

Note: One report will be handed in and each member will get the same grade unless otherwise requested. List names of contributing group members in report. 

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How would you describe the relationship between reliability and validity?

1.

Crocker & Algina, Item 5:

This is a description of a validation study. Identify any potential problems that could affect the outcome of the study.

b. An industrial psychologist is developing a test to screen applicants for clerical jobs in a given corporation and asks job supervisors to rate present workers on a scale with categories: “Above Average,” “Average,” and “Below Average.” The psychologist then tests workers in the “Above Average” category and those in the “Below Average” category and compares their group means. The psychologist finds a significant difference in favor of the “Above Average” group.

2.

Crocker & Algina, Ch. 10, Item 5:

This is a description of a validation study. Identify any potential problems that could affect the outcome of the study.

c. A developmental psychologist devises a test for social maturity in children. The test is administered to 50 students at a preschool, and parents and teachers are notified of their scores. Teachers are requested to observe the children carefully for the next three months and to keep anecdotal records on each child’s behavior that would be useful in assessing level of social maturity. On the basis of these records, the psychologist ranks the children on the level of social maturity and rank orders them on the basis of their test scores. These ranks are correlated by the Spearman rank order correlation coefficient, and it is quite high.

3.

Crocker & Algina, Ch. 10, Item 6:

For the following situations, consider the type of inference that the test user desires to make from the test score and indicate the type of validation study that would be most appropriate (content, criterion-related predictive, criterion-related concurrent, or construct):

a. A social psychologist develops an inventory intended to identify workers in health-related occupations who manifest symptoms of “job burnout.” A variety of behaviors are used to define “burnout,” including high absenteeism, failure to comply with institutional policies, and strained relationships with colleagues and supervisors.

c. An observational rating scale is being developed to rate the classroom performance of first-year teachers, and experienced classroom teachers are asked to examine the items on the rating scale to see if they are relevant to effective performance.

4.

Crocker & Algina, Ch. 10, Item 10:

 

A graduate student in clinical psychology finds in a test manual for a personality inventory that the reliability estimate of the test scores is 0.76, but the validity coefficient between this inventory and another inventory, which purportedly measures a similar trait, is 0.78. He suspects an error because he has often heard that “a test cannot be more valid than it is reliable.” Is this necessarily true? Why or why not?

5.

How would you describe the relationship between reliability and validity?

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Reflection helps us get comfortable with being uncomfortable.

How often have you read something and given it thought as to how this would impact your practice, or if in the situation, how would react? What would you have done differently if you were the nurse in the situation? There will be times in your nursing practice, no matter the setting, that you question if you are making the right decision, did you give the right medication, did you provide the appropriate and best intervention. Questioning your actions doesn’t make you a bad nurse or an unsafe nurse. But opening yourself up to the possibility of a different outcome if you chose a different action, those are the learning opportunities that will broaden your horizons, provide your perspective, and help you learn to be even better.

  • Reflection makes all of us self-aware. It challenges us to think deeply about how we learn and why and why not.
  • Reflection deepens ownership. When we reflect, we become sensitive to the personal connection that exists between ourselves, our learning, and our work. The more we consider these connections, the deeper they seem to become.
  • Reflection makes things matter more.
  • Reflection helps us get comfortable with being uncomfortable.
  • Reflection helps us know ourselves better. It helps us sharpen our vision, so we can align our actions to it.
  • Perhaps most importantly, reflection helps us advocate for ourselves and support others.

For your journal review assignment (15 points) you can choose to partner up with a classmate or family member. Oftentimes, being able to share your perspective and hear that of another, can spark good discussion. It’s that conversation and the exchange of perspective that we are trying to achieve throughout this assignment.

Instructions: You will need to find an OB/GYN or maternal child journal review within the last 5 years, from a scholarly source. After you read the article, complete the following discussion questions. It’s okay to have a different view than your partner, in fact, it will be better to have a different view than your partner. Type up your responses (APA for citations) to the following questions and submit to the appropriate drop box by February 13, 2024.

  1. Provide a summary of the content within your review (3 pts)
  2. Discuss legal and/or ethical considerations involving the care by the nurse or primary provider (3 pts)
  3. Provide any alternative treatments/medications/practices that could have or should have been considered to improve patient outcomes (3 pts)
  4. How did you feel when reading the article? What thoughts were provoked? (3 pts)
  5. If your partner had differing views than yourself, what conversations ensued? (3 pts)

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How is Choice Theory applicable to cyber-crimes?

How is Choice Theory applicable to cyber-crimes?

As you begin to answer the question, note the following theoretical dynamics ( APA sections) :

  • Consider the assumptions of other crime causation theories.
  • Can other theories also be applied to cyber-crime interpretations?
  • Why is it important to utilize crime causation theories to interpret cyber-crimes?
  • Is there a particular theory for cyber-crimes?
    • Why or why not?

Students are expected to critically analyze, evaluate, and report on a cybercrime or cybersecurity topic listed in the Tentative Schedule. The report will be broken down into three different parts referred to as mini-papers (60 points each) 180 total points and will be checked by Turnitin, the plagiarism detection services.  The report must be double-spaced, with 1.0-inch margins, using Times New Roman 12 point type and at least two pages long ( a minimum of 1200 words) to properly answer the question. Of the total works cited ( that is at least three References)  one should be from academic journals or books published by an academic press.  The references should be identified  in APA format and located at the end of each mini paper.  

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MPA Program Values: democracy , diversity, and due process.

Topics that would demonstrate your mastery of this SLO include:

  • discussion of the MPA program values of (a) democracy, (b) diversity, and (c) due process and their applicability to how public administrators or public organizations should operate and how public administrators or public organizations should interact with stakeholders.  
  • Here are the details that explain and elaborate on the SLO:  Link
  • This document is also likely helpful.  Using the Course Rubrics

Keeping these topics above in mind, listen to the following podcasts.  (There is also an video presentation as an optional alternative to the related podcast.)

GovLove – A Podcast About Local Government: Addressing the Rise of Local Official Harassment with Brooks Rainwater, National League of Cities on Apple Podcasts

AND

NCSL Podcast: Exploring Civility | OAS Episode 136 on Apple Podcasts

AND

Podcast:  GovLove – A Podcast About Local Government: Building a Culture of Equity with Danya Perry, Wake County, NC on Apple Podcasts

OR

 Discuss the listed topics linking them to the information and/or themes presented in the podcasts.  Be sure when you discuss the MPA program values above that you include clear statements in your own words of your understanding of the values of democracy, diversity, and due process.   Remember to cite all sources properly and include an APA formatted list of references.

The MPA Program Values: democracy , diversity, and due process.

Democracy:

a. Inclusive, Effective, and Constructive Participation: Public administrators should strive to make public programs open and responsive to all stakeholders by promoting meaningful participation in the political process by which we identify the public interest and in the development and implementation of public policies and programs to promote the public interest. We should reduce disparities in that participation produced by educational, economic, and other political inequalities.

b. Enlightened Understanding: Public administrators should promote stakeholders’ understanding of political processes, public policies, and public programs by providing transparent, clear, accurate, and relevant information. 

Diversity:

Projections by the U.S. Census suggest that the United States population is creating a more diverse country not only in terms of race and ethnicity but also by age, religious beliefs, and gender, all of which provide unique challenges to public administrators. Being dedicated to this goal obligates public administrators to respect the humanity of all people. Valuing diversity allows our students to take positions that take diversity into account to more effectively lead and administer public programs.

Due Process:

Our program defines due process to include all processes (including those beyond the justice and law enforcement systems) that provide important checks (procedural and substantive) on the authority of elected officials and of unelected public administrators.

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