Assignment
3: Persuasive Paper Part 1: A Problem Exists
worth 150 points

Using
your thesis statement and research, present the problem that needs to be addressed with your proposed solution. Note:
Your solution, advantages, and challenges
will be in Parts 2 and 3.

Write
a three to four (3-4) page paper in which you:

Provide
an appropriate title and an interesting opening paragraph to appeal to your
stated audience (appeal with logic, ethics, or emotion).

Include
a defensible, relevant thesis statement in the first paragraph. (Revised from
Assignment 2)

Describe
the history and status of the issue and provide an overview of the problem(s)
that need to be addressed. This should be one or two (1-2) paragraphs.

Explain
the first problem (economic, social, political, environmental, complexity,
inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2) paragraphs.

Explain
the second problem (economic, social, political, environmental, complexity, inequity,
ethical/moral, etc.). and provide support
for your claims. This should be one or
two (1-2) paragraphs.

Explain
the third problem (economic, social, political, environmental, complexity,
inequity, ethical/moral, etc.) and provide support for your claims. This should be one or two (1-2) paragraphs.

Provide
a concluding paragraph that summarizes the stated problems and promises a
solution.

Develop
a coherently structured paper with an introduction, body, and conclusion.

Use
effective transitional words, phrases, and sentences throughout the paper.

Support
claims with at least three (3) quality, relevant references. Use credible,
academic sources available through Strayer University’s Resource Center. Note:
Wikipedia and other Websites do not qualify as academic resources.

Please do a paragraph about this post with this instruction .

post most have 4 or more sentences .

you also have to have a high quality post from a content perspective. This means it also needs to do more than agree with or praise a class mate. If you agree with a classmate, explain why, give an example, share what you learned in the readings

A major clinical issue faced by the organization is the increased rate of patient restraints. The goal is to use restraints or seclusion only when it is clinically justified or when warranted by patient behavior that threatens the physical and immediate safety of the patient, staff or others and only after less restrictive interventions is determined to be ineffective to protect the patient, staff member or others from harm. Patients may not be restrained as a means of coercion, discipline, convenience or retaliation. The use of restraints or seclusion is based on individualized patient assessment and re-evaluation and must be discontinued as soon as possible. In all instances of restraint and seclusion use, measures will be taken to protect the rights, dignity and well-being of the patient. The decision to use a restraint is not driven by diagnosis or based on the device or location of its use, but rather an assessment of the patient’s needs. Restraints should not be considered for use as a component of the Fall Prevention program. Restraints for Nonviolent and non self-destructive behavior are typically the types of physical restraints. Those are nursing interventions to keep the patient from pulling at tubes, drains, and lines or to prevent the patient from ambulating when it’s unsafe to do so in other words, to enhance patient care. For example, a restraint used for nonviolent behavior may be appropriate for a patient with an unsteady gait, increasing confusion, agitation, restlessness, and a known history of dementia, who now has a urinary tract infection and keeps pulling out his I.V. line. Restraints for Violent, self-destructive behavior are devices or interventions for patients who are violent or aggressive, threatening to hit or striking staff, or banging their head on the wall, who need to be stopped from causing further injury to themselves or others. The goal of using such restraints is to keep the patient and staff safe in an emergency situation. For example, a patient responding to hallucinations that commands him or her to hurt staff and lunge aggressively may need a physical restraint to protect everyone involved. Chemical restraint involves use of a drug to restrict a patient’s movement or behavior, where the drug or dosage used isn’t an approved standard of treatment for the patient’s condition. For example, a provider may order haloperidol in a high dosage for a postsurgical patient who won’t go to sleep. (If the drug is a standard treatment for the patient’s condition, such as an antipsychotic for a patient with psychosis or a benzodiazepine for a patient with alcohol-withdrawal delirium, and the ordered dosage is appropriate, it’s not considered a chemical restraint.) Many healthcare facilities prohibit use of medications for chemical restraint.

For today’s topic: class inequality, instead of reading from your textbook, I would instead ask you to listen to one of the most prophetic voices on poverty. Please listen to Doctor Martin Luther King Junior’s famous speech, “Why I Am Opposed to the War in Vietnam” at the link below

Pay attention to the way Doctor King connects foreign war with domestic poverty and consider why he calls war “the enemy of the poor.” This speech was controversial and afterwards King received a great deal of criticism from across the political spectrum for his anti-war position. This speech was delivered approximately one year before his assassination.

Before he was killed, MLK returned to Memphis to support the sanitation (garbage) workers – as part of his struggle for labor equity and the founding of the Poor People’s Campaign. A campaign to provide housing, a decent standard of living, and good jobs for everyone.

Now, over 50 years after MLK’s assassination, a new Poor People’s Campaign has been launched by a coalition of secular and faith-based organizations across the country. Listen to Reverend Bishop Barber, Co-Chair of the new Poor People’s Campaign describe the crisis of poverty in the US – before begin arrested last month.

After you have listened/watched the links above, answer the following questions:

1. What is the relationship between militarism and poverty – as described by Doctor King?

2. What, in your opinion, are the similarities, and differences, between the conditions during MLK’s time – and our own time? Note: In your response, you may choose to draw upon the information on the website of the new Poor People’s Campaign:https://www.poorpeoplescampaign.org/demands/

3. What are some specific political/social/economic steps for reducing wealth inequality and lifting people out of poverty in the US and around the world?

4. What do you see as viable ‘exit strategies’ – opportunities for overcoming – what MLK called the Triplets of Evil (Racism, Materialism, and Militarism)? In other words, how are we to build a world of substantive human equity and environmental sustainability given the many challenges that lie before us?

5. Optional: Do you support or reject Bishop Barber’s arguments for a guaranteed basic income and universal healthcare.

Assignment 2: Discussion

Your readings this week have provided you with an overview of various types of research methodologies falling under Quantitative, Qualitative and Mixed Methodology research. How do these three approaches differ? What similarities do they share? Discuss each approach below. Include in your discussion comparisons of epistemologies, types of knowledge, and assumptions of each approach. Post your initial discussion post no later than by the due date assigned and respond to your classmates through the end of the module

All written assignments and responses should follow APA rules for attributing sources.

Course Introduction (1 of 2)

Welcome to R7001 Introduction to Research Methods. By now you have started on your path as a researcher or a critical evaluator/consumer of research having completed Argosy University course W7000. As such you have gained a better understanding of your strengths as well some of the challenges in reading and evaluating research and writing academic papers. Congratulations. Being aware of what may be standing in your way and what you can utilize as support is a very important first step in becoming successful in this course, in your program, and in completing your dissertation down the road.

This course focuses on research methods and provides you the opportunity to critically evaluate and differentiate several research methodologies including quantitative, qualitative, and mix-method as well as choose a research design that is appropriate for a given research question. By the end of the course, you will be able to refine your research question(s), design a study that is appropriate for your research question(s), prepare a mini-methods section that is an extension of your literature review from W7000, and ultimately update your dissertation plan.

To accomplish this goal, you will:

1. Examine the purpose of a study, research methodology, and data collection methods.
2. Compare and contrast the characteristics of different research questions and possible methodologies.
3. Apply ethical decision making related to cultural diversity in participant selection and recruiting, data collection, and analysis.
4. Given a research question, examine and analyze strengths and limitations of multiple methodologies to select the most appropriate research design.
5. Draft a methods section appropriate to research question(s).
6. Update the dissertation plan to include the drafted methods section (Doctoral students only).
7. You should review the course project instructions located in Shared Documents.

A major part of this course will be working toward a mini-methods section (often referred to as Chapter 3 of a dissertation proposal) that includes all the essential components of a research design. You will build on the literature review you have already completed in W7000, formulate testable research questions, and design a study to investigate those research questions.

You also will engage in peer-review activities to offer constructive feedback to your fellow classmates on all components of the mini-methods section. Previous students have reported that they learned the most from giving feedback to others because it required them to truly digest the course materials before being able to offer constructive feedback. In addition, you will be able to support one another throughout the course as a team, a key component in successfully completing a doctoral program or a dissertation.

Course Introduction (2 of 2)

Here is a summary of what you will accomplish over the next eight modules.

In Module 1, you will introduce yourself to the instructor and your fellow students and identify discuss the differences between quantitative, qualitative and mixed methods research. You will select three manuscripts from the Doc Sharing area and begin critiquing them by identifying the type of study for each, the purpose of the study and the overarching questions or theory in the study. You will continue these manuscript critiques throughout the course.

In Module 2, using the final PowerPoint presented in W7000, you will cite existing literature in support of a central research question. You will identify what type of research methodology is best suited to answer your research question.

In Module 3, you will continue your critique of the three manuscripts you selected in Module 1, discussing the sample size, demographics, population, recruitment, and location. You will then apply these concepts for your own research question.

In Module 4, you will continue your critique of the Quantitative manuscript you selected in Module 1 and will identify the design, procedure, variables, analyses and consent process in the manuscript. You will then apply these concepts to your own research question.

In Module 5, you will continue your critique of the Qualitative manuscript you selected in Module 1 and will identify the design, procedure/paradigm, variables/concepts, rigor, data collection and analyses, and consent process. You will then apply these concepts to your own research question.

In Module 6, you will continue your critique of the Mixed Methods manuscript you selected in Module 1 and will apply these concepts to your own research question.

In Module 7, you will discuss the IRB process as well as consider some ethical issues in research.

In Module 8, you conclude this course with an opportunity to ask questions and to apply what you have learned in this course in a mini-methods paper

Module 1 Overview

Introduction to Research Design

In Module 1, you will build on the knowledge you acquired from Argosy Course W7000, Advanced Academic Study and Writing, and continue to develop your skills in developing a research methodology for a specific research topic. We begin with your personal and professional introduction that includes a statement about your research interests.

Coming up with research questions or topics is the easiest part of conducting research for some students, and for some, it is the most difficult. Heppner and Heppner (2004) discussed the importance of setting oneself up for success.

1. The first step is combating emotional and psychological barriers. Are you aware of your feelings? Do you have self-doubts about being a researcher? Do you have anxiety or fear toward writing APA style academic papers?
2. The second step is trying to identify why one is feeling and thinking these things at this time. Are there multiple stressors in your life currently that are contributing to how you think/feel about yourself and your ability to be successful?
3. The third step is developing strategies to overcome these thoughts and feelings, which may include changing the way you talk to yourself, recognizing and changing the ineffective coping strategies you have been using, finding role models who can model healthy self-care, and taking care of your body as well as your mind.

Therefore, we would like you to share your experiences with writing a literature view and academic paper in the discussion board and reflect on the thoughts and feelings associated with this process of clarifying and researching a topic.

We will also begin to explore the three approaches to research design: quantitative, qualitative, and mixed model and ask you to make a preliminary determination as to the type of design model you would like to pursue for your final course project. In M1: Assignment 2, you will find a complete description of the course project and the assignments leading up to your submission of the final paper in Module 7.

We hope you will enhance your research skills through the course materials, activities, and assignments, and more importantly, grow both personally and professionally, so that you will be able to ultimately prepare for your dissertation proposal. Again, welcome to the course.

Let’s begin with introductions as described in M1: Assignment 1.

Assignment 2 Grading Criteria	Maximum Points
Discussed each research method and compared the differences and similarities between the methods including their epistemology, types of knowledge and assumptions.	24
Provided constructive feedback to at least two classmates	6
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.	12
Total:	42

What is the main question asked in this paper?

“`{block q1, type = ‘written_answer’}

[your answer here]

“`

>**[Q2]** Describe the Hadza. How do they differ from market-based societies?

“`{block q2, type = ‘written_answer’}

[your answer here]

“`

>**[Q3]** Summarize the experiment design. Pay attention to the source of randomization.

“`{block q3, type = ‘written_answer’}

[your answer here]

“`

>**[Q4]** Why did the authors use biscuits and lighters and their design?

“`{block q4, type = ‘written_answer’}

[your answer here]

“`

>**[Q5]** Summarize the main results of the experiment.

“`{block q5, type = ‘written_answer’}

[your answer here]

“`

> **[Q6]** How do the results of this study compare to the sportcards market study by List (2003)?

“`{block q6, type = ‘written_answer’}

[your answer here]

“`

> **[Q7]** What do these results tell us about preferences? Are they endogenous or exogenous?

“`{block q7, type = ‘written_answer’}

[your answer here]

“`

>**[Q8]** Why are these results valuable? What have we learned? Motivate your discussion with a real-world example.

“`{block q8, type = ‘written_answer’}

[your answer here]

“`

# Replication

<p style=”color:red”>

*Use `theme_classic()` for all plots.*

<p style=”color:red”>

Load the data. You may need to update your path depending on where you stored it.

“`{r load data, message=FALSE, warning=FALSE}

df = read_csv(“../data/apicella_al_2011.csv”)

“`

## Figure 2

> **[Q9]** The column `magnola_region` is the treatment condition. Use `mutate()` to create a new column called `magnola_region_cat`, a categorical variable, that takes the value `High Exposure` if `magnola_region == 1`, otherwise `Low Exposure`. Then use `mutate()` again and `factor()` to force the new column `magnola_region_cat` into a factor variable. Factors are how categorical variables are represented in R. Do both mutations in one pipe chain.

“`{r q9}

# your code here

“`

>**[Q10]** Factor variables in R have “levels” or categories. R chooses a default order for these levels. Check the order of the levels in `magnola_region_cat` with `levels()`:

“`{r q10}

# your code here

“`

>**[Q11]** Notice how `High Exposure` is the first level. That means it will be drawn first when we re-create Figure 2. If we want to perfectly re-create Figure 2, we need `High Exposure` to be drawn second. So, we have to re-order the levels in the column. Do so with `fct_relevel()`:

“`{r q11}

# your code here

“`

> **[Q12]** Re-run `levels()` to check the new ordering of levels in `magnola_region_cat`:

“`{r q12}

# your code here

“`

> **[Q13]** OK, let’s make figure 2A. Use `stat_summary(fun = mean)` to plot the averages and `stat_summary(fun.data = mean_se)` to plot the error bars (hint: set the width of the error bars to something like 0.1). Assign the output to the object `fig2a`. Use `ylim()` to set the limits of the axis to $[0,1]$, and make sure to label both axes.

“`{r q13}

# your code here

“`

> **[Q14]** Figure 2b shows the fraction of subjects that traded by camp and distance to the village Mangola. This one is a bit more challenging. We have to scatter plot distance on the x-axis and mean trade on the y-axis — and then size each point by total trade. Let’s start by making these summaries. Use `summarise()` to create three columns by `campname`: `mean_trade` (the average trade), `sum_trade` (the total trade), and `distance` (hint: use `unique(distance_to_mangola)`):

“`{r q14, message=FALSE}

# your code here

“`

> **[Q15]** OK, now pipe the output of what you just did to `ggplot` to plot `mean_trade` as a function of `distance` and size each point by `sum_trade`. Assign the plot to `fig2b`.

“`{r q15, message=FALSE}

# your code here

“`

> **[Q16]** Use `library(patchwork)` to combine the two plots and complete the replication.

“`{r q16, message=FALSE}

# your code here