10-15 pages review paper about vitiligo .. focus on the new treatments methods for vitiligo such as JAK inhibitors.. in the attachments, you will find my presentation about vitiligo (you can use it as an outline) Also, you will see research papers that I used about vitiligo treatment. You will need to have access to PubMed. at least 25 references (from primary research papers)
Assignment 1: Application Of Family Therapy To A Case
In this module, you explored theoretical approaches to family counseling. These approaches include family theories emphasizing the client’s background, emotions, thoughts, and actions. Your exploration included the basic assumptions about, the role of the therapist in, and the nature of the treatment associated with each of these approaches.
In this assignment, you will apply a family counseling theory/approach to a case study.
Case study below
The Case of Jeremy © 2014 Argosy University M6A1: Case Study 2 The following case study is adapted from Pearson’s MyCounselingLab for Counseling Theories (Seligman & Reichenberg, 2014).
You are a mental health counselor in an outpatient mental health center. Jeremy’s mother, Jane, called asking for an appointment. She was referred to you by a behavioral managed care organization. Jeremy’s mother states that the juvenile office has suggested counseling for her son. Jeremy, who is 15, and his stepfather, Al, had an altercation because Jeremy threatened to harm his parents and destroyed some furniture. Jeremy’s parents reported this incident to the juvenile officer. Jeremy is also on out-ofschool suspension for talking back to school authorities and for fighting at school.
Al is 35 and has been married to Jane, also 35, for the last 9 years. Each has been married before. Jeremy sees his biological father about once per month. Al’s daughter, Jessica, is 13. Jessica lives with her mother and visits Al every other weekend and two days during each week. Both Al and Jane are high school graduates, and both are employed. Jeremy had attended counseling when he was in the primary grades and was diagnosed with attention deficit/hyperactive disorder. His grades in school are average, though he has one F in English/Language. His parents have hired a tutor to help him with this class. Jeremy has had detention about once per week for the last several months and is now on out-of-school suspension.
His parents report almost daily calls from the school regarding Jeremy’s behavior. Jeremy’s at-home altercation with his stepfather has led to a 3-month probation with the juvenile office. During the assessment interview, the family members often interrupt one another. It resembles a conversation food fight. At no time does anyone have the opportunity to finish a sentence. They do not engage in any eye contact and speak primarily in negative terms with one another. Jeremy seems to be easily frustrated and freely expresses himself, though no one seems to listen. Jeremy also mumbles quite a bit and does not make eye contact with anyone in the room. His conversation social skills seem to be absent, though when he does talk, he is disrespectful and emits a tone of anger.
Toward the end of the assessment session, Jeremy states he wants to do better but is unable to come up with ways to help his situation. He states he gets into trouble most when he just blurts out whatever comes to his mind. Jane has difficulty recognizing anything good about Jeremy (for instance, that he keeps most of his grades in the average range or his coming willingly for counseling). Al processes the altercation that occurred at home saying he was angry with Jeremy and that Jeremy would not listen to him. Al and Jane state that they have, on average, two arguments per day with Jeremy. The most regular and intense arguments are usually between Jeremy and Jane. All present agree that Jeremy is not using drugs, does not drink alcohol, and is not taking any prescription drugs. Jeremy does have friends and enjoys sport activities. He loves working on his computer. In a session, Jeremy is generally cooperative.
Jane states that the juvenile officer would like a report at the end of counseling. Protocol for the managed care organization is that the counseling professional should send a copy of the treatment plan to the primary care physician. Consequently, releases of information are signed to give permission to the clinical counselor to communicate with the juvenile officer and to the primary care physician.
Reference:
Seligman, L., & Reichenberg, L. W. (2014). MyCounselingLab for Counseling Theories. (eText ed.). Upper Saddle River, NJ: Pearson. ISBN-13: 978-0-13-3390803.
Tasks:
Read the case study and in a minimum of 200 words, post your responses to the following:
- Select one of the family counseling theories/approaches discussed in your required readings for this module.
- Apply the theory to the case, taking on the role of Jeremy’s counselor. In your application:
- Include the role of the counselor.
- Identify the problem (worded in a language fitting your chosen theory).
- Indicate the etiology of the problem (causes as per your chosen theory).
- Identify the goals of counseling (also worded in a language fitting your chosen theory).
- Identify the techniques the counselor is likely to use.
- Identify the strengths and limitations of your selected theory.
What ethical issues are involved in this case?
- Identify at least two issues from the relevant ethical standards from the American Counseling Association’s (ACA’s) code of ethics (American Counseling Association [ACA], 2014).
- Describe the ethical approach to handling those issues in this case.
- Provide at least one strategy to use if you, as the counselor, are unsure about how to manage those issues ethically.
Support your rationale and analyses by using at least two resources from professional literature in your response. Professional literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (websites ending in .edu or .gov).
no plag and graduate writing and puncuation
Sigmund Freud
DISCUSSION #1.Freud was a very controversial figure who influenced the field of psychology in many significant ways. In a well-written post, describe at least two ways in which Freud contributed to the field in a positive way. Then provide at least one example of how the psychoanalytic approach can be used to understand the development of children.
Discussion #2.Original members of the Vienna Psychoanalytic Society, Alfred Adler and Carl Jung, both split from Freud and left the group. In a well-written post, describe the major components of Adler’s and Jung’s theories and how these theories differed from Freud’s theory. Briefly describe which of the three theories (Freud’s, Adler’s, or Jung’s) makes the most sense to you and why?
Discussion #3. (Statistics).Describe a study you would like to explore in your future or current career. To help design the study, answer the following questions:
1. What is the independent variable?
2. What is the dependent variable?
Also, list the following:
· Null hypothesis.
· Research or alternative hypothesis.
Answer the following questions:
1. Are your hypotheses directional or nondirectional?
2. What kind of sampling would you choose and why
Diversity and Inclusion
The following information will serve as a comprehensive guide for the research paper that is required for this course. In addition to this following information, please be sure to check the Grading Policy found in the Start Here section of this course for the weighted grade applicable to your research paper. Your instructor will also be offering additional guidance on how to properly complete this major assignment throughout the term. Guidelines The research paper must follow basic APA style guidelines as adopted by NAU. Additional details relative to APA style are available on NAU’s Virtual Library. The paper must be a minimum of 5-6 content pages in length. Title page, attachments, appendices, and reference pages are not included in the content page requirement. Choose a specific subject related to a topic of interest in the course. The subject must first be approved by your Instructor. The first paragraph should identify the subject and state your thesis. The body of your paper should support the thesis presented in the introductory paragraph. The paper must end with a conclusion paragraph pulling everything together. The last page of your paper is the Reference page. All of the resources used must be cited, including the 6 reference minimum: three sources must be print or electronic books, research journals, periodicals or electronic database references; two sources may be web based, with no more than on non-juried/non-refereed Internet site being used. Review your paper for appropriate grammar, punctuation and spelling before submitting it to your Instructor. Directions for submitting the paper are listed below. A comprehensive list of activities, requirements and deadlines can be found on the Research Paper Suggested Deadlines A Student Checklist as captioned below. Research Paper Suggested Deadlines A Student Checklist The following checklist includes suggested timelines for completing the steps that are typical to the proper construction of research papers in writing-intensive courses. Students are encouraged to refer to this checklist to record their progress toward their successful completion of the research paper. Deadline Format Date Completed Paper should adhere to APA style including correct in-text citations, double spaced, 1-inch margins, 12-point font, title page, abstract, and correct reference page, etc…The research paper is approximately 5-6 pages in length. Please refer to additional APA resources offered in this course, as well as by the . Pre-Writing Strategies By the end of the second week of class Understand the assignment. Choose an approved topic, selected for the content of the course. Submit to Instructor by end of second week of class Select and focus on the topic. Email your instructor for his/her approval of your topic. By end of third week of class Refine your topic (if necessary). By end of third week of class Design a method of development: description, narration, example, process, comparison/contrast, *argument, classification/division, cause/effect, or demonstration. By end of third week of class Submit to instructor by end of third week of the class Decide on a research strategy and keep careful notes, with sources clearly indicated. Write the thesis statement to express the main point of the paper. Place the thesis statement in the introductory paragraph. Submit to instructor for grading (10 points) Evaluation of Sources and Thesis Development By end of fourth week of class Conduct a general Web search for credible resource data. By end of fourth week of class Locate, review, and evaluate books, journal, magazine, and newspaper articles. By end of fourth week of class Keep careful notes, with sources clearly indicated. By end of fourth week of class Create an introductory paragraph with an introductory sentence that identifies the subject and includes an attention getter to capture the reader’s interest. Submit to instructor by end of fourth week of the class Complete abstract and submit to instructor for grading (15 points) Body of Paper Submit to instructor by end of fifth week of the class Write the first draft of the paper. Use the assignment drop box to submit your first draft to your instructor for his/her grading/comments and feedback. (25 points) Due by sixth week of class Be sure that the main ideas support the thesis presented in the introduction. Due by sixth week of class In each paragraph, include a clear topic sentence, expressing the central idea of that paragraph. Due by sixth week of class Create paragraphs of appropriate length throughout the paper. Due by sixth week of class Be sure that all main ideas are developed and presented in the body paragraphs to produce unity. Due by sixth week of class Make your paragraphs lead the reader logically from one section to another; use transitions to make connections between ideas easier to follow, contributing to the smoothness of the paper. Due by sixth week of class Find supporting details for each main point. Due by sixth week of class Base the entire paper on logical assumptions and focus on the main ideas. Conclusion Due by sixth week of class Include a sentence in the concluding paragraph that restates the thesis or summarizes the main points. Language Due by sixth week of class Edit your paper to be free from grammar errors: dangling modifiers, subject-verb agreement, verb tense shift, pronoun-antecedent agreement, and diction errors. Due by sixth week of class Use appropriate punctuation and spelling throughout the paper. Due by sixth week of class Use appropriate syntax in the paper: no fragments or run-on sentences. Documentation Due by sixth week of class Use print or electronic books, research journals, periodicals, and electronic database references. Select no more than one non-juried/non-refereed Internet site (a site that contains material that has not undergone professional peer review). Use APA style throughout the research paper, with appropriate in-text citations and reference page. *Argumentation (if applicable) Due by sixth week of class In an argument, choose a problem or issue that allows for differences of opinion. Clearly state this difference. Due by sixth week of class State the position taken in the paper. Offer proof to support that your position is reasonable. Due by sixth week of class Anticipate objections to the position and address these objections. Restate the position. Due by sixth week of class Use two or more methods of development in the research paper: description, narration, example, process, comparison/contrast, classification/division, cause/effect, or demonstration. Revisions � Final Paper Submit to instructor by Eighth week of quarter Be sure that your paper shows multiple revisions with improved focus and clear writing for a general audience. Use the assignment drop box AND the research paper icon submission to submit your final paper.
compare Julius Caesar with one of the following assassinated leaders: Yitzhak Rabin Abraham Lincoln Malcolm X Czar Nicholas II of Russia
Description
In an organized, well developed report of 5 paragraphs, compare Julius Caesar with one of the following assassinated leaders: Yitzhak Rabin Abraham Lincoln Malcolm X Czar Nicholas II of Russia Please save your report as a Word (.doc) document. Click “add attachments” below to attach and submit your assignment. Outline Sample You will have an introductory paragraph that gives an overview of why you’ve chosen to compare both men, then two body paragraphs, each one giving background on each separate man, a third body paragraph that compares both men, and you will wrap up with a conclusion paragraph that restates, in different words, what you addressed in your essay. I would like you to take some time to read through the website listed below and the essay examples on the website. The website will help you organize your essay so that it is includes an introductory paragraph, supporting paragraphs and a closing paragraph. This organization will allow you to paint a clearer compare/contrast picture for your reader. http://lgdata.s3-website-us-east-1.amazonaws.com/docs/1086/743045/DnDCompareContrast.pdf To summarize, you should have the following as part of your essay: Paragraph 1 – Introduction Paragraph 2 – Background on Julius Caesar Paragraph 3 – Background on the second man you’ve chosen off the list Paragraph 4 – Comparison of both of the men Paragraph 5 – Conclusion paragraph restating what you discussed in your essay and wrapping up your piece. Finally, if you use outside resources to support your essay (you should!), in APA format. **Any outside information you use should be stated in your own words (summarized).
anti-psychotic medications
Complete the Topic 8 Short Answer Worksheet.
You are not required to submit this assignment to Turnitin.
This assignment meets the following CACREP Standards:
5.C.2.e. Potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders.
5.C.2.g. Impact of biological and neurological mechanisms on mental health.
5.C.2.h. Classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation.
PCN-527 Topic 8: Short Answer Questions
Directions: Provide short answers of 75-150 words each for the following questions/statements. Do not exceed 200 words for your response. Use the textbook, and any other scholarly resources to support your responses. Include at least four peer-reviewed journal articles beyond the textbook.
1. Discuss the similarities and differences of the three generations of anti-psychotic medications.
2. How do the current anti-psychotics work on the brain?
3. Discuss the similarities and differences between the three generations of medications to treat depression.
4. How do the current medications to treat depression work on the brain?
5. Describe three medications that are used to treat substance use disorders.
6. What medications may be risky to prescribe someone who has a substance use disorder? Why are they risky?
7. Describe the importance of the DSM in diagnosing and treating mental illnesses and substance use disorders.
8. Identify some adverse side effects of at least two commonly prescribed medication for treating psychiatric disorders.
References
Textbook1. Drugs, Behavior, and Modern Society
Levinthal, C. (2016). Drugs, behavior, and modern society (8th ed.). Upper Saddle River, NJ: Pearson Publishing ISBN-13: 97801340030407
http://www.gcumedia.com/digital-resources/pearson/2015/drugs-behavior-and-modern-society_ebook_8e.php
Multiculturally Sensitive Mental Health Scale (MSMHS)-reaction paper
Multiculturally Sensitive Mental Health Scale (MSMHS): Development, Factor Analysis, Reliability, and Validity
Ruth Chu-Lien Chao and Kathy E. Green University of Denver
Effectively and efficiently diagnosing African Americans’ mental health has been a chronically unre- solved challenge. To meet this challenge we developed a tool to better understand African Americans’ mental health: the Multiculturally Sensitive Mental Health Scale (MSMHS). Three studies reporting the development and initial validation of the MSMHS were conducted with African American student samples. First, an exploratory factor analysis of an initial item pool yielded 5 factors assessing subscales of perceived racism, depression, well-being, anxiety, and suicidal thoughts. Second, a confirmatory factor analysis supported the MSMHS’s 5-dimensional factor structure. Third, test–retest reliability, internal consistency, and validity coefficients supported the viability, use, and potential for continued develop- ment of this new instrument. Implications for theory and research on multicultural mental health scales are discussed.
Keywords: racism, African Americans, psychological distress, anxiety, well-being
The Multiculturally Sensitive Mental Health Scale (MSMHS) was developed to respond to the need for assessing African Amer- icans’ mental health, including perceptions of racism. The absence of an adequate assessment of perceived racism has contributed to a misdiagnosis of African American clients (Clark, Anderson, Clark, & Williams, 1999; Landrine & Klonoff, 1996). Thus, we had three reasons for developing this scale. One, the MSMHS responds to a decades-old belief that if people want to understand African Americans’ psychology, they must understand African Americans’ experience of racism. Specifically, racism is a unique stressor for African Americans (Clark et al., 1999; Harrell, 2000); according to Landrine and Klonoff (1996), 98% of African Amer- icans report experiencing racism in their life. Given that almost every African American experiences racism, it seems prudent to include perceptions of racism in an instrument measuring African Americans’ mental health.
Two, some theorists have urged development of a conceptual model that organizes, explains, and leads to understanding the psychological behavior of African Americans on the basis of an African American worldview (Caldwell, Jackson, Tucker, & Bow-
man, 1999. For example, Caldwell et al. (1999) explained that constructs and instruments developed primarily for Whites have often been inappropriate for African Americans because African American heritage and experiences of slavery and racial oppres- sion have resulted in a framework different from that of other groups. Thus, most current mental health measures that are extrap- olated from Caucasian Whites’ perceptions of mental distress may fail to include assessment of mental health stressors related to perceived racism (Constantine & Sue, 2006; Ridley, 2005; Sue & Sue, 2008). African Americans and White Americans may func- tion psychologically under distinct cosmologies (Broman, Mavad- dat, & Hsu, 2000). These cosmological systems show different ontological systems that reflect their distinct approaches to con- ceptualizing psychological distress. Three, some scholars have found that perceived racism explained additional variance in Af- rican Americans’ psychological distress beyond general stress (Smedley, Myers, & Harrell, 1993). This empirical evidence sug- gests that perceived racism plays a distinct role for African Amer- icans.
Psychological Dimensions of Perceived Racism
Despite the ubiquity of the word racism in everyday language, no consensus on its definition has emerged from the scientific literature. For example, Ponterotto, Utsey, and Pedersen (2006) said that racism is the abstract component of physical racial slavery. Although the physical bondage of slavery has ended in the United States, racism maintains African Americans in a state of psychological oppression. Some scholars have described racism as a relationship between members of oppressed and nonoppressed groups (Constantine & Sue, 2006); others, such as Clark et al. (1999), have indicated racism as a stressor for African Americans, defining it as “beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phe- notypic characteristics or ethnic group affiliation” (p. 805). Indeed,
This article was published Online First April 25, 2011. Ruth Chu-Lien Chao, Counseling Psychology Program and Quantitative
Research Methods Program, Morgridge College of Education, University of Denver; Kathy E. Green, Quantitative Research Methods Program, Morgridge College of Education, University of Denver.
This study was supported by two research grants, the Promoting Psy- chological Research and Training on Health Disparities Issues at Ethnic Minority Serving Institutions (ProDIGS) of the American Psychological Association/Science Directorate and the Division 17 Counseling Psychol- ogy Fund of the American Psychological Foundation, awarded to Ruth Chu-Lien Chao.
Correspondence concerning this article should be addressed to Ruth Chu-Lien Chao, Counseling Psychology Program, University of Denver, 1999 East Evans Avenue, Denver, CO 80208. E-mail: cchao3@du.edu
Psychological Assessment © 2011 American Psychological Association 2011, Vol. 23, No. 4, 876–887 1040-3590/11/$12.00 DOI: 10.1037/a0023710
876
Milestone Two: Quality, Process, and Location Analysis
QSO 300 Final Project Milestone Two Guidelines and Rubric
Overview: For the second milestone of your final project, you will submit a quality, process, and location analysis case study analysis that will address the
typical problems that operations managers face. This case study analysis will be incorporated into the final summative analysis. This milestone is due in Module
Four.
Prompt: Refer to the Nissan case study, your own independent research, and the course materials to answer the following items. Specifically, the following
critical elements must be addressed:
I. Theories and Techniques
A. Explain the five steps of the theory of constraints (TOC) process. To what processes might the company in the case study apply TOC? Why would
applying TOC to these processes be advantageous?
B. Describe how total quality management (TQM) principles and tools can be used to improve quality in the latest line of products in the context of
the case study.
II. Data Analysis
A. Draw a cause-and-effect diagram that assesses why some of the company’s supply chain partners might have struggled to implement some of the
company’s newly developed materials. Summarize your findings from the diagram.
B. Draw a hypothetical process (time-function) map for producing a recently released (within the past two years) product manufactured by the
company. As an operations manager, how will you use the value map? Be sure to include your process map within your case study analysis.
C. Considering the data and options below, determine where the company should locate its new manufacturing plant. Explain why this would be
the favorable location.
Factor Weight Mexico City Columbia, SC
Political Risk .25 70 80
Transportation Costs .20 40 90
Labor Productivity .20 85 75
Rental Costs .15 90 55
Labor Costs .10 80 50
Taxes .10 90 50
Guidelines for Submission: The format for this assignment will be a Word document using a business writing format of your choice. There is no minimum page
length requirement, but the submission should be double spaced, and no more than four pages in total. Copy and paste any data analysis from Excel into your
Word document for submission. You may include your original Excel documents as supplementary material if you believe this will strengthen your contribution.
Rubric
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Theories and
Techniques:
Theory of
Constraints
Correctly explains the five steps
of TOC and explains why it would
be advantageous to apply TOC to
specific processes in the case
study
Correctly explains the five steps
of TOC but does not explain why
it would be advantageous to
apply TOC to specific processes in
the case study
Does not explain the five steps
of TOC or explanation is
incorrect
18
Theories and
Techniques:
Total Quality
Management
Describes how TQM can be used
to improve quality in the context
of the case study
Describes how TQM can be used
to improve quality but does not
provide context in the case study
Does not describe how TQM
can be used to improve quality
18
Data Analysis:
Diagram
Properly draws a cause and effect
diagram assessing the struggle to
implement newly developed
materials and summarizes
findings
Properly draws a cause and effect
diagram assessing the struggle to
implement newly developed
materials but does not
summarize findings
Does not properly draw a cause
and effect diagram
18
Data Analysis:
Process Map
Accurately draws and includes a
process map for product and
thoroughly describes how it
would be used by an OM
manager
Draws and includes a process
map for product, but drawing is
inaccurate, and description of
how it would be used by OM
manager is either not thorough
or missing
Does not draw and include a
process map for a product
18
Data Analysis:
Data
Correctly determines where the
new plant should be located and
explains why this is a favorable
location
Correctly determines where the
new plant should be located but
does not explain why this is a
favorable location
Does not correctly determine
where the new plant should be
located
18
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
10
Total 100%
Telling The Story
Details: Hector is a 35-year-old Hispanic male. Hector was seriously injured in an auto accident 5 months ago. He spent 4 months in the hospital. One leg and hip suffered permanent damage. He will probably always need a cane and walk with a limp. He also has limited mobility in his right arm and shoulder and cannot lift anything heavy. Hector grew up in a family with a construction business. He has been working in construction since high school. Social work at the rehab hospital referred Hector to counseling because he is not adjusting well to his injuries. He is very depressed and angry because he cannot continue to work in his chosen occupation. Hector says, “What use am I now? I am the man in the family. I should be strong. I need to support the family. I don’t want my wife to work. I don’t know what I am going to do to make a living.” Hector still experiences severe pain in his shoulder and his leg. He spends a lot of time watching TV and drinking. At this point, he is not looking for work. His family has reached out to him but he avoids interaction with his siblings and his parents because they remind him of what he no longer can do. He feels shame when he is around family members because of his disability. His relationship with his wife is tense because he is often angry and withdrawn. You are meeting with Hector for the first time and want to get the story. As we meet with a new client we develop some hypotheses to explore, as well as listening to what the client says about himself.
Write a 750-1,000-word paper addressing the following:
1.What are some of primary issues that Hector is addressing?
2.What are some of Hector’s feelings?
3.What are Hector’s behaviors and how are these impacting his adjustment? 4.How might Hector’s cultural heritage be impacting his adjustment to his injury? 5.What are some beliefs that may be impacting Hector’s adjustment?
6.How might Hector’s family background be impacting his adjustment?
7.What might be some issues that will need to be addressed in counseling?
8.What are the stages of change the counselor will help Hector through? Provide a brief definition of each stage.
9.What steps can a counselor take to help Hector explore his problems?
10.Consider the following counselor skills: eye contact, closed and open-ended questions, paraphrasing and summarizing, reflection, body language, tone, listening, empathy, genuineness, unconditional positive regard, interpretation, tracking, reflecting emotion, active presence, structuring sessions, encouragement, questioning and clarifying, counselor self-awareness, tolerating intensity, validating, challenging, multicultural awareness/acceptance, probing and questioning, posture.
Pick one skill and discuss how a counselor should use this in their sessions with Hector.
Include at three scholarly references in your paper. At least two resources should identify issues that need to be addressed when you are working with someone who is being rehabilitated from a serious injury. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Quantitative Research: Experimental Research
Quantitative Research: Experimental Research
Using the experimental or quasi-experimental study you selected in this unit’s studies, in the Library Search section, complete the following:
- Determine whether the study is experimental or quasi-experimental; describe how you know.
- Describe the variables, both independent and dependent, used in the research.
- Describe the treatment conditions of the experimental group. If quasi-experimental, describe the different groups or conditions that were compared.
- Describe the specific type of research design that was used and discuss why it is considered experimental or quasi-experimental.
- Evaluate the scientific merit of the selected design. How might you have designed this study differently? Evaluate how well the experimental approach and design helped the researcher answer the research questions.
- List the persistent link for the article in your response. Refer to the Persistent Links and DOIs guide, linked in Resources, to learn how to locate this information in the library databases.
- Cite all sources in APA style and provide an APA-formatted reference list at the end of your post. please add on the persistent link with the ref=http://library.capella.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=21461438&site=ehost-live&scope=site