Annotated Bibliography and a Critical Summary This assignment will consist of a collection of work submitted to the e-submission system according to the deadlines indicated below:
Annotated Bibliography and a Critical Summary
1. Annotated bibliography with critical discussion:
You will be provided with four articles or chapters related to your discipline. For the task, you will produce a critical summary 200 words (+/- 5%) for
each. Simply put, this means that you should demonstrate a comprehensive understanding of the work itself, but where appropriate consider the following:
a. how the work fits within the context of other published works on the same topic
b. the author’s position on the topic (note things like bias/expertise/lack of experience)
c. the originality of the work (if it is a new theory, for example, or if it builds on previous work or studies on the same topic)
d. any strengths or weaknesses of the argument or study
Annotated Bibliography on Culture and Parenting. Present a critical annotated bibliography on this topic “Culture and Parenting.” This means an organized list of sources – journal articles relevant to the
topic.
Annotated Bibliography on Culture and Parenting
The list should contain bibliographic details, as well as an evaluative annotation for each source. This means a descriptive and critical comment
about each source, in terms of its scope, content and an evaluation of its usefulness or relevance for your teaching package. Each annotation should be no
more than 150 words.
Your bibliography should be comprehensive (at least 13-15 sources) and the majority of the sources should be journal articles. Bibliographic details should
be presented according to the 6th edition of the Publication Manual of the APA (2010). Undergraduate texts are not appropriate sources at this level. The
list should be in alphabetical order.
Annotated Bibliography in Assessment Strategies Paper Resource
Resource: Annotated Bibliography Example
Search the Internet and the University Library for articles that address assessment or evaluation methods and tools for each of the settings below:
•On an individual level
Annotated Bibliography in Assessment Strategies Paper
•In a group activity
•In health care community or workplace
•In a classroom setting
•Distance learning environment
Complete an annotated bibliography with 7 to 10 references to be used in the Assessment Strategies Paper and Presentation due in Week Six.
Format the references consistent with APA guidelines.
PLEASE BASE THE ABOVE ANNOTATED BIBLIOGRAPHY ON THE FOLLOWING ASSIGNMENT
WEEK 6 ASSIGNMENT
Imagine that you are conducting a hybrid course where part of the orientation is synchronous and the rest of the time the students participate in an asynchronous environment. The outcomes for your course program include:
•Participants must be able to identify the various types of work-related harassment and the consequences of such actions.
•Participants must be able to relate the need to maintain confidentiality of patient information and proprietary organizational information to work-related situations.
Enrolled in your course are five diverse students with varying learning styles, health care experience, and ethnic and cultural backgrounds. The students are employees at various health care organizations.
Annotated Bibliography in Assessment Strategies Paper Students
Your students are:
•Maria Sanchez: Maria is fluent in both Spanish and English and has prior health care work experience.
•Olga Bartold: Olga is 50 years old and new to the United States. Having come from Germany, she has limited English proficiency and is fluent in German. Olga does not have any experience working in a health care environment.
•Dr. Ranzin: Dr. Ranzin is from India and speaks fluent English and has several years of experience working in a health care environment.
•Joe Antone: Joe is a member of the Navajo Community. This is Joe’s first experience working in a health care environment.
•Martha Scott: Martha is from the Midwest and has several years of experience working in a health care environment.
Compare and contrast the various assessment methods used for this type of course now that you have met your students.
Identify the method you think will be the most effective to respond to this situation based on your analysis. Explain why you think this. What alternate assessments can you use to evaluate student learning
Annotated Bibliography in Assessment Strategies Paper Sample Answer
Annotated Bibliography
Summary
An assessment is an important tool that is used in the education process, and most particularly in educational institutions. The most visible approach of assessment is the summative method that is used to measure what students have gained within a specific semester. The main aim of an assessment is to promote the levels of knowledge on students in order to ensure they have met the required standards in the process of earning the required qualification within a course. They can be used to also asses if a student is worth entering a particular occupation or in selecting students for entry into another level of education. This annotated bibliography therefore seeks to assess students after an outcome of a program.
Mann, K. V. (2010). Self-Assessment: The Complex Process of Determining “How We Are Doing”-A Perspective from Medical Education. Academy Of Management Learning & Education, 9(2), 305-313.
Self-assessment is the capacity or ability to recognize an individual’s strengths and weaknesses as related in the context of work and education. In this, students within the health fraternity have the opportunity of addressing the challenges they encounter in the event that the goals of an individual are not achieved. Assessments in learning can take different forms that can allow an individual to reflect on information on their own progress and to understand themselves better.
In relation to this, such a student takes the opportunity of creating goals, making plans and choices in order to achieve the requirements of a course. There are elements that can enable an individual to assess his efforts towards learning. The Metacognition explains an assessment strategy that focuses on metacognition and encourages a student to think about an individualized learning preference that enables them to transfer a new understanding and skills
Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure? Academy Of Management Learning & Education, 9(2), 169-191.
The author of this material points out that in order to remain competitive in the work environment today, organizations must have a workforce that maintains the current knowledge. According to the author, workplace education and training are essential in addressing this need. With this in mind, an efficient manner in which knowledge is assessed is in the use of self-report approach. Through this, an organization through an estimate is able to determine the depth of knowledge acquired during the trainings.
Anderson, J. A. (2001). Developing a learning/teaching style assessment model for diverse populations. In Linda Suskie (Ed.), Assessment to promote deep learning: Insight from AAHE’s 2000 and 1999 Assessment Conferences. Washington: American Association for Higher Education.
Group work has a great deal of benefits for both students and workers. From the authors view, group work has the capacity to promote a variety of skills that can be transferred from one individual to another depending on how work is assessed, and can enhance a learning process. Group work also offers the benefits of an interactive learning process that is culpable for the transfer of oral, negotiation, and interpersonal skills. There are many assessment methods that can be deployed in assessing a group work. These methods can be used as a combination or on individually in order to assess the needed to generate a group’s performance. These methods include;
Annotated Bibliography in Assessment Strategies Paper Group Reports or Assignments
This remains one of the effective ways of assessing a group. Individuals within a group setup are marked based on the work submitted by the group. This reduces the amount of time that a tutor spends in marking a student’s individual work therefore making it easier for the tutor to assess the entire group as a whole. As a formative assessment method, students are encouraged to work harder within the group setting.
Observation and Interview;
This approach of assessment depends entirely on the particular type of activity such as a laboratory experiment, in which groups are assessed upon the work done. The tutor observes how the students work collaboratively and share activities and uses this to assess the students.
Group presentations;
This is another widely accepted method of assessment in which students engage in oral presentations. This enables the students to develop some presentation skills alongside other knowledge. The group chooses one member to present the findings and the tutor uses this to assess the effectiveness of the group.
Pennel, C. L., McLeroy, K. R., Burdine, J. N., & Matarrita-Cascant, D. (2015). Nonprofit Hospitals’ Approach to Community Health Assessment. American Journal of Public Health, 105(3), e103-e113.
The author of this material bases his thoughts on workplace assessments and reasons that this process involves the learning of the various structures and employees actions within a health facility. The health of employees is therefore in this case determined by interactions between individuals within the community and their cultural, social, and physical environments that are influenced in many forms.
According to the author, it is important to assess the state of the community and health facilities to ensure that the needs are met and the health standards are at par with the regulations. Using multiple sources of data proves to be an important factor in picturing the determinants of health that needs to be assessed with the community.
Heverly, M., & Fitt, D. X. (2004). Classroom assessment of student competencies. Assessment & Evaluation in Higher Education, 19(3), 215.
The primary reasons for a classroom assessment according to the authors of this material is in providing an alternative approach that would enhance competency and that are in tandem with the academic regulations within a classroom. An assessment within the classroom enables a faculty to understand the impact of their teaching approaches on students and the mastery of the requirements of a course.
Through this, the teachers are able to improve the quality of education within a classroom. In order to effectively carry out such an assessment, it is important the class instructor determine the milestones reached by the students in the course required covering. Through tests and the completion of course project, a teacher is able to understand if the objectives of the course are met. This remains the effective way of assessing a classroom.
Pennsylvania State University (2002). An emerging set of guiding principles and practices for the design and development of distance education. Pennsylvania State University. Retrieved March 3, 2002, from http://www.outreach.psu.edu/DE/IDE/
In making the assessment of a distance learning environment, it is significant to use technologies in comparing this approach of learning to the traditional learning environment. The most essential thing that is emphasized on this material is the fact that the learner’s achievements should remain the focal point of this assessment. In as much as technology can be used to facilitate the assessment process, it is significant that appropriate approaches are chosen that would meet the requirements for an assessment. In assessing a distance learning environment, it is significant that the subjects of this assessment have a method of providing their feedbacks regarding the designs of the instructional materials offered to them. The author of this material sums up by asserting that there are social media platforms that can hasten this process.
This material through its author asserts that the recommended distance learning assessment tool involves the use of an online discussion. The author suggests that an online discussion has the capacity to promote communication that can support in the assessment process. The interactions carried online can provide much detail that may help instructors in making formative assessments.
Comparison and Contrast of the Assessment Method
In this instance, as an instructor to a hybrid course, it is essential for me to consider the students who typically have no experience working in a health care facility by incorporating them into groups in order to learn the different skills needed during the study period. Olga and Joe would be incorporated in one group with Dr, Ranzin, Maria and Martha so that they are in position to learn from the other students. Individuals within a group setup are marked based on the work submitted by the group and this enables the students to learn effectively.
It is also important to consider the fact that since Olga is not proficient and fluent in English, incorporating her in a group would be disadvantageous to her. It is therefore essential that she be assessed individually. The self-assessment approach would be effective since she will be in position to recognize her individual’s strengths and weaknesses as related in the context of the course and make improvements on these areas. Since some of the students lack the relevant experience working in a health environment, the most effective assessment approach that will suit them and grow their knowledge on this course would be the group assessment method. This is important to consider since within the groups setting, they will be in position to acquire the knowledge they would not acquire on an individual or a class setting. Another method of assessment includes the peer assessment method.
Annotated Bibliography Data Interpretation Order Instructions: Data Interpretation Select a pair of articles on an identical topic from your Annotated Bibliography. This pair can be comprised of (a) one article to represent a research approach and another to represent another approach (e.g., one quantitative and one qualitative) or (b) one scholarly, research-based study and one practitioner article.
Annotated Bibliography Data Interpretation
Note: If you do not have two suitable articles in your Annotated Bibliography, you may find two suitable articles on a similar topic from the Walden Library.
Analyze the articles and compare them in terms of the following questions:
•What comprises the data presented in each article?
•How are the data presented and interpreted?
Are the data summarized only, or does the article include appendices or tables that present the data for the reader’s own interpretation?
•Are there other ways that the data could be interpreted?
•Are there other variables or factors that appear to have been excluded from consideration?
•Is the argumentation sound and convincing?
•Does each article include limitations of the study or approach?
•Does each put the findings into a larger context in terms of current and future research?
•Are the implications of the article presented in terms of research, practice, or both?
*****Post your initial response , Aside from the statement itself, be sure to include at least two questions that will elicit comments and suggestions from your colleagues.
Here is an example given by the professor on the format / requirement of the assignment:
Class
You will compare the two articles using the questions in the assignment to guide your comparisons.
What many Learners do incorrectly is write about article 1 in paragraph 1 and article 2 in paragraph two. A compare and contrast style requires you to write about both articles in the same paragraph while addressing a specific topic.
An example, using some of the questions you must address from above – you are asked by your assignment to compare and contrast two articles while addressing What comprises the data presented in each article, How are the data presented and interpreted, and Are the data summarized only, or does the article include appendices or tables that present the data for the reader’s own interpretation.
In paragraph 1, you will present a comparison of what articles 1 and 2 indicate — What comprises the data presented in each article? (i.e., do the articles agree or disagree).
In paragraph 2, you will present a comparison of what articles 1 and 2 indicate — How are the data presented and interpreted? (i.e., do the articles agree or disagree).
In paragraph 3, you will present a comparison of what articles 1 and 2 indicate — Are the data summarized only, or does the article include appendices or tables that present the data for the reader’s own interpretation? (i.e., do the articles agree or disagree).
And so on per the questions in the assignment.
Hopefully this helps. 🙂
Please follow information/ instruction that was given
Annotated Bibliography Data Interpretation Sample Answer
Qualitative Methods for DBA Research
A quantitative research is a research that is based on the demonstration of statistical information. This research methodology entails statistical analysis, and one tests hypothesis or draws a conclusion from the numerical evidence. Quantitative researches are exploratory in nature; that is they aim at answering the ‘how’ and ‘why’ question. This research methodology entails gathering a great deal of information via organizations or through small numbers of people. Qualitative methods are commonly used when one is required to explore a complex issue in depth, to determine people’s attitude and behavior when faced with a certain situation. Information obtained from quantitative research is used to build theories that can later be further examined using quantitative methods. Research designs involve organizing research activities, such as data collection, to attain the predefined research aims. In qualitative research the key research design are; verification vs. falsification, testing theories vs. generating theories, research is independent vs. research is involved, experimental design vs. fieldwork methods, and large samples vs. small numbers (Flick 99).
The most common qualitative methods are the focus group, participant observation, and in-depth interviews. The method to be used depends on the specific type of data, that is, different methods are suitable for collecting different types of data. Focus group method involves a discussion among a group of individuals, which is led by a moderator. The group of individuals share life circumstances, habit or need related to the research topic. This method is effective in drawing out data on the cultural norms of a group and in bringing out comprehensive analysis of concerns to the cultural subgroups or groups represented. Historically focus group was conducted in person (face-to-face), but due to the technological development, they can be carried out remotely through video conferencing, by teleconferencing, or through internet using desktop video conferencing, online bulletin boards, text chat, online collaboration tools, or various forms of web/teleconferencing. Focus group discussion involve between two to ten respondents (Liamputtong 114).
In-depth interview (IDI, one-on-one) is an interview with one respondent. How long the interview lasts, depends on the context and the subject matter. This method is suitable for collecting data on individual’s experience, perspectives, and personal histories, especially when carrying out research on sensitive topics. In-depth interviews (IDI) may be carried out by phone or in person at a research facility, a public location or the respondent’s workplace or home (Flick 92).
Participant observation is a type of data collection method; it involves obtaining an intimate and close understanding with a given group of people (a particular community or subcultural group) and their practices. This is achieved by getting involve with the people in-depth in their cultural environment, generally over a long period of time. This method is suitable for collecting data on spontaneously occurring behaviors in their usual context (Liamputtong 121).
It is advantageous to use qualitative research in DBA research, this is because in qualitative methods the use of probing and open-end questions allows the respondent to answer using the own words, instead of limiting them to choose from fixed choices as in quantitative methods. Open-end questions tend to conjure responses that are; explanatory and rich in nature, unpredictable by the researcher, and culturally and meaningful conspicuous to the participant. In qualitative research, the qualitative methods allow the researcher the adaptability to investigate initial participant feedbacks, that is, to ask how or why (Maxwell 101).
Annotated Bibliography Data Interpretation References
Joseph A. Maxwell. Qualitative Research Design: An Interactive Approach: An Interactive Approach. United States: SAGE Publications, 2012.
Uwe Flick. An Introduction to Qualitative Research. United States: SAGE, 2009.
Pranee Liamputtong. Qualitative Research Methods. United Kingdom: Oxford University Press, 2009.
It is important to take note of the community health promotion proposal which is (Obesity in Washington DC). and a minimum of 3 pages is require and you must follow proper guidelines for written an annotated bibliography .
This assignment gives you the skills and knowledge to begin collecting credible information needed for future assignments and experience with APA citation by creating your own annotated bibliography.
Annotations vary, and for this assignment, your annotations should provide a(n):
Summary of the book, article, white paper, web-site, or other resource
Evaluation of resource
Application to your community health proposal (Obesity in Washington DC).
Assignment Requirements
1. Annotate TEN sources.
a. at least five sources must be scholarly (peer-reviewed, evidence-based)
b. Three articles from professional and credible websites (i.e. NIH, CDC, etc.)
c. remaining two sources is your personal choice, although they must be credible
2. The articles should support your community health promotion proposal (Obesity in Washington DC).
SAMPLE ANSWER
Annotated Bibliography
Introduction
The following exercise entails the annotation or brief description of literature sources that discuss obesity in Washington DC. Majority of these sources are from peer-reviewed journals while others are from the websites of healthcare-oriented organizations’ websites.
Young, L. R., & Nestle, M. (2002). The contribution of expanding portion sizes to the US obesity epidemic. American journal of public health, 92(2), 246-249.
This article discusses the connection that exists between portion sizes of commercial food outlets and the rise in cases of obesity and overweight in the country. The gradual increase in the quantity of food provided in the market began in the 1970s and this went on until the level recommended by the Federal government was increased. The authors further propose that eating out needs to be prioritized as a sensitization area in the event of any community based intervention strategies.
Davidson, M. H., Hauptman, J., DiGirolamo, M., Foreyt, J. P., Halsted, C. H., Heber, D., … & Heymsfield, S. B. (1999). Weight control and risk factor reduction in obese subjects treated for 2 years with orlistat: a randomized controlled trial. Jama, 281(3), 235-242.
The article is based on the scientific fact of excess weight and or obesity being a risk factor for many cardio vascular conditions. What was established from the study conducted was that the weight-related risk factors for these health conditions could be reduced and even eliminated through weight loss.
This is a document that Graphically illustrates the different dynamics of Childhood Obesity across the United States of America. With regard to Washington DC, the document indicates a drop in the prevalence rates from what they were in 2003. The document also states that Washington DC ranked as number 43 in terms of overall prevalence of childhood obesity. With regard to low income children who reside in Washington DC aged above two years but under five years, 24% of this group were considered to be obese.
Gillum, R. F. (1987). The association of body fat distribution with hypertension, hypertensive heart disease, coronary heart disease, diabetes and cardiovascular risk factors in men and women aged 18–79 years. Journal of chronic diseases, 40(5), 421-428.
This article was not exclusively focused on Washington DC. The status of this city as a cosmopolitan area however made its statistics on obesity useful for purposes on this study. It was established that across the age groups, symptoms of obesity and other cardiovascular diseases were affected by ethnicity and gender with African Americans having a higher propensity to these illnesses when compared to whites. The key symptom that was used as a parameter was high blood pressure since it is manifested in most if not all of these illnesses.
This article published online discusses the participation of the first lady, Michelle Obama and how this initiative being run from her office needs to be guided by the Obesity report that reveals the areas that need urgent attention as well as the neighborhoods where the condition is generally better managed.
Drewnowski, A., & Specter, S. E. (2004). Poverty and obesity: the role of energy density and energy costs. The American journal of clinical nutrition, 79(1), 6-16.
This article was derived from the results of a study that was conducted to investigate the relationship between levels of wealth and the control of obesity. The hypothesis that was in application during the study was that higher rates of obesity were generally being reported in populations whose members had lower education and higher poverty. This led to a disparity in healthcare between the rich and the poor. The study established that the rise in incidences of obesity resulted from an increase in people whose disposable income only allowed them to spend less and less on quality food, instead buying more of high fat, high sugar foods.
This webpage summarizes the statistics on obesity and how the three main age groups are affected by it. These age groups are adults aged 18 and above, adolescents who are in between the grades 9 through to 12 and also Children. The statistics for overweight and obesity indicate that this problem increases gradually with age and of the two, obesity sharply increases between adolescence and adulthood.
The material presented in this webpage discusses childhood obesity with an emphasis on strategies that can be used to prevent it. The main strategy of providing dietary advice to the young as well as their parents is also explained. This is followed by the listing and brief description of the different initiatives that this office has kick- started.
McCann, B. A., & Ewing, R. (2003). Measuring the health effects of sprawl: A national analysis of physical activity, obesity and chronic disease.
This is an article that was published following a research study that sought to find out if there was a difference in the state of health of people who lived in urban areas and those who lived in sprawls at the time of the interview. The study too into account the amount of walking people from the respective groups undertook. It was established from this study that those who lived in sprawls generally had worse health records based on their weight and blood pressure. They had more weight and higher blood pressure. The study also found that those in urban areas walked more than those who lived in the sprawls. This was mainly due to the fact that they did less walking in general. Urban dwellers walked for exercise, to work as well as for daily errands. The study however found no correlation between these living conditions and diabetes and this was then hypothesized to be the because of the influence of heredity.
Since the National Institute of Health has been researching on obesity for several years, it remains with an important cache of literature in the form of research studies, articles and also meetings by experts in this condition. This page contains links to the findings and discussions of these sources of information on obesity.
We can write this or a similar paper for you! Simply fill the order form!
