RUA: Analyzing Published Research Guidelines

Purpose

The purpose of this paper is to interpret the two articles identified as most important to the group topic.

Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8)

CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 200 points

Preparing the assignment

1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
2. Please make sure you do not duplicate articles within your group.
3. The paper will include the following:
   1. Clinical Question (30 points/15%)
      1. Describe the problem: What is the focus of your group’s work?
      1. Significance of problem: What health outcomes result from your problem? Or what statistics document this is a problem? You may find support on websites for government or professional organizations.
      1. Purpose of the paper: What will your paper do or describe?

***Please note that although most of these questions are the same as you addressed in paper 1, the purpose of this paper is different. You can use your paper 1 for items 1 & 2 above, including any faculty suggestions for improvement provided as feedback.

• Use Evidence Matrix Table Template: Data Summary – (60 points/30%)

Categorize items in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.

1. References (recent publication within the last 5 years)
   1. Purpose/Hypothesis/Study Question(s)
   1. Variables: Independent (I) and Dependent (D)
   1. Study Design
   1. Sample Size and Selection
   1. Data Collection Methods
   1. Major Findings (Evidence)
   1. Description of Findings (60 points/30%)

Describe the data in the Evidence Matrix Table, including proper intext citations and reference list entries for each article.

1. Compare and contrast variables within each study.
   1. What are the study design and procedures used in each study; qualitative, quantitative, or mixed method study, levels of confidence in each study, etc.?
   1. Participant demographics and information.
   1. Instruments used, including reliability and validity.
   1. How do the research findings provide evidence to support your clinical problem, or what further evidence is needed to answer your question?
   1. Next steps: Identify two questions that can help guide the group’s work.
   1. Conclusion (20 points/10%)

Review major findings in a summary paragraph.

1. Evidence to address your clinical problem.
   1. Make a connection back to all the included sections.
   1. Wrap up the assignment and give the reader something to think about.
   1. Format (30 points/15%)
      1. Correct grammar and spelling
      1. Include a title and reference page
      1. Use of headings for each section:
         1. Problem
         1. Synthesis of the Literature
            1. Variables
            1. Methods
            1. Participants
            1. Instruments
            1. Implications for Future Work
      1. Conclusion
      1. Adheres to current APA formatting and guidelines
      1. Include at least two (2) scholarly, current (within 5 years) primary sources other than the textbook
      1. 3-4 pages in length, excluding appendices, title, and reference pages

For writing assistance, visit the Writing Center.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned.

2

Grading Rubric Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Appendix A

EVIDENCE MATRIX TABLE

This is a follow on to section 1 that Thomas helped with. We talked about artificial intelligence as a disruptor in the CardSpace and how AMEX can and should introduce AI integration to boost customer relations. Section 2 is a pitch for a new innovation/service. If we can continue on creating an “innovation” that involves AI into billing and customer relations that would be great. 2-3 full pages and then the attached Business Model Canvas. He did say to ensure we are including financials for seed funding requirements etc.

The second section is an investment pitch for an innovation that utilizes your selected “disruptor,” and a detailed request for funding. You should include:
Explanation of the innovation
Explanation of why it’s both important and disruptive
Explanation of the key resources needed for success
Completed Business Model Canvas
Estimate of seed funding required
Anticipated reactions by current industry participants
Your best guess on what will eventually disrupt your venture

This is strictly a power point for the venture pitch – slides and supporting notes/comments for each slide.

The second section is an investment pitch for an innovation that utilizes your selected “disruptor,” and a detailed request for funding. You should include:

Explanation of the innovation
Explanation of why it’s both important and disruptive
Explanation of the key resources needed for success
Completed Business Model Canvas
Estimate of seed funding required
Anticipated reactions by current industry participants
Your best guess on what will eventually disrupt your venture

Tells us about your industry segment, including competitors and recent examples of sustaining innovations firms have adopted
The Potential Disrupter: Tell us what innovation is likely to disrupt the industry, as well as how you’d like to build a business around it. Help us understand both the threat and the opportunity
Tell us the story of the venture. **Don’t worry if you can’t get perfect numbers for market size, cost, etc. This is about creating a venture that will help your firm stay relevant as the industry changes, not budgeting.

 Submitted separately, one per learner on Brightspace
 Up to 750 words
 Weighted 10% Module 2
Individual
Personal
Reflection
Up to five hundred
words
Using the Gibbs Cycle reflect on individual learning over the course of the year
focussing on how you may have changed and what this will mean for the future.
Description: This element requires a factual description of the experience on the
course.
Feelings: Questions like, what did you feel before the experience, after the
experience and what do you feel about the experience now? Was there an aspect
that you found challenging? Did it motivate you and in what way?
Evaluation: Objectively evaluate the experience. What went well? What did not?
What were the negatives and the positives of the experience?
Analysis: What sense can you make of the experience? What elements of the
learning are meaningful to you?
What have you learnt: Consider what you learned from the situation. How can you
apply the learning to practice? How did you improve what is not working? How does
this reflective process inform your perspective?
Actions: What skills and actions will help you cope team working in the future? Any
training, skill, or habit that can equip you to be a more effective in this regard?
.
Describe
what it was
about
How do you
feel?
Analyse Evaluate
What have
you learnt?
What
Actions will
you take?
Learning Outcomes
On completion of the two modules of the programme, you will be able to:

1. Critique the components of effective leadership for quality improvement in their own clinical
   practice
2. Apply improvement methodologies and tools to a quality improvement project
3. Implement a systems approach to quality in healthcare, including/covering/exploring the
   domains of safety, effectiveness, timeliness, person centeredness, efficiency, and equity
4. Reflect on the theories of patient safety and evaluate opportunities for improvement or
   implementation within their clinical practice
5. Reflect on the concepts and models of person-centred care and consider how patient and
   family engagement can be a driver for quality in their clinical practice
6. Generate a project report and evaluate the use of improvement science methods, including
   measurement tools, to influence and support implementation
   When you complete the programme, you will join our vibrant network of Quality Improvement
   graduates, who regularly collaborate with the wider quality improvement movement in Ireland and
   internationally to share knowledge, insights and experiences – all in the best interests of patients
   and quality of care.

Write 3500-4000 words, double-spaced research paper comparing and contrasting the work of two photographers mentioned in this course. They may work within the same tradition of opposing traditions. They may be contemporaries or have lived centuries apart. The most important decision is to choose artists whose work you have admired. Your paper should concentrate on their work, not on their biographies. Your paper should address but not be limited to the following:

What involvement did they use and why?

How did the technology of their time influence their art?

How did they use the elements of photographic language?

What was the true subject of their work? Expression? Making a political statement? Documenting the appearance of something?

 Be sure to examine their work in great depth. Include examples for each component of your paper. Caption your example by author, title, date, and the process used, and list your example in your works cited notation.

The two photographer chosen are.

Martin Munkacsi

Munkácsi (1896–1963) was one of the most prolific European photojournalists in the 1920s and ’30s, freelancing for a variety of German newspapers but mainly for the most prestigious one, BIZ, the German predecessor to and inspiration for LIFE. 

BIZ sent Munkácsi on assignments not only around Berlin but also in Africa, South America, and throughout Europe. Munkácsi’s style was undeniably modern: He often combined unusual vantage points and fast shutter speeds to freeze action at the height of expressive gesture.

In 1934, the publisher of BIZ was pressured to fire all Jewish employees and replace them with Nazi party members. Munkácsi, a Jew, quickly left Germany for New York. “If Berlin tasted of the future, the taste of Berlin was cruelly mistaken,” Munkácsi said. “There was little future left. Life would not leave art alone.”

In the United States, he immediately found work not in journalism but in fashion photography. Carmel Snow, the editor for Harper’s Bazaar, had seen Munkácsi’s work in the German newspaper Die Dame and was looking for a fresh look to her magazine. She was stunned to hear from a Hungarian friend that Munkácsi would be arriving in New York in two days. Munkácsi, who had never worked in fashion before, was immediately hired by Snow to photograph a bathing suit feature. He didn’t change styles; the way he photographed journalism was the way he photographed fashion.

This was radical. To appreciate the freshness of Munkácsi’s vision, it’s best to look at the prevailing fashion photography of the time: shot in-studio, carefully lit, carefully posed, carefully constructed. At the Academy of Art, we call this a constructed reality artistic involvement.

Constructed reality artistic involvement: an image where the scene is primarily created by the photographer or under the photographer’s direction. This construction can be of the physical scene itself or can be visually created through capture or post-capture manipulation or processing.

In contrast, compare the influence of photojournalism on Munkácsi’s fashion work in the following images. They use a different artistic involvement, which at the Academy, we call directed reality artistic involvement.

Directed reality artistic involvement: an image where the photographer’s input works in tandem with what already exists in the scene.

Today we take this approach for granted, but back in the 1930s, it was shocking. The editors of Aperture magazine, in a 1992 retrospective on Munkácsi, wrote: “So pervasive is Munkácsi’s influence that it is easy to forget that he was the first in fashion photography to move models out of the studio and to depict them swimming, running, diving, striding, dancing, floating, leaping.”

Edward S. Curtis

One of the most celebrated ethnographical projects from this time was by Seattle photographer Edward S. Curtis (1868–1952). Curtis thought that Native Americans were “a vanishing race” and sought to record their peoples and their customs for posterity.

From 1901 to 1930, Curtis embarked on an epic photographic project to photograph 80 Native American tribes west of the Mississippi River. The results were published in 1930 with The North American Indian, a 20-volume collection of 2,200 photographs edited down from the 40,000 exposures he made.

As much as historians admire Curtis’s motives, his work is problematic as a scientific body of work. He didn’t photograph the Native American tribes as he found them—as a true documentarian would—but in a romantic way to emphasize their exoticism.

For example, by the early 20th century, many Native Americans had assimilated to the point where they were wearing or significantly incorporating European-style clothing. Curtis had them replace these with a collection of wigs and props that he brought with him. It was not uncommon for him to dress one tribe in the vestments of another. Imagine doing this with Europeans: it would be like posing a German in Scottish kilt.

Aesthetically, he also inserted his subjective identity into the photographs, using soft focus, dramatic lighting, and print manipulation to coax more emotion from the images.

Although he intended to document a culture, his work seems to stray into constructed artistic involvement. At a time when there were no standards for ethnographic documentation, the line between objectivity and subjectivity was easily blurred.

Week Topic/Activity/Assignment
Week 11 “The Hostage” and “Do Migrants Dream of Blue Barrels?” + “Crying in H
Mart”
Read: Cristina Rivera Garza, “The Hostage” & Raquel Gutiérrez, “Do Migrants
Dream of Blue Barrels?” (Links to texts posted below and under Week 10) +
“Crying in H Mart” by Michelle Zauner (.PDF posted under Week 11).
Bb Collaborate Meeting: “The Hostage” and “Do Migrants Dream of Blue
Barrels?” + “Crying in H Mart” on Tuesday, 8/2, & Thursday, 8/4, from 4:30 –
6:00 PM via BlackBoard Collaborate.
Write: Reading Exercise #5 Assignment (due for all students by 8/5/22 at
5:00 PM. All written assignments should be typed using standard
formatting and contain a header with your name, name of class, and
assigment name. All written assignments should be submitted as either .pdf
or Word attachments sent to my CDU email address… Please do not try to
submit assignments via Bb.)…
Reading Exercise #5. (500 words)
For Reading Exercise #5, please select one or more passages from Rivera Garza,
Gutiérrez, and Zauner that are particularly important to you as a reader and write
a paragraph or two explaining why. Alternatively, in a paragraph or two
describe a link, a contrast, or a way you think the texts from Rivera Garza
Gutiérrez and Zauner are in conversation with one another.
Present: In-class Discussion Assignment #3, Group #1 & #2* (Group #1
students should be prepared to share their Reading Exercise #5 assignment
during class on 8/2/2022 and Group #2 students should be prepared to share
their Reading Exercise #5 assignment on 8/4/2022).
Discussion Board: No new discussion this week. Reminder the Discussion
Board #5 assignment is open and active until Monday, 8/1, at 11:59 PM.
…
*Group #1à To present RE#5 on 8/2/22 à
Ochoa, Blanca
Pena, Jaime
Pico, Brigitte
Ramirez, Daniel
Ringo, Amiee
Santana, Amber
Tisdale, Amanda
Aguilar, Jennifer
Ahumareze, Prudence
Byrd, Jade
Emenalo, Augustine
Farzanfar, Elaheh
Grace, Jasmine
Gray, Destiny
*Group #2à To present RE#5 on 8/4/22 à
Warren, Christina
Whitman, Patricia
Wyatt, Mikisha
Herron, Brianna
Horn, Nyla
Jackson, Malik
Jones, Lyric
Matthews, Pauline
Meknat, Leila
Melgoza, Omaira
Monterroso, Hailey
Naylor, Jalen
Newton, Jade
Nicolaus, Major
… … …
Links for this week’s readings:
The Hostage by Cristina Rivera Garza
https://latinamericanliteraturetoday.org/2017/07/hostage-cristina-rivera-garza/
Do Migrants Dream of Blue Barrels? by Raquel Gutiérrez
https://thegeorgiareview.com/posts/do-migrants-dream-of-blue-barrels/
Who Is Cristina Rivera Garza?
https://en.wikipedia.org/wiki/Cristina_Rivera_Garza
https://literature.ucsd.edu/people/faculty/criveragarza.html
https://www.macfound.org/fellows/class-of-2020/cristina-rivera-garza#searchresults
Who is Raquel Gutiérrez?
https://raquelgutierrez.net/bio
https://twitter.com/raquefella?lang=en
https://lithub.com/the-annotated-nightstand-what-raquel-gutierrez-is-reading-now-and-next/
Who is Michelle Zauner?
https://en.wikipedia.org/wiki/Michelle_Zauner
https://aaww.org/interview-michelle-zauner/
https://www.theguardian.com/books/2021/aug/07/crying-in-h-mart-by-michellezauner-review-a-self-deprecating-and-honest-memoir