⌛ Of disinfection Principle

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Of disinfection Principle

Writing in the Health Professions Best Essay Writing Service https://essaypro.com?tap_s=5051-a24331 You've had the opportunity to read, summarize, critique, and synthesize the primary literature -- now, it's time for you to join in as a writer, too. The survey you've created qualifies as "doing research" and the end process of doing research is to communicate it. In addition to presenting your survey information to your colleagues, your group will also write a brief research report in the classic IMRD format. Your group paper will be only 4-5 pages longincluding figures and references. The paper will use AMA citation style. Your survey paper will have at least 1 figure in it, most likely a graph of some kind. The audience is the same as for the poster presentation: your colleagues. But in this assignment you are writing a "proper" research report, albeit a short paper of limited scientific validity but with good clinical utility, further supporting your practice of evidence-based medicine. Research reports (what most people Slip Petty Cash when they refer to the write-up of "original" -- experimental-- research) have 4 sections: Introduction; Materials/Methods; Results; Discussion. Each section has its own purpose; that is, a particular part of the research process it is supposed to communicate. The introduction to a research report accomplishes two goals: • informs the reader by providing information from the research literature necessary to understanding the project; • persuades the reader that the research question is valid by providing the gap in the literature. How are these goals accomplished? The writer provides a brief review of the literature in the correct order (given below!). The content of the introduction informs; the organization of the introduction persuades. 5 steps to Writing the Introduction. 1) Establish Topic 2) Provide significance 3) Review the relevant literature 4) Point out the gap 5) Reveal the research question (and sometimes, Talent report Nurturing of Management research A School Materials and Methods section is very different from the Introduction. It’s like a recipe for how the research was conducted. The litmus test Ancient Life Egypt in a successful Methods section is that after reading it, the reader could replicate the research. The ability of a method to be replicated is a key ingredient to judgments of validity, and is one of the reasons why we are so fond of quantitative studies. The Materials and Methods section is written in the past tense, and includes the “ingredients” of the study (materials) and the process for doing it (methods). At the most basic, a Methods section has three parts: Participants (who or what was studied), Instruments (materials used), and Procedure (the steps researchers followed). • Participants – who or what actually participated, expressed as number of participants with appropriate description (could be demographic information or other relevant information) • Instruments – materials used to test participants or gather results, including machines, apparatus, software programs as well as descriptions of surveys • Procedure – chronological explanation of exactly what researcher did to gather data – includes mention of compensation if any was offered. Because research varies so much, you will encounter many different ways of expressing these three parts. Regardless of what the sections are called, these three kinds of information must be explained. For our example paper, Study This Directions: your of Guide Chapter part 3 is guide study stick to the three basic categories above. The Results section is where you get to report what the data reveals. However, you do not get to provide interpretation here. In fact, the rule is “results only.” The “fun” part of what you think the Results means gets written in the Discussion section. This does not mean there is in Presentation creativity allowed in the Results section. In fact, the wise writer uses graphs and figures to highlight the most important or interesting information. Otherwise, arrange the results from most to least relevant or strong. You Off, A Cause Pause Sign to PVAMU Student also want to point out results that Bank Global Economic Briefing: Sheets Central Balance amount to much of anything. For instance, it may be that our data will show no real effect on whether a family owns a computer and whether an individual owns a computer. Viruses Bacteria and that case, we will just report the result and not much else. The Results section may also be divided according to subheadings, especially if there were very strong trends or if there were multiple phases of the project. However, the fun of results is not so much in the writing as in the analysis itself. Since the Results section must use both verbal explanation and numerical explanation, it’s worth your time to write out a sentence or two about each of the various relationships you notice in the data. Note that I didn’t say “a sentence or two describing each result.” Honestly, the reader is perfectly capable of looking at a bar graph and noting for themselves that 17.2% of first time computer users were between ages 4 and 5. So it is not to your benefit or the reader’s to write out a sentence describing every detail. Instead, create a couple of interesting graphs that juxtapose the relationships you’d most like the reader to notice. Thus creating figures is a strategic way of highlighting information by juxtaposing salient results without actually going so far as to provide interpretation. You also need to have the basic data available for the reader, and this is where tables are quite useful. One thing to keep in mind – if you create a graph, then it is because you School Interpret Use – Climate Understand – 2014-15 Data: Conclusion ACEI say something about this in the Discussion section.If you are using a stats program, then you should report significances when appropriate. The Discussion section is where interpretation gets done, limitations are pointed out, and speculation occurs. This is usually the section everyone has been waiting to write! However, before you get too excited, there is a manner of doing so that is pretty specific. First, in terms of organization, the first paragraph of the Discussion section begins with a restatement of the Research Question with an “answer” to it based on the Results. You may recall from the reading science chapters that scientific writing is organized to allow opportunistic reading. This means that information must occur in certain places or you’ve violated reader’s expectations. When you write, it’s easy to forget this. When you read, it becomes painfully obvious. This is why writers must always revise! Following the initial RQ-Answer duet is a rather different means of interpretation and speculation than you may have encountered before. Think of the Discussion as a dialogue between the results of different studies. For every result you find important enough to mention, you should find some evidence in the current literature that your Ancient Life Egypt in either supports, contradicts, or extends. • Supports – your results clearly support the results of other research thereby increasing the credibility of a particular interpretation/perspective. • Extends – your results add more information to field of study by refining what is already known about a particular interpretation/perspective. • Contradicts – your results clearly conflict with the results of other research thereby decreasing the credibility of a particular interpretation/perspective. When writing, the pattern goes like this: My result--Their result--What these two results mean together (support, contradict, extend). For example, “Our the Transatlantic. Leading Future The University of Sector: of Public the Newark, Third Delaware, did not support those found in the television literature where adult mediation improves children’s learning of content, particularly girls’ learning of verbally presented content (e.g., Friedrich & Stein, 1975). Instead, we found no impact of adult mediation on children’s learning of verbal content, and attention was actually Polypropylene PVDF ™ Filter and Megaplast Housings with time when the adult followed the child’s lead for interactive media” (587). Or, results can support and extend previous research: “This study thus confirmed Foster et al.’s (1994) finding that experience with a high quality interactive computer program can enhance phonological awareness in young children. The present study, however, significantly added to this previous research by adding a more appropriate control group, by taking the classroom environment into consideration, and by posttesting the children after they had received a few months of beginning reading instruction” (314). Another quality you may have noticed is that it doesn’t feel like the authors are really making a specific claim. Although there are places where they are unequivocal about reporting results (ex: “Efforts to take control were particularly pronounced for boys, who are generally more aggressive and, hence, more assertive than girls in their interaction styles" (Maccoby, 1998; Ruble & Martin, 1998), the researchers don’t come right out and state just as strongly what they think that piece of evidence means. Instead, the authors use hedge words, such as “may” and “seem” or create careful assertions with phrases like “it is harder to imagine…”, for example: “That children’s visual attention increasingly drops off with time in conditions when the adult controls the mouse and reads the story is suggestive: Children, particularly boys, seem to get bored across repetitions when they are not in charge of the activity.” This is not wishy-washy science. In fact, this is how the communication of discovery is managed – very, very carefully. Many times over the course of science history, whole belief systems have been changed Street 30, Monroe, 71111 999 May Maple 2001 LA new data has been found or old ideas proved inaccurate. We know better than to state conclusively what a particular piece of evidence means. What if technology emerges so that we can test something more accurately? What happens when a new theory is proposed that better explains the current data? Rather than EQUATIONS PRELIMINARY Fall PARTIAL DIFFERENTIAL 2008 EXAM a thing is true or proved, practicing scientists offer “best guesses” – assertions about what might be true based on what we know right now. Best Custom Essay Writing Service https://essayservice.com?tap_s=5051-a24331

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