M8D_DiscussionInstruction_please_use_APA_style_and_in_test

M8D: Discussion

Instruction: please use APA style and in test citation,

Now that you are engaged in your final project and have completed exceptional discussion throughout this semester, your final task is to tackle a mixed methods study. A great many of you noted in your critique that you would have chosen to move forward with a mixed methods design. Here is your opportunity to decide if you like how this researcher utilized the method, how it was reported and the applicability of the findings. In your initial post, please address the following questions:

· Does this method measure well what was intended?

· Is it reported in a way that the information is clear and usable?

· What would you do differently?

Rationale: While mixed methods studies are valuable, they are more work than selecting a qualitative or quantitative approach and, thus, are not undertaken as frequently. It is important to be exposed to and critically evaluate this type of research. When it is done well, it is very informative, but given the additional coordination and analyses, there is more of a risk that it will be underutilized or reported.

USE THIS ARTICLE TO ANWERS QUESTION

· Educating nurses how to critique research reports (Links to an external site.)

· Reading and critiquing a research article

Test book.

Nieswiadomy, R. M., & Bailey, C. (2018). Foundations of nursing research (7th ed). Upper Saddle River, NJ: Prentice-Hall.

EDUC 703

Historical Topic Analysis Assignment Instructions

Overview

The purpose of the Historical Topic Analysis Assignment is to evaluate historical events, topics, and trends and their related causes and effects, especially in the field of education. The topic will also be addressed from a Biblical worldview perspective integrating current course materials and peer-reviewed journal articles. Candidates are encouraged to explore from a historical perspective a topic they anticipate might relate to their future capstone or dissertation project. Candidates research and conduct the analysis. They demonstrate knowledge of educational ideas of the past, consider the relevance of the topic, analyze the topic in light of their own educational beliefs, and critically analyze related actions and beliefs.

Instructions

This paper is based on the topic, guiding question, and preliminary thesis statement you submitted in previous assignments and should be in APA format (see the APA Format Quick Guide).

Length: This paper is to be at least 1,300 words in length from the introductory paragraph to the conclusion. This does not count the title page, abstract, or reference pages.

Citations and References: Cite at least five sources throughout the paper and list them on the reference page. Of the five sources, one of them is required to be the course textbook. You may incorporate articles from your Annotated Bibliography Assignment and other course assignments as appropriate. Other sources may include course videos, academic journal articles, books, and textbooks from other courses.

Structure: You have a great deal of latitude in how the paper is structured, but it should follow a logical progression of thought and the guidelines below. See the Historical Topic Analysis Grading Rubric for required elements.

1. Title Page

· Pagination: In APA, all pages are numbered. The title page should be page 1.

· Title: The title should not be the name of the assignment (i.e., Historical Topic Analysis). It should be a phrase drawn from the thesis statement in the introductory paragraph. It should provide the reader a hint of the topic and the main idea supported throughout the paper and may be phrased in a clever, unique fashion. The first letter of all words should be capitalized except for articles (e.g. a, an, the), conjunctions (e.g., and, but), and short prepositions (e.g., of, about), unless they appear as the first word, which is always capitalized. Center and boldface your title and position it near the middle of the page or slightly above the middle.

· Other Information on Title Page: All other information on the title page should comply with current APA requirements.

2. Abstract: The heading of the abstract should be centered and boldfaced.

· Place the abstract at the top of a page by itself after the title page.

· Do not indent the first line.

· The abstract is a brief, comprehensive summary of the contents of the paper. It should present the main ideas and main conclusions/implications. Including the main ideas and conclusions in the abstract is much more important than a simple outline of the structure or headings.

3. Introduction: Do not use the word “Introduction” as a heading for this section.

· The purpose of the introductory paragraph is different from that of the abstract. Do not simply copy the abstract.

· In this section, introduce your thesis statement that will be developed throughout the paper. It is the main idea you are presenting. Save other supporting ideas for the body of the manuscript. Do not overload the introductory paragraph with too many concepts that distract from the key point of the thesis statement.

· It is best to place the thesis statement at the end of the introductory paragraph. It is typically one or two sentences that serve as a transition into the rest of the paper. Some writers choose to place it as the first sentence of the introduction. Either option is acceptable as long as the introduction is well written and has a logical progression of thought.

4. Summary and Context: Centered in bold with all major words capitalized, enter the first Level 1 heading of your paper. (Level 2 headings are unnecessary for this short of a paper.) Use the words “Summary and Context.”

· This brief section describes and/or summarizes the topic you have chosen so the reader understands the setting in which the topic developed. This is a succinct presentation of events or circumstances that may have influenced the topic.

· Include transitions that build a logical progression from the thesis statement in the introductory paragraph into the topic and its historical context.

5. Critical Analysis: This Level 1 heading should be formatted the same as the previous one. Use the words “Critical Analysis.” This section should reflect various perspectives about the topic, including a Biblical worldview lens.

6. Conclusion: Use the same Level 1 formatting as you have done with your other headings above and enter the word “Conclusion” is centered, bold font. Although your conclusion should include concepts from the thesis statement in the introduction and should have some alignment with the title of the paper, you should not simply restate the thesis statement. Wrap up the paper by emphasizing your main idea and draw a clear conclusion. Typically, a good conclusion does not introduce new information. The conclusion is where you are to discuss implications about what you have already shared and relate ideas to current educational issues.

7. References: Starting at the top of the next page after the end of the manuscript, center in bold font the heading “References.”

· Double-space everything throughout your paper, including the reference page. Do not insert additional extra lines/spaces.

· Using a hanging indent, which means that the first line of every reference is left-justified with all other lines of the reference indented.

· Follow the format below for books. Only initials are used for the author’s first and middle names. See the APA manual for examples of multiple authors, editors, etc.

Authorlastname, A. B. (2019). Book title in italics with only the first word and proper nouns, like Christian, capitalized: If there is a subtitle, the first word is capitalized. Publisher.

· Follow the format below for journal articles. Both the journal title and the volume number are italicized. There is no space between the volume and issue numbers. (Sometimes, the source provides no issue number. If that is the case, simply place a comma after the italicized volume number.) Page numbers are last without “p.” or “pg.” before them.

Authorlastname, A. B. (2019). Article title in regular font with only the first word and proper nouns, like European, capitalized: Subtitles may or may not be used. Journal Titles Capitalize All Major Words Except for the Articles, Conjunctions, and Short Prepositions, 15(2), 41-50.

· Regarding APA format for citing the Bible, see Religious Work References on the APA website. The Bible should be in addition to other required references.

Miscellaneous Tips

First Person Pronouns: Per the APA manual, first-person pronouns are permitted. However, they should rarely be used and are intended only for conveying an incident about your life story (e.g., “I was born into poverty”) or explaining the actions you took as a researcher (e.g., “I conducted focus groups with participants.”) A good writer makes strong declarative statements in third-person plural (e.g., teachers, parents, leaders, etc.) in terms of “ought” and “should” rather than overusing redundant statements such as “I believe that,” “I think that,” “to me,” “for me,” etc. Almost always, sentences are strengthened by simply omitting references to self.

It is considered poor writing to refer to yourself in third-person (e.g., “this author”). It also may confuse the reader because there are typically multiple authors being discussed within a manuscript.

Academic Integrity: This paper will be screened by plagiarism-checking software, which reports to the professor the degree to which your paper is similar to other works. The following tips will help you avoid issues with plagiarism:

· Direct Quotes: No more than 10% of your paper should be made up of direct quotes. Therefore, do more summarizing and paraphrasing than quoting. Short quotes should be in quotation marks and longer quotes of 40-words or more should be indented. If you do not set off direct quotes in this manner and/or do not cite them, it is plagiarism.

· Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not directly quoting, summarize, or analyze the idea in your own words.

Note: Your assignment will be checked for originality via an online plagiarism tool.

Page 1 of 3

EDUC 703

Historical Topic Analysis Grading Rubric

Criteria	Levels of Achievement
Content 80%	Advanced	Proficient	Developing	Not Present	Points Earned
Coherence: Introduction, Thesis Statement, Conclusion 20%	28-30 points Title, abstract, introduction, thesis statement, and conclusion are well-constructed, are coherently aligned, and are supported throughout the body of the paper.	25-27 points A thesis statement is introduced, aligns with the title and body of the paper, and is affirmed in the conclusion.	1-24 points The thesis statement is poorly introduced and concluded, is vaguely stated, and/or does not align with the title and/or body of the paper.	0 points Not present
Body of the Manuscript 60%	83-90 points The topic is clearly summarized and historically contextualized. Various perspectives provide a critical analysis, including a Biblical worldview lens.	76-82 points The topic is summarized. It is analyzed through a single perspective.	1-75 points The summary fails to convey the significance of the topic and/or does not provide historical context. Opposing perspectives are not addressed.	0 points Not present
Structure: 20%	Advanced	Proficient	Developing	Not Present	Points Earned
APA, Mechanics, & Length 20%	28-30 points Paper is free of mechanical and APA errors. 100% of the length requirement is met.	25-27 points Few mechanical and/or APA errors exist. Length of the paper is met by 90% to 99%.	1-24 points Several mechanical and/or APA errors exist. Length of the paper is met by less than 90%.	0 points Not present
Total Points	/150

Instructor’s Comments:

INSERT ABBREVIATED TITLE OF 50 CHARACTERS OR LESS 1

Replace This Title: Ensure It Aligns with Your Thesis Statement

Claudia S. Sample

School of Education, Liberty University

Author Note

Claudia S. Sample

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Claudia S. Sample

Email: [email protected]

Abstract

Do not indent the abstract. Per APA, this is a brief, comprehensive summary of the contents of the manuscript. It may range in length from 150 to 250 words in length.

Keywords: main words, primary, necessary, search terms

Insert the Same Title Here as Is on Your Title Page

Begin typing your introduction here. The purpose of the introductory paragraph is to introduce your thesis statement. Typically, the thesis statement is the last sentence of this one-paragraph introduction and serves as a transition into the rest of the paper. The thesis statement is the main idea of the paper—the main point you are making.

Summary and Context

See assignment directions regarding what to enter here. Cite your sources. If you mention an author’s name in the body of the paragraph, which is not required, insert the publication year after the first time you mention the author’s name in your paragraph. If you do not incorporate an author’s name into your paragraph, include it parenthetically prior to the publication year as in this example: (Garcia, 2020).

Direct quotes should be rare and are not required. Generally, they should make up 10% or less of any manuscript. Citations are not just for direct quotes but are also for ideas—to indicate to the reader where you found the idea. Here is one way to cite a direct quote: Gutek (2018) was correct in his observation that “Freire was a doer as well as a thinker” (p. 463). Note that there is no period before the citation; it appears after it. Here is a second way to cite a direct quote: As at least one historian has noted, “Freire’s liberation pedagogy heavily influenced critical theory” (Gutek, 2018, p. 463). Page or paragraph numbers are required for all citations of direct quotes.

Each paragraph should have a clear topic sentence. All topic sentences should support the thesis statement of the paper. Paragraphs serve to support the topic sentence of the paragraph. Ensure there is a logical progression in your writing and that you use appropriate transitions from one idea to the next.

There should be no extra lines or spaces throughout the body of the manuscript. Sometimes Microsoft Word automatically inserts lines after headings, paragraphs, or sections. If you do not know how to remove these, simply do an internet search of your question: “How do I remove extra lines in Microsoft Word?”

Critical Analysis

See assignment directions regarding what to enter in this section. Notice that the headings are all Level 1 headings and are all centered and bolded per APA format. In such a short paper, you should not need Level 2 headings.

Here is one way to cite the Bible: John 3:16 states, “For God so loved the world” (New International Version, 1978/2011). Here is another way: The pastor opened the Bible and read, “For God so loved the world” (New International Version, 1978/2011, John 3:16). The translation is required only for the first direct quote of Scripture in the manuscript. However, if the subsequent Scripture quotes are from a different translation, the translation must be included every time it switches in the manuscript.

Conclusion

A good conclusion does not simply restate the thesis statement from the introductory paragraph, but it most definitely reiterates it by reminding the reader that the points that have already been made sufficiently support what was hinted at in the title, presented in the abstract, and introduced in the first paragraph. New support for the thesis should not be introduced in the conclusion. However, you may draw conclusions, identify trends, and discuss implications for current issues.

References

Notice how the examples below have a hanging indention. Everything in APA is to be double spaced, including the abstract, lengthy quotations, and the reference list. Nothing is single spaced.

Authorlastname, A. B. (2019). Book title in italics with only the first word and proper nouns, like Christian, capitalized: If there is a subtitle, the first word is capitalized. Publisher.

Authorlastname, A. B. (2019). Article title in regular font with only the first word and proper nouns and proper adjectives, like European, capitalized: Subtitles may or may not be used. Journal Titles and Volume Numbers Are Italicized, 15(2), 41-50. https://doi.org/10.1016/j.midw.2013.07.007

The American Civil war

Student

Professor

Course

Date

The American civil war

Abstract

This paper aims at discussing the causes, effects, and aftermath of the American civil war that took place between 1861 to 1865. The American civil war began in 1854 when the US congress enacted the Kansas-Nebraska policy that promoted all forms of slavery. However, the opposing forces to the rule struggled earnestly in a war called the “bleeding act” in their quest to end this inhumane act. Additionally, there was another movement in the north, the “republican party” which was a political organization that created various policies to oppose the act of extending the slavery policy into the western communities. In 1857, the Dred Scott Case, a Supreme Court ruling confirmed that the slave trade was legal. However, in 1859, John Brown, one of the opposers convinced the southern communities that the legalization of the slave trade was bound to destroy the peace and harmony of their neighboring communities and that they should stand against it. The war finally ended in April 1965 when the main antagonist, General Lee surrendered to the opposition General Mr. Grant at the battle of Appomattox house. The war ended and millions of black slave prisoners were freed.

Summary of the American civil war

The practice of legalizing the slave trade was one of the turning points of the United States during the 19th century (Foster, 2018). The US was thrown into a crisis when Abraham Lincoln was elected as the US president in 1860 but on the condition of an anti-slavery platform. However, the southern territories that supported the slave trade withdrew from the main government to form their organizations with different laws and regulations supporting the slave trade. After Confederate forces seized various cities they attempted to force the main government headed by Abraham Lincoln to legalize the slave trade but they failed with their mission (Hall, Huff and Kuriwaki, 2019). This led to an outbreak of civil war in 1861 when the confederate forces engaged in a “Battle of Fort Sumter” in California with other territories that did not support or promote the slave trade. This happened only one month after Lincoln’s inauguration as the president of the United States. Allin (2019) notes that the states/territories that remained loyal to the main government were referred to as the “union.” However, the confederate states continued with their agenda of promoting the slave trade and they controlled at least 11 out of the 34 states (Hall, Huff and Kuriwaki, 2019). During this period, there was a fierce battle between especially in the Southern territories between the confederate states and the Union states that supported the main government.

During the war-torn period (1861-1862), Foster (2018) observes that the union made important progress. In the Eastern territories of the US, the union made sure that the war was largely reduced to a great extent and was also inconclusive. During the summer period of September 1862, the president issued a directive called the “Emancipation proclamation.” The main objective of this directive was to ensure that the slave trade was brought to an abrupt end (Choperena, 2021). In the western territories, the union forces destroyed the river navy that belonged to the confederate forces and also seized the territory of New Orleans. To ensure that the confederate forces were largely neutralized, the union forces seized Vicksburg, one of the main strongholds of the confederate army. This later split the Confederate forces into two groups (Allin, 2019).

In 1863, the commander of the confederate army, Mr. Robert Lee's invasion in the northern territory ended tragically at the Battle of Gettysburg. The Union forces tightened their grip by blocking all the ports of the confederate forces. Furthermore, they assembled all the resources tools and equipment and launched various attacks against the confederate army (Foster, 2018). The city of Atlanta was eventually captured by the Union forces under the leadership and the command of General William Sherman. The last civil battle involved the siege of Petersburg. In the battle, the Union forces completely defeated confederate forces and also seized the Rich diamond, another stronghold of the confederate forces (Hall, Huff, and Kuriwaki, 2019). The war came to an end in the summer of April 1965 when General Lee, the commander of the confederate forces surrendered to the Union forces under the command of General Grant at the “battle of Appomattox House” after they had fled from Rich Diamond and Petersburg. Other Confederate generals also decided to bring the war to an end by surrendering to the Union forces.

To mark the end of the war, the confederate union was dismantled and collapsed, the slave trade was eventually banned in the US and more than four million enslaved prisoners were set free (Wyne, 2020). The process of rebuilding the war-torn US began since much of its resources and infrastructure had been destroyed. Furthermore, the slaves who were freed were granted their civil rights that were also marked in the US constitution.

The critical analysis

Some several pros and cons can be taken from this civil war. First, Abraham Lincoln is seen to be a great leader when he was elected on a non-slaver platform. As Wyne (2020) notes, leaders should be elected on a free and fair platform to promote the rights and interests of their citizens. Furthermore, Lincoln also demonstrated strong leadership when he introduced the “Emancipation proclamation.” This was a law that was meant to abolish all forms of the slave trade and fight for the rights and interests of the black slaves (Wayne, 2020). When the president introduced the law, the Union forces tightened their fight towards the confederate forces. They eventually achieved their goal by restoring law and order in the US.

However, the leaders of the Confederate armies such as General Lee are seen as leaders who are incompetent and greedy. This is because they decided to go against the will of the people of the US. The citizens had elected Abraham Lincoln (Allin, 2019) on one condition of promoting anti-slavery and giving the black communities their civil rights. However, the confederate leaders tried to overturn the policies and the will of people by forcefully promoting the slave trade in the US. However, their attempts eventually failed.

The Union forces demonstrated a high level of loyalty and resilience (Choperena, 2021). Despite the emergence of the confederate unions and armies, they decided to stand with the government and the wishes of the general public. Furthermore, they also demonstrated a high level of bravery by neutralizing all forms of attacks and threats from the enemy forces and restoring justice in the country.

Lastly, despite the high number of casualties and the destruction of resources, democracy is restored in the US as the black slaves were eventually given their civil rights and also protected by the rule of law. Despite all the suffering and all kinds of torture, they were incorporated back into society like other normal citizens.

Conclusion

The American civil war is among the deadliest civil wars that any country has experienced. It claimed the lives of more than 750,000 soldiers and a large number of civilian casualties. However, this war is also an indication that democracy prevails above all the barriers. Despite the challenges and the loss of infrastructure, peace and harmony were restored and the slaves were also given their freedom and civil rights.

References

Allin, L. C. (2019). The Civil War and the Period of Decline: 1861-1913.

In America's Maritime Legacy: A History of the US Merchant Marine and Shipbuilding Industry Since Colonial Times (pp. 65-110). Routledge.

Choperena, A. (2021).

Triumphal narratives in the American Civil War: A new nursing professional identity. Journal of Advanced Nursing, 77(3), 1422-1431.

Foster, G. M. (2018).

What's Not in a Name: The Naming of the American Civil War. Journal of the Civil War Era, 8(3), 416-454.

Hall, A. B., Huff, C., & Kuriwaki, S. (2019).

Wealth, slave-ownership, and fighting for the Confederacy: An empirical study of the American civil war. American Political Science Review, 113(3), 658-673.

Wayne, M. (2020).

The black population of Canada West on the eve of the American Civil War: A reassessment based on the manuscript census of 1861. In A Nation of Immigrants (pp. 58-82). University of Toronto Press.

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Miscellaneous Tips

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