CA408 Effects of Alcoholism Research Methods Presentation This is a 4 assignment process. I need all 4 items completed. the 1st part I need by Sunday 12 Ma

CA408 Effects of Alcoholism Research Methods Presentation This is a 4 assignment process. I need all 4 items completed. the 1st part I need by Sunday 12 May, 2019, the 2nd part I need by Sunday 19 May, 2019, the 3rd part I need by Sunday 26 May, 2019, and the final part I need completed by Sunday 2 June, 2019.

Research in the Workplace

For the final project of this course, you will apply what you have learned about research methods in a presentation. Imagine that you have been asked by your future boss to prepare a presentation for your colleagues at work. The topic and purpose of this presentation is entirely up to you, but it must include a data set and analysis to frame the data within your workplace environment. Data can be numerical in nature (quantitative), or it can be content driven (qualitative). We will discuss both types of data in this class, and you can brainstorm ideas with your peers and instructor as needed. Here is a sample PowerPoint on podcasts that you may use as an example. You are not allowed to use podcasts as the subject of your project.

Topic Examples:

Use polling data to summarize how the public feels about a specific subject that might affect your future job, from criminal justice to nursing to sales.

Compile financial data to suggest a trend in purchasing that might allow your future company to host a sale or appeal to a specific demographic.

Summarize psychology studies that help your colleagues understand clients, students, patients, or criminals more clearly and explain how this information can improve the execution of everyone’s jobs.

Learn about a moment in history and propose lessons learned that could improve company morale, team tactics, or a marketing message.

Collect data on technology in order to propose a way to save time at work by adopting automation or a company-wide communications app like Slack.

Read about time management theories and summarize how your future co-workers could improve their productivity at work.

Learn about investigation styles and apply them to a criminal justice team.

The possibilities are endless. Feel free to use the above examples as inspiration or choose something from your major, career goals, or real life. Just remember to use specific qualitative or quantitative data plus analysis in your final product. Ultimately, your presentation will include a topic, your data, your analysis, and how it applies to your workplace. This should take approximately ten or more slides for your final presentation.Milestone One – Topic Proposal

Spend some time searching for ideas that will form the core of your project. Once you find a good topic, write a proposal of 250-400 words. In this proposal, explain your future job, the organization, and your presentation audience. Then describe your topic and what type of data you might include in your presentation. Your instructor will provide you with some feedback to help set you up for success as you begin the data collection portion of this project.

Milestone Two – Submitting Your Data Set

Prepare the data that will inform your project. Information will vary according to project: it could be a chart of polling numbers, a description of main events for a historical moment, financial data about trends in purchasing, or information about good work habits or psychology. Because of this variation, it is critical that you introduce your data clearly before presenting it. After providing this information in a Word document, write a 200-word explanation of the data type, incorporating concepts and key terms from the course. Use APA citations when appropriate.

Milestone Three – Presentation Analysis

Using feedback from your instructor, briefly describe your topic and data set. Then write a 300-400 word analysis of this data and how it might help your hypothetical workplace. Try to incorporate concepts from the course in your analysis. Use citations in APA style where appropriate.

Research in the Workplace

Reflecting on your instructor’s feedback in Weeks One, Three, and Five, put all your information together into a presentation. You may use any presentation program you chose, such as PowerPoint or Prezi. Imagine that you are going to give this presentation at a board meeting, faculty meeting, or company conference. Your presentation should be at least ten slides long, with a clear topic, presentation of data, description of analysis, and application to your hypothetical employment environment. CA408 Reseach Methods
Milestone One – Topic Proposal
Spend some time searching for ideas that will form the core of your project. Once you find a
good topic, write a proposal of 250-400 words. In this proposal, explain your future job, the
organization, and your presentation audience. Then describe your topic and what type of data
you might include in your presentation. Your instructor will provide you with some feedback to
help set you up for success as you begin the data collection portion of this project.
Milestone Two – Submitting Your Data Set
Prepare the data that will inform your project. Information will vary according to project: it could
be a chart of polling numbers, a description of main events for a historical moment, financial
data about trends in purchasing, or information about good work habits or psychology. Because
of this variation, it is critical that you introduce your data clearly before presenting it. After
providing this information in a Word document, write a 200-word explanation of the data type,
incorporating concepts and key terms from the course. Use APA citations when appropriate.
Milestone Three – Presentation Analysis
Using feedback from your instructor, briefly describe your topic and data set. Then write a 300400 word analysis of this data and how it might help your hypothetical workplace. Try to
incorporate concepts from the course in your analysis. Use citations in APA style where
appropriate.
Research in the Workplace
Reflecting on your instructor’s feedback in Weeks One, Three, and Five, put all your information
together into a presentation. You may use any presentation program you chose, such as
PowerPoint or Prezi. Imagine that you are going to give this presentation at a board meeting,
faculty meeting, or company conference. Your presentation should be at least ten slides long,
with a clear topic, presentation of data, description of analysis, and application to your
hypothetical employment environment.
Research Methods – Final Project Overview
Research in the Workplace
For the final project of this course, you will apply what you have learned about research
methods in a presentation. Imagine that you have been asked by your future boss to prepare a
presentation for your colleagues at work. The topic and purpose of this presentation is entirely
up to you, but it must include a data set and analysis to frame the data within your workplace
environment. Data can be numerical in nature (quantitative), or it can be content driven
(qualitative). We will discuss both types of data in this class, and you can brainstorm ideas with
your peers and instructor as needed. Here is a sample PowerPoint on podcasts that you may
use as an example. You are not allowed to use podcasts as the subject of your project.
Topic Examples:
•
•
•
•
•
•
•
Use polling data to summarize how the public feels about a specific subject that might
affect your future job, from criminal justice to nursing to sales.
Compile financial data to suggest a trend in purchasing that might allow your future
company to host a sale or appeal to a specific demographic.
Summarize psychology studies that help your colleagues understand clients, students,
patients, or criminals more clearly and explain how this information can improve the
execution of everyone’s jobs.
Learn about a moment in history and propose lessons learned that could improve
company morale, team tactics, or a marketing message.
Collect data on technology in order to propose a way to save time at work by adopting
automation or a company-wide communications app like Slack.
Read about time management theories and summarize how your future co-workers
could improve their productivity at work.
Learn about investigation styles and apply them to a criminal justice team.
The possibilities are endless. Feel free to use the above examples as inspiration or choose
something from your major, career goals, or real life. Just remember to use specific qualitative
or quantitative data plus analysis in your final product. Ultimately, your presentation will
include a topic, your data, your analysis, and how it applies to your workplace. This should take
approximately ten or more slides for your final presentation.
Milestone One (Due Week One): “Topic Proposal”
Spend some time searching for ideas that will form the core of your project. Once you find a
good topic, write a proposal of 250-400 words. In this proposal, explain your future job, the
organization, and your presentation audience. Then describe your topic and what type of data
you might include in your presentation. Your instructor will provide you with some feedback to
help set you up for success as you begin the data collection portion of this project.
Milestone Two (Due Week Three): “Submitting your Data Set”
Prepare the data that will inform your project. Information will vary according to project: it could
be a chart of polling numbers, a description of main events for a historical moment, financial
data about trends in purchasing, or information about good work habits or psychology. Because
of this variation, it is critical that you introduce your data clearly before presenting it. After
providing this information in a Word document, write a 200-word explanation of the data type,
incorporating concepts and key terms from the course. Use APA citations when appropriate.
Milestone Three (Due Week Five): “Presentation Analysis”
Using feedback from your instructor, briefly describe your topic and data set. Then write a 300400 word analysis of this data and how it might help your hypothetical workplace. Try to
incorporate concepts from the course in your analysis. Use citations in APA style where
appropriate.
Milestone Four (Due Week Seven): “Final Presentation”
Reflecting on your instructor’s feedback in Weeks One, Three, and Five, put all your information
together into a presentation. You may use any presentation program you chose, such as
PowerPoint or Prezi. Imagine that you are going to give this presentation at a board meeting,
faculty meeting, or company conference. Your presentation should be at least ten slides long,
with a clear topic, presentation of data, description of analysis, and application to your
hypothetical employment environment.
View your assignment rubric.
Foundations of Research Methods
Chapter 1
Chapter Introduction
The Greek philosopher Aristotle reportedly said: “Well begun is
half done.” This chapter is designed to get you “well begun” on
the often-daunting topic of research methods. The good news—
if you believe this saying—is that when you’re done with this
chapter you will be “half done.” The bad news of course is that
it’s not literally true. You have an entire text yet to complete.
But, we were looking for something you might find consoling as
you start out on this journey into research methods.
This chapter begins with consideration of the big picture, what
we term the “research enterprise.” It describes how the tens of
thousands of research projects conducted around the world
over time are increasingly being integrated to provide a more
empirical knowledge base for humanity. Some of the most
exciting and important developments in research are occurring
at this more macro level as we collectively get a more global
view of how we have evolved into a research-based society.
Next, we explore where research ideas come from, the task of
conceptualizing a research project. We consider both the
inspirational and insightful aspects of conceptualizing and the
ways we attempt to build new ideas on the research literatures
that preceded our work. Following that, we begin to provide you
with the basic tools you will need to navigate the research
terrain, the beginnings of a vocabulary that will enable you to
understand and speak the language of research. Here we
consider some of the most basic terms and concepts that you
will need throughout the text as you acquire vocabulary that is
even more advanced. Then, we consider the idea that every
research project has a structure: a beginning, a middle, and an
end. We introduce the basic components that make up the
typical research project and describe how they fit together.
Finally, since research is concerned with learning about the
world around and within us, we end by introducing the basic
idea of validity in research, how we judge the degree to which
the research we conduct is an accurate depiction of our world.
That ought to be enough to get you started. At least it ought to
be enough to get you thoroughly confused. But don’t worry,
there’s stuff that’s far more confusing than this yet to come!
1.1The
Research Enterprise
It is amazing, when you think about it, how much our modern
society relies upon research. Virtually everything we do, see or
come into contact with is the subject of research. Humans carry
out research that takes us into the universe, that explores our
environment, that leads to all of the technologies that we use,
that investigates what we eat and drink and how to produce
these things better, that looks at our cities and towns, that
assesses our interactions and relationships, and that explores
our physical and mental selves. There is almost no aspect of our
world that is not the subject of considerable research.
Sometimes it is difficult to believe that all of this human activity
is a relatively recent invention. Prior to the 1600s there was
virtually nothing that resembled what we would today call
research. In the space of less than 400 years, humanity has
created the idea of research and has seen it permeate into
almost every aspect of our lives.
1.1aWhat
Is Research?
So, let’s begin with a few simple definitions. The obvious place
to start is with the term research itself. Virtually every field of
study involves some form of research. But the term means many
different things across different fields. Research in the field of
history doesn’t look much like research in medicine. Research in
costume design typically won’t resemble research in
meteorology. So what is it that is common to all of these
definitions? Perhaps the most important thing that holds all
definitions together is that research is systematic investigation.
In our everyday life we think about the world around us. We
consider options and make choices. But much of this thinking is
done dynamically, changing and adapting to the circumstances
as they unfold. Research is different. It is a conscious effort to
concentrate our thinking, to do it in a rational, careful manner.
This is the key to the systematic nature of research.
Research also involves collecting data. It is
an empirical endeavor. When you go to the store or to a market
to buy something and you just browse through the aisles seeing
what catches your eye, you may be gathering information, but
you are not doing so systematically. On the other hand, when
you systematically compare products, collecting comparable
information about their features, quality, service history, and so
on, you are engaged in an empirical effort, an effort that is based
upon systematic observation that yields data that you can use in
your decision making.
Research is also typically a public effort. While you might collect
lots of information systematically so that you can make a better
decision, researchers typically conduct research so that it can
contribute to a broader base of knowledge than just their own.
Consequently, it is important that research procedures are
described in a way that enables other people to understand
them, duplicate them and make judgments about their quality.
• So, we might put this together into a simple definition:
• Research is
a type of systematic investigation that is empirical in
nature and is designed to contribute to public knowledge.
In this volume, we focus on a particular subclass of research
known as social research. The topics that are investigated in
social research have to do with our societies, the things we do,
how we interact, how we live, how we feel, and how we see
ourselves. It encompasses much of the research that is done in
fields like sociology, education, public health, criminology,
housing, public welfare, applied and social psychology, and
many more. While much of what this text talks about is relevant
to other fields like biomedical research or engineering, our
focus here is on the social aspects of phenomena.
Typically, when we conduct research, we do a
research project or study that addresses one or more specific
questions, collects specific data, involves conducting specific
analyses, and so on. We virtually never do a research project in
a vacuum. Every research project is undertaken with the
realization that there was prior research that addressed some
aspect of what we are looking at. Even if no one has previously
looked at exactly the question we are investigating in a project,
it’s still likely that someone has previously looked at something
similar, used similar data, or done similar analyses. We also
know that every research project will have flaws and that no
research project on its own is likely to provide a definitive
answer to any truly important question. In every field, we
conduct multiple research projects, addressing important
issues, each project fallible and imperfect, and each one
contributing to the broader accumulating knowledge base.
This text concentrates most on how you learn to conduct a
research project, a specific investigation of a question of
interest. But it is important that you understand the broader
effort that each research project contributes to. We refer to that
broader effort as the research enterprise. The research
enterprise is the macro-level effort to accumulate knowledge
across multiple empirical systematic public
research projects (Sung et al., 2003). In the past few decades, as
more research projects and studies have been done, we have
become much more aware of this cross-project endeavor. This
makes sense. After hundreds of years of conducting individual
research studies and then series of studies, we are now finally
turning our attention to the broader environment within which
all this activity takes place. In the next few sections, we consider
some of the most important aspects of this larger research
enterprise, in order to provide a foundation for understanding
how to conduct individual research projects—the central focus
of the remainder of this text.
1.1bTranslational
Research
So, what are we doing all these research projects for? The
traditional answer has been that we do research studies in
order to contribute to our knowledge. This, of course, leads to
the next obvious question: What are we accumulating
knowledge for? Some would argue that we accumulate
knowledge for its own sake. They would claim that not all
knowledge has to be useful or lead to something. Sometimes
when we learn something we cannot possibly anticipate how
that knowledge could be used. A classic example is of the Post-It
notes that are in almost every office. The creators of the Post-It
note did not set out to create such objects. They were
discovered at the 3M research laboratories in the 1970s when
chemists were trying to create a new glue. The glue they
created, however, didn’t work as they had hoped. It stuck things
like two pieces of paper together, but they could be pulled apart
again, with the glue remaining only on the original sheet. It
seemed like a totally useless type of glue until one of the
researchers hit upon the idea that there are times when you
want to be able to unstick two pieces of paper without doing
any damage to either. The result was the Post-It note. Many of
the major discoveries in research—penicillin, the telephone,
Velcro—happened by accident. The research that led to them
contributed to knowledge that was subsequently used in
unanticipated ways. So, we accumulate knowledge with the idea
that it may contribute some day to something we can use. In this
sense, we are the toolmakers. Our research contributes to
instrumental knowledge that we hope can make our lives or our
world better. That is, knowledge gained from research may at
some point be able to be put into practice.
When we move research from discovery to practice (and to the
effects of that practice on our lives) we can say we are
translating research into practice. Translational research is
the systematic effort to move research from initial discovery to
practice and ultimately to impacts on our lives. There are a wide
variety of clever phrases that are used in various fields to
convey the idea of translational research concisely, such as:
from “bench to bedside”; from “bench to behavior”; from “the
mind to the marketplace”; from “brain to vein”; and from
“bench-to-practice-to-community,” to name but a few. There are
lots of different models of translational research that divide the
process into stages in different ways (Dougherty & Conway,
2008; Khoury et al., 2007; Sung et al., 2003; Trochim, Kane,
Graham, & Pincus, 2011; Westfall, Mold, & Fagnan, 2007), but all
of them convey the central agenda of translational research: to
move research from discovery to impact in the research
enterprise.
We can think of the research enterprise as encompassing
a research-practice continuum within which translation
occurs. In the course of moving through this continuum it is
likely that many individual research projects will be conducted.
Some of these are what might be called basic research and are
designed to generate discoveries and to understand their
mechanisms better. For discoveries that relate to humans, this is
usually followed by a series of applied research projects where
the discovery is tested under increasingly controlled conditions
with humans. If adiscovery survives this applied research
testing, there is usually a process of seeing how well it can be
implemented in and disseminated to a broad range of contexts
that extend beyond the original controlled studies. This is
sometimes referred to as implementation and dissemination
research. Ultimately, many such discoveries are assessed for
the impacts they have broadly on society, what might be
termed impact research. Sometimes discoveries lead to the
development of new policies that are investigated with policy
research in the broader population. The research-practice
continuum might be depicted as shown in Figure 1.1. It is
assumed that different discoveries take different pathways
through this continuum. Some take longer to go through one
stage or another. The bidirectional arrow in the figure is meant
to convey that the translational process works in both
directions. Sometimes insights from practitioners and policy
makers can inform basic and applied researchers and improve
their ability to transform their discoveries to better anticipate
the real-world contexts that they will eventually need to be
implemented in.
Figure 1.1
Translational Research.
1.1cResearch
Syntheses and Guidelines
Typically, during the testing of a new discovery during the basic
and applied research period a number of separate research
projects are likely to be conducted. In the past, it was assumed
that implementers and practitioners of new discoveries would
read the research journals to find new things that they could do
to address their problem or issue of interest. But the research
literature has become voluminous and is often very technical,
making it a barrier for practitioners that reduces the rate of
adoption of new discoveries.
To address this challenge over the past several decades the
research enterprise has evolved a system for synthesizing the
large numbers of research studies in different topical areas. In
the next several decades, we expect that this system will
increasingly become the normative way that research about
new discoveries moves from the basic-applied stage to…
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