Category: Education

  • [Solved] j jordan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachments Topic:- **files (2)** – ## LiteratureReviewFinalDraftAssignmentInstructions.docx – ## LiteratureReviewTopicIdentification2.docx **## LiteratureReviewFinalDraftAssignmentInstructions.docx** HSCI 702 **Literature Review: Final Draft Assignment Instructions** Overview The breadth…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please see attachments

    Topic:-

    **files (2)**

    – ## LiteratureReviewFinalDraftAssignmentInstructions.docx

    – ## LiteratureReviewTopicIdentification2.docx

    **## LiteratureReviewFinalDraftAssignmentInstructions.docx**

    HSCI 702

    **Literature Review: Final Draft Assignment Instructions**

    Overview

    The breadth and depth of a Literature Review is foundational to a good dissertation. Investing time in developing a focused and comprehensive literature review will prepare you to think critically about the research question (singular), methodologies, and data collection and analysis, thereby laying a solid foundation for your dissertation. Using feedback from prior assignments, you will synthesize relevant peer-reviewed literature to create a final draft of the literature review that identifies key themes, evaluates existing research, and highlights the gap (singular) in knowledge. You will demonstrate that the literature has been synthesized and not merely summarized.

    Instructions

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    Do not merely copy and paste from prior assignments or the initial draft of your literature review. This is a final draft that incorporates feedback and course content from past weeks and demonstrates a robust review of the literature. While some references may be the same, the content of your paper should be robust as the assignment prompts are different.

    Using the elements below at a minimum, write an essay of at least 4-7 pages in current APA format. Page counts do not include front matter and back matter.

    Submit the literature review as a Word document. Your essay should be clear, have a logical flow, and be organized in level headings per current APA format and per textbook readings.

    As stated above, be sure to include the following within your final draft at a minimum:

    · Clearly state the objectives and purpose of the literature review. The introduction should contextualize the literature review within the broader scope of the dissertation.

    · Synthesize findings from relevant scholarly literature.

    · Analyze the key themes, theories, methodologies, and empirical findings emerging from the literature.

    · Provide critical evaluation and synthesis of existing research to identify strengths, weaknesses, and the gap (singular). You must integrate findings from various sources to construct a cohesive narrative.

    · Use appropriate in-text citations and references to acknowledge the contributions of each source.

    · Ensure proper citation formatting according to the required citation style, APA current edition.

    · Identify the gap (singular) and inconsistencies in the literature that warrant further investigation.

    · Discuss the research question (singular) and any unresolved areas lacking sufficient research attention.

    · Conclude the literature review with a summary of key findings and insights derived from the synthesized literature.

    · Reflect on the implications of the literature review for the dissertation research.

    · Suggest potential avenues for future research based on the identified gap (singular) based on your review of literature on the area of interest.

    · The assignment should be written in APA current edition format. All doctoral students must use the professional version. More information can be found at these links:
    [https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/](https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/)

    https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2020/04/Sample-Paper-APA-7th-professional-version-06172020.pdf

    A minimum of 10 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present. The sources used should generally be ones you used within the initial draft assignment. You may add some sources to and remove some sources from the Initial Draft assignment. However, be sure to meet you meet the source requirements for this assignment.

    Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 10 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.

    For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

    Page 2 of 2

    **## LiteratureReviewTopicIdentification2.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

    **## LiteratureReviewTopicIdentification2.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

    **## LiteratureReviewFinalDraftAssignmentInstructions.docx**

    HSCI 702

    **Literature Review: Final Draft Assignment Instructions**

    Overview

    The breadth and depth of a Literature Review is foundational to a good dissertation. Investing time in developing a focused and comprehensive literature review will prepare you to think critically about the research question (singular), methodologies, and data collection and analysis, thereby laying a solid foundation for your dissertation. Using feedback from prior assignments, you will synthesize relevant peer-reviewed literature to create a final draft of the literature review that identifies key themes, evaluates existing research, and highlights the gap (singular) in knowledge. You will demonstrate that the literature has been synthesized and not merely summarized.

    Instructions

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    Do not merely copy and paste from prior assignments or the initial draft of your literature review. This is a final draft that incorporates feedback and course content from past weeks and demonstrates a robust review of the literature. While some references may be the same, the content of your paper should be robust as the assignment prompts are different.

    Using the elements below at a minimum, write an essay of at least 4-7 pages in current APA format. Page counts do not include front matter and back matter.

    Submit the literature review as a Word document. Your essay should be clear, have a logical flow, and be organized in level headings per current APA format and per textbook readings.

    As stated above, be sure to include the following within your final draft at a minimum:

    · Clearly state the objectives and purpose of the literature review. The introduction should contextualize the literature review within the broader scope of the dissertation.

    · Synthesize findings from relevant scholarly literature.

    · Analyze the key themes, theories, methodologies, and empirical findings emerging from the literature.

    · Provide critical evaluation and synthesis of existing research to identify strengths, weaknesses, and the gap (singular). You must integrate findings from various sources to construct a cohesive narrative.

    · Use appropriate in-text citations and references to acknowledge the contributions of each source.

    · Ensure proper citation formatting according to the required citation style, APA current edition.

    · Identify the gap (singular) and inconsistencies in the literature that warrant further investigation.

    · Discuss the research question (singular) and any unresolved areas lacking sufficient research attention.

    · Conclude the literature review with a summary of key findings and insights derived from the synthesized literature.

    · Reflect on the implications of the literature review for the dissertation research.

    · Suggest potential avenues for future research based on the identified gap (singular) based on your review of literature on the area of interest.

    · The assignment should be written in APA current edition format. All doctoral students must use the professional version. More information can be found at these links:
    [https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/](https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/)

    https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2020/04/Sample-Paper-APA-7th-professional-version-06172020.pdf

    A minimum of 10 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present. The sources used should generally be ones you used within the initial draft assignment. You may add some sources to and remove some sources from the Initial Draft assignment. However, be sure to meet you meet the source requirements for this assignment.

    Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 10 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.

    For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

    Page 2 of 2

    **## LiteratureReviewTopicIdentification2.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

    **## LiteratureReviewFinalDraftAssignmentInstructions.docx**

    HSCI 702

    **Literature Review: Final Draft Assignment Instructions**

    Overview

    The breadth and depth of a Literature Review is foundational to a good dissertation. Investing time in developing a focused and comprehensive literature review will prepare you to think critically about the research question (singular), methodologies, and data collection and analysis, thereby laying a solid foundation for your dissertation. Using feedback from prior assignments, you will synthesize relevant peer-reviewed literature to create a final draft of the literature review that identifies key themes, evaluates existing research, and highlights the gap (singular) in knowledge. You will demonstrate that the literature has been synthesized and not merely summarized.

    Instructions

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    Do not merely copy and paste from prior assignments or the initial draft of your literature review. This is a final draft that incorporates feedback and course content from past weeks and demonstrates a robust review of the literature. While some references may be the same, the content of your paper should be robust as the assignment prompts are different.

    Using the elements below at a minimum, write an essay of at least 4-7 pages in current APA format. Page counts do not include front matter and back matter.

    Submit the literature review as a Word document. Your essay should be clear, have a logical flow, and be organized in level headings per current APA format and per textbook readings.

    As stated above, be sure to include the following within your final draft at a minimum:

    · Clearly state the objectives and purpose of the literature review. The introduction should contextualize the literature review within the broader scope of the dissertation.

    · Synthesize findings from relevant scholarly literature.

    · Analyze the key themes, theories, methodologies, and empirical findings emerging from the literature.

    · Provide critical evaluation and synthesis of existing research to identify strengths, weaknesses, and the gap (singular). You must integrate findings from various sources to construct a cohesive narrative.

    · Use appropriate in-text citations and references to acknowledge the contributions of each source.

    · Ensure proper citation formatting according to the required citation style, APA current edition.

    · Identify the gap (singular) and inconsistencies in the literature that warrant further investigation.

    · Discuss the research question (singular) and any unresolved areas lacking sufficient research attention.

    · Conclude the literature review with a summary of key findings and insights derived from the synthesized literature.

    · Reflect on the implications of the literature review for the dissertation research.

    · Suggest potential avenues for future research based on the identified gap (singular) based on your review of literature on the area of interest.

    · The assignment should be written in APA current edition format. All doctoral students must use the professional version. More information can be found at these links:
    [https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/](https://www.liberty.edu/casas/academic-success-center/writing-style-guides/apa-guide/)

    https://www.liberty.edu/casas/academic-success-center/wp-content/uploads/sites/28/2020/04/Sample-Paper-APA-7th-professional-version-06172020.pdf

    A minimum of 10 sources are required in addition to the Galvan and Galvan course text and the Bible both of which must be used and cited. Biblical integration must be present. The sources used should generally be ones you used within the initial draft assignment. You may add some sources to and remove some sources from the Initial Draft assignment. However, be sure to meet you meet the source requirements for this assignment.

    Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 10 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.

    For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

    Page 2 of 2

    **## LiteratureReviewTopicIdentification2.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

  • [Solved] s edwards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachments **files (1)** – ## SEdwardstopicsubmission.docx **## SEdwardstopicsubmission.docx** This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please see attachments

    **files (1)**

    – ## SEdwardstopicsubmission.docx

    **## SEdwardstopicsubmission.docx**

    This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

    Possible topics chose only 1

    **Option 1 (Strongest Recommendation)**

    **Dissertation Title:** **The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

    **Why it works**

    · Current national issue.

    · Plenty of recent research.

    · Can use quantitative, qualitative, or mixed methods.

    · Direct policy implications.

    · Strong foundation for future chapters.

    **Possible research problem**
    Many law enforcement agencies have adopted co-responder models that pair police officers with mental health professionals during behavioral health crises, but there is still limited evidence regarding their long-term effectiveness across different communities.

    **Option 2**

    **The Effectiveness of Evidence-Based Policing Strategies in Reducing Violent Crime While Maintaining Community Trust**

    Focus:

    · Hot spot policing

    · Procedural justice

    · Community policing

    · Public confidence

    **Option 3**

    **The Relationship Between Officer Wellness Programs and Police Decision-Making During High-Stress Encounters**

    Focus:

    · PTSD

    · Burnout

    · Officer fatigue

    · Decision making

    · Public safety

    **Option 4**

    **The Impact of Artificial Intelligence and Predictive Policing Technologies on Fairness, Bias, and Criminal Justice Decision-Making**

    Focus:

    · AI

    · Predictive policing

    · Algorithmic bias

    · Ethics

    · Criminal justice reform

    **Option 5**

    **The Effectiveness of Body-Worn Cameras in Increasing Police Accountability and Public Trust**

    Focus:

    · Officer behavior

    · Citizen complaints

    · Use of force

    · Transparency

    **Option 6**

    **The Impact of Bail Reform Policies on Recidivism and Court Appearance Rates**

    Focus:

    · Cash bail

    · Public safety

    · Criminal justice reform

    · Court compliance

    **Option 7**

    **The Relationship Between Community Policing Strategies and Citizen Perceptions of Police Legitimacy**

    Focus:

    · Community engagement

    · Procedural justice

    · Trust

    · Crime prevention

    **Best Choice for a Doctoral Dissertation**

    Considering current criminal justice issues, available research, and the likelihood of obtaining approval, this topic stands out:

    **Proposed Dissertation Title**

    **The Impact of Co-Responder Mental Health Crisis Response Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

    **Possible Research Problem**

    Law enforcement officers increasingly respond to calls involving individuals experiencing behavioral health crises. Many agencies have implemented co-responder programs that pair officers with licensed mental health professionals to improve crisis outcomes. Although these programs continue to expand across the United States, limited evidence exists regarding their long-term effectiveness in reducing arrests, minimizing use-of-force incidents, and improving community trust. Additional research is needed to determine whether co-responder models produce better outcomes than traditional police-only responses.

    **Possible Purpose Statement**

    The purpose of this quantitative study is to examine the relationship between co-responder mental health crisis response programs and arrest rates, use-of-force incidents, and community trust in selected law enforcement agencies within the United States.

    **Potential Research Questions**

    1. Do co-responder mental health teams reduce arrest rates during behavioral health crisis calls?

    2. Do co-responder programs reduce officer use-of-force incidents?

    3. How do co-responder programs influence community perceptions of law enforcement?

    4. What organizational factors contribute to successful implementation of co-responder programs?

    **Who Benefits from the Study?**

    · Law enforcement agencies

    · Mental health professionals

    · Criminal justice policymakers

    · Local governments

    · Community members

    · Emergency management professionals

    · Criminal justice researchers

    This topic is highly relevant, addresses a significant gap in the current literature, aligns well with evidence-based policing, and is supported by a growing body of peer-reviewed research published within the last five years, making it a strong choice for a doctoral dissertation.

    **## SEdwardstopicsubmission.docx**

    This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

    Possible topics chose only 1

    **Option 1 (Strongest Recommendation)**

    **Dissertation Title:** **The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

    **Why it works**

    · Current national issue.

    · Plenty of recent research.

    · Can use quantitative, qualitative, or mixed methods.

    · Direct policy implications.

    · Strong foundation for future chapters.

    **Possible research problem**
    Many law enforcement agencies have adopted co-responder models that pair police officers with mental health professionals during behavioral health crises, but there is still limited evidence regarding their long-term effectiveness across different communities.

    **Option 2**

    **The Effectiveness of Evidence-Based Policing Strategies in Reducing Violent Crime While Maintaining Community Trust**

    Focus:

    · Hot spot policing

    · Procedural justice

    · Community policing

    · Public confidence

    **Option 3**

    **The Relationship Between Officer Wellness Programs and Police Decision-Making During High-Stress Encounters**

    Focus:

    · PTSD

    · Burnout

    · Officer fatigue

    · Decision making

    · Public safety

    **Option 4**

    **The Impact of Artificial Intelligence and Predictive Policing Technologies on Fairness, Bias, and Criminal Justice Decision-Making**

    Focus:

    · AI

    · Predictive policing

    · Algorithmic bias

    · Ethics

    · Criminal justice reform

    **Option 5**

    **The Effectiveness of Body-Worn Cameras in Increasing Police Accountability and Public Trust**

    Focus:

    · Officer behavior

    · Citizen complaints

    · Use of force

    · Transparency

    **Option 6**

    **The Impact of Bail Reform Policies on Recidivism and Court Appearance Rates**

    Focus:

    · Cash bail

    · Public safety

    · Criminal justice reform

    · Court compliance

    **Option 7**

    **The Relationship Between Community Policing Strategies and Citizen Perceptions of Police Legitimacy**

    Focus:

    · Community engagement

    · Procedural justice

    · Trust

    · Crime prevention

    **Best Choice for a Doctoral Dissertation**

    Considering current criminal justice issues, available research, and the likelihood of obtaining approval, this topic stands out:

    **Proposed Dissertation Title**

    **The Impact of Co-Responder Mental Health Crisis Response Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

    **Possible Research Problem**

    Law enforcement officers increasingly respond to calls involving individuals experiencing behavioral health crises. Many agencies have implemented co-responder programs that pair officers with licensed mental health professionals to improve crisis outcomes. Although these programs continue to expand across the United States, limited evidence exists regarding their long-term effectiveness in reducing arrests, minimizing use-of-force incidents, and improving community trust. Additional research is needed to determine whether co-responder models produce better outcomes than traditional police-only responses.

    **Possible Purpose Statement**

    The purpose of this quantitative study is to examine the relationship between co-responder mental health crisis response programs and arrest rates, use-of-force incidents, and community trust in selected law enforcement agencies within the United States.

    **Potential Research Questions**

    1. Do co-responder mental health teams reduce arrest rates during behavioral health crisis calls?

    2. Do co-responder programs reduce officer use-of-force incidents?

    3. How do co-responder programs influence community perceptions of law enforcement?

    4. What organizational factors contribute to successful implementation of co-responder programs?

    **Who Benefits from the Study?**

    · Law enforcement agencies

    · Mental health professionals

    · Criminal justice policymakers

    · Local governments

    · Community members

    · Emergency management professionals

    · Criminal justice researchers

    This topic is highly relevant, addresses a significant gap in the current literature, aligns well with evidence-based policing, and is supported by a growing body of peer-reviewed research published within the last five years, making it a strong choice for a doctoral dissertation.

  • [Solved] Poster

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See Poster Content and an Academic poster sample **files (2)** – ## poster-presentation-example11.pdf – ## AcademicPoster.docx **## poster-presentation-example11.pdf** Elder abuse is a complex phenomenon encompassing a range of maltreatments and, often, a silent epidemic. Despite its severity, it ha…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See Poster Content and an Academic poster sample

    **files (2)**

    – ## poster-presentation-example11.pdf

    – ## AcademicPoster.docx

    **## poster-presentation-example11.pdf**

    Elder abuse is a complex phenomenon encompassing a range of maltreatments and, often, a silent epidemic. Despite its severity, it has not
    received comparable attention to other forms of familial or domestic abuse in academic research or public policy (Lachs and Pillemer, 2004). In the
    UK, the aging demographic is pronounced, with projections indicating that one in four people will be aged 65 or over by 2050 (Office for National
    Statistics, 2018). This demographic shift amplifies the potential for elder abuse, stressing the social and healthcare systems designed to protect
    and care for older adults. In a 2020 report by Age UK an estimated 1.4 million older people in England and Wales had experienced some form of
    abuse or neglect in the previous year. This research's significance is underpinned by the necessity to illuminate the dark figure of elder abuse. The
    study provided a robust evidence base that could inform and guide public health policies, social work practices, and healthcare provisions by
    unveiling the prevalence and nature of elder abuse in both community and institutional settings.

    The prevalence and nature of elder abuse in community
    and institutional settings

    The focal point of this research, articulated through the
    question, "What factors contribute to the prevalence of
    elder abuse in both community and institutional settings
    in the UK?" intends to unveil the underlying causes and
    contexts of elder abuse within distinct environments.

    RESEARCH QUESTION

    This research aims to investigate the contributory factors
    and circumstances surrounding elder abuse in both
    community and institutional settings in the UK.

    Objectives:
    Review the literature to collect all relevant studies
    relating to elder abuse prevalence in the UK.
    Explore systemic issues in institutional settings.
    Explore societal, relational, and individual factors in
    community settings

    Objective

    Research Design: Literature review was chosen as a
    research design for this study. By integrating findings
    and perspectives from many empirical findings, this
    research design addressed the research question and
    created a firm foundation for advancing knowledge and
    facilitating theory development (Webster & Watson,
    2002).

    Data Collection Strategy: Discover database was
    searched for relevant studies that are reliable and peer
    reviewed, showing quality and validity in the papers.

    Approach to Analysis: Thematic Analysis (TA) was used
    as a data analysis approach as recommended by Braun
    and Clarke (2006). Thematic analysis provides a
    structured approach to identifying recurring themes and
    patterns within qualitative data.

    Methodology

    The most common types of abuse reported in
    institutional settings included psychological abuse,
    physical abuse, neglect, financial exploitation, and
    sexual abuse (Yon et al., 2019,2017),(Dong, 2015)
    The most common types of abuse reported in
    community settings included psychological abuse,
    financial exploitation, neglect, physical abuse, and
    sexual abuse (Castle et al., 2012), (Daly et al., 2011).
    Elder abuse was found to be a significant problem in
    community and institutional settings, affecting a
    substantial proportion of older adults (Yon et al.,
    2019,2017), (WHO, 2021, para. 2).
    Risk factors for elder abuse in institutional settings
    included staff characteristics, resident
    characteristics, organizational factors, and
    environmental factors (Goergen and Beaulieu, 2013),
    Risk factors for elder abuse in community settings
    included individual characteristics, family dynamics,
    social isolation, and caregiver stress (Yon et al.,
    2019,2017), (Herring, 2018).
    The review underscored the importance of raising
    awareness, enhancing detection, and implementing
    preventive measures to address elder abuse in
    community settings (Yon et al., 2019,2017)

    Findings

    Key Themes:

    Prevalence rates of elder abuse in community and
    institutional settings.

    Types of elder abuse experienced by community-
    dwelling older adults and residents.

    Risk factors associated with elder abuse in
    community and institutional settings.

    Implications for detection, prevention, and
    intervention strategies.

    Analysis

    In conclusion, this research sheds light on the
    pervasive issue of elder abuse in community and
    institutional settings in the UK. By synthesizing findings
    from systematic reviews, it unveils prevalent types of
    abuse and identifies key risk factors. The study
    underscores the urgency for enhanced detection,
    prevention, and intervention strategies to safeguard
    the well-being of older adults. With a comprehensive
    understanding of the complexities surrounding elder
    abuse, this research serves as a catalyst for targeted
    policy reforms and interventions aimed at upholding
    the dignity and rights of the aging population. It calls
    for collective action to create a safer and more
    respectful environment for elderly individuals, ensuring
    they receive the care and respect they deserve.

    Conclusion

    Braun and Clarke's (2006) six-phase guide to thematic analysis

    Name:
    Student ID:

    SASS Change Maker Research Dissertation – ASS142-3
    Coursework – Exhibition
    Supervisor Dr. Bolaji Ogunfemi

    References:
    Herring, J., 2018. Older people and deficiencies in the formal care system: Equality
    and rights. In Ageing, Diversity and Equality (pp. 276-289). Routledge.
    World Health Organization. (2021). Elder abuse. Accessed: 05/10/2023. Available at
    [https://www.who.int/en/news-room/fact-sheets/detail/elder-abuse].
    Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative
    Research in Psychology, 3(2), 77–101.
    British Psychological Society. (2010). Code of Human Research Ethics.
    Castle, N., Ferguson-Rome, J. C., & Teresi, J. A. (2012). Elder Abuse in Residential
    Long-Term Care: An Update to the 2003 National Research Council Report. Journal of
    Applied Gerontology, 31(4), 407– 443.
    Daly, J. M., Merchant, M. L., & Jogerst, G. J. (2011). Elder Abuse Research: A Systematic
    Review. Journal of Elder Abuse & Neglect, 23(4), 348–365.
    Dong, X. (2015). Elder Abuse: Systematic Review and Implications for Practice. Journal
    of the American Geriatrics Society, 63(6), 1214–1238.
    Goergen, T., & Beaulieu, M. (2013). Critical Concepts in Elder Abuse Research.
    International Psychogeriatrics, 25(8), 1217–1228.
    Lachs, M. S., & Pillemer, K. (2004). Elder Abuse. The Lancet, 364(9441), 1263–1272.
    Penhale, B., 2008. Elder abuse in the United Kingdom. Journal of Elder Abuse &
    Neglect, 20(2), pp.151-168.
    Pillemer, K., Burnes, D., Riffin, C., & Lachs, M. S. (2016). Elder Abuse: Global Situation,
    Risk Factors, and Prevention Strategies. Gerontologist, 56 Suppl 2(Suppl 2), S194–
    S205.
    United Nations. (2019). World Population Ageing 2019: Highlights. United Nations,
    Department of Economic and Social Affairs, Population Division.
    Yon, Y., Ramiro-Gonzalez, M., Mikton, C.R., Huber, M. and Sethi, D., 2019. The
    prevalence of elder abuse in institutional settings: a systematic review and meta-
    analysis. European journal of public health, 29(1), pp.58-67.
    Yon, Y., Mikton, C.R., Gassoumis, Z.D. and Wilber, K.H., 2017. Elder abuse prevalence
    in community settings: a systematic review and meta-analysis. The Lancet Global
    Health, 5(2), pp.e147-e156.

    Introduction

    **## AcademicPoster.docx**

    TITLE (Centered, Top, Bold, Large Font)

    Parents' Perceptions of the Benefits and Limitations of Special Needs Schools Compared to Mainstream Schools for Children with Special Educational Needs

    AUTHOR INFORMATION (Below Title)

    Student Name: [Your Name]

    Student ID: [Your ID]

    Unit Name: ASS142-3 Coursework – Exhibition

    Supervisor:

    Date: 31st July 2026

    LEFT COLUMN

    INTRODUCTION

    The mainstream inclusion of children with Special Educational Needs (SEN) is a key principle of UK education policy, yet remains highly debated. Legislation including the Children Act 1989, SENDA 2001, and the Children and Families Act 2014 promote inclusion while recognising the need for specialist provision (Thosare, 2015). Currently, 1.6 million pupils in England have SEN – representing 17.3% of all pupils – with 71,000 children holding EHC plans and demand for specialist provision increasing by 43% since 2015 (Department for Education, 2023; Thosare, 2015).

    Policy Context:

    Children Act 1989, SENDA 2001, Children & Families Act 2014

    SEND Code of Practice 2015 – mandates inclusion but lacks robust monitoring

    Policy Gap: Legislation supports inclusion but lacks implementation and parental satisfaction monitoring

    Why This Matters:

    Parents are primary advocates (Goodall, 2019), yet often experience a "powerless choice" – forced into decisions by systemic constraints (Hamilton, 2019). There is a clear gap in research synthesising parental perceptions of the benefits and limitations of mainstream versus special school provision.

    Theoretical Framework: Bronfenbrenner's Ecological Systems Theory (Kurtz-Costes, 2015).

    RESEARCH QUESTION

    "How do parents of children with Special Educational Needs perceive the benefits and limitations of mainstream versus special school provision?"

    OBJECTIVES

    Aim: To systematically synthesise existing qualitative data to understand the factors influencing parental preference and satisfaction in mainstream and special school provision for children with SEN.

    Objectives:

    To identify the primary drivers (social, academic, and emotional factors) behind parental school choice for children with SEN.

    To evaluate the perceived barriers to successful inclusion in mainstream settings as reported by parents.

    To identify gaps in current policy and provide evidence-based recommendations for improving SEN provision.

    MIDDLE COLUMN

    METHODOLOGY

    Research Design: Qualitative Secondary Analysis – Systematic Literature Review (SLR), integrating findings from multiple empirical studies to address the research question (Boland et al., 2017; Gough et al., 2017).

    Data Collection Strategy:

    Databases: Google Scholar, ERIC, Taylor & Francis Online

    Search Terms: ("SEN" OR "Special Educational Needs") AND ("Parental Perceptions" OR "Parental Choice") AND ("Mainstream" OR "Special School")

    Boolean Operators: AND, OR (Booth et al., 2016)

    Search Date: 2024–2025

    Inclusion Criteria:

    Peer-reviewed academic journal articles

    UK studies

    Published within the last 10 years (2014–2024)

    Focus on parental views and perceptions

    Full text available

    Exclusion Criteria:

    Non-peer-reviewed sources

    Non-UK studies

    Studies not focused on parental perceptions

    Published before 2014

    Approach to Analysis:

    Thematic Analysis – Braun and Clarke's (2021) six-phase guide: familiarisation with data, generating initial codes, searching for themes, reviewing themes, defining themes, and writing up.

    Ethics:

    Secondary research – no participant contact (Bryman, 2016). Adhered to SRA Ethical Guidelines (2021). Accurate interpretation and citation of all sources.

    THEMATIC ANALYSIS PROCESS

    Thematic analysis was conducted following Braun and Clarke's (2021) six-phase guide to ensure a rigorous and transparent analytical process.

    Phase Description

    1 Familiarisation with data

    2 Generating initial codes

    3 Searching for themes

    4 Reviewing themes

    5 Defining themes

    6 Writing up

    RIGHT COLUMN

    FINDINGS

    Key Themes:

    Decision-Making Factors (Linked to Objective 1)

    Barriers to Inclusion (Linked to Objective 2)

    Policy Gaps (Linked to Objective 3)

    Theme 1: Decision-Making Factors (Linked to Objective 1)

    Parents' perceptions of the benefits and limitations of mainstream versus special schools are influenced by a complex interplay of academic, social, and emotional factors. Academic benefits include smaller class sizes, which Bondebjerg et al. (2023) found to significantly improve outcomes in special education settings. Social benefits encompass integration in mainstream settings versus peer connection in special schools (Fluyt et al., 2024; Castro & Palikara, 2020). Emotional benefits centre on children feeling "safe and understood" (Hamilton, 2019). Access to specialist expertise was also identified as a key benefit of special schools (Thosare, 2015). Kantová (2022) found that higher parental involvement increases the probability of positive educational outcomes.

    Key Finding: Parents perceive benefits in both mainstream (social inclusion) and special schools (specialist support and expertise). The decision reflects a careful weighing of academic, social, and emotional considerations.

    Theme 2: Barriers to Inclusion (Linked to Objective 2)

    Parents report significant limitations in mainstream settings, which often drive them toward special school choices. Structural limitations include lack of 1-to-1 support and large class sizes (Hamilton, 2019; Roberts & Simpson, 2021). Communication limitations manifest as poor school-parent communication (Goodall, 2019). Attitudinal limitations encompass stigma and lack of staff understanding, with Rose and Shevlin (2017a) providing direct evidence from parents and Rose and Shevlin (2017b) finding that many children with SEN do not feel fully accepted in mainstream settings. Systemic limitations include inadequate EHC plans and funding constraints (DfE, 2023).

    Key Finding: Parents feel "powerless" – forced to choose special schools due to mainstream limitations and failures (Hamilton, 2019). Parental voices are often "secondary to professional requirements" (Malcolm, 2022).

    Theme 3: Policy Gaps (Linked to Objective 3)

    Policy Identified Gap

    Children & Families Act 2014 EHC plans lack robust implementation and monitoring

    SEND Code of Practice 2015 Mandates inclusion but lacks resource allocation standards

    Education Act 1996 No specific quality standards for SEN provision

    Key Finding: Legislation supports inclusion on paper, but implementation is inconsistent and parental satisfaction is not systematically measured. Despite policy commitments, many parents and children do not experience genuine acceptance in mainstream settings (Rose & Shevlin, 2017a).

    BOTTOM SECTION (Full Width)

    CONCLUSION

    In conclusion, this research reveals that parents perceive both benefits and limitations in mainstream and special school provision. Parents value mainstream schools for social inclusion and special schools for specialist support and expertise. However, structural, communication, and attitudinal barriers in mainstream settings drive parents toward special school choices. Current legislation lacks effective implementation and monitoring, and parents experience a "powerless choice" constrained by systemic factors (Hamilton, 2019).

    Recommendations:

    Mandate consistent communication protocols between schools and SEN families to address parental concerns (Goodall, 2019; Rose & Shevlin, 2017a).

    Increase funding for 1-to-1 support in mainstream schools to address structural limitations (Bondebjerg et al., 2023; Roberts & Simpson, 2021).

    Strengthen EHC plan implementation and monitoring to ensure accountability (Malcolm, 2022; HM Government, 2014).

    Provide mandatory SEN training for all mainstream teachers to address attitudinal barriers (Thosare, 2015; Rose & Shevlin, 2017b).

    Establish parental satisfaction as a key performance indicator in SEN provision (Fluyt et al., 2024; Castro & Palikara, 2020; Kantová, 2022).

    Impact: This research contributes to social justice by amplifying parental voices and identifying systemic barriers to inclusion, serving as a catalyst for targeted policy reforms aimed at improving SEN provision.

    **REFERENCES**

    Boland, A., Cherry, M.G. and Dickson, R. (eds.) (2017) Doing a Systematic Review: A Student's Guide. 2nd edn. London: SAGE Publications.

    Bondebjerg, A., Bjørnholt, B., Quvang, C. and Hansen, O. (2023) 'Small class sizes in special education: A systematic review of effects on student outcomes', Campbell Systematic Reviews, 19(2), p. e1321.

    Booth, A., Sutton, A. and Papaioannou, D. (2016) Systematic Approaches to a Successful Literature Review. 2nd edn. London: SAGE Publications.

    Braun, V. and Clarke, V. (2021) Thematic Analysis: A Practical Guide. London: SAGE Publications.

    Bryman, A. (2016) Social Research Methods. 5th edn. Oxford: Oxford University Press.

    Castro, S. and Palikara, O. (2020) 'Parental decision-making in the context of SEN provision: A systematic review of qualitative studies', Educational Psychology Review, 32(4), pp. 987–1005.

    Department for Education (2015) Special Educational Needs and Disability Code of Practice: 0 to 25 years. London: DfE.

    Department for Education (2023) Special Educational Needs in England: Academic Year 2022/23. London: HMSO.

    Fluyt, L., De Schauwer, E. and Van Hove, G. (2024) 'Parental decision-making in the transition to special education: A qualitative study on lived experiences', Journal of Research in Special Educational Needs, 24(1), pp. 45–58.

    Goodall, J. (2019) 'Parental engagement in special educational needs: A continuum from involvement to engagement', British Journal of Special Education, 46(2), pp. 145–162.

    Gough, D., Oliver, S. and Thomas, J. (2017) An Introduction to Systematic Reviews. 2nd edn. London: SAGE Publications.

    Hamilton, K. (2019) 'The powerless choice: Parents' perspectives on the transition from mainstream to special schooling', International Journal of Inclusive Education, 23(4), pp. 451–466.

    HM Government (1989) Children Act 1989. London: The Stationery Office.

    HM Government (1996) Education Act 1996. London: The Stationery Office.

    HM Government (2001) Special Educational Needs and Disability Act 2001. London: The Stationery Office.

    HM Government (2014) Children and Families Act 2014. London: The Stationery Office.

    Kantová, K. (2022) 'Parental involvement and education outcomes of their children', Research Square, preprint. doi: 10.21203/rs.3.rs-2105821/v1.

    Kurtz-Costes, B. (2015) 'Bronfenbrenner's ecological systems theory and the family', in Encyclopedia of Family Studies. Oxford: Wiley-Blackwell.

    Malcolm, A. (2022) SASS Research Proposal Micro-Textbook: Level 6 Dissertation Guide. University of Bedfordshire.

    Roberts, J. and Simpson, A. (2021) 'Barriers to inclusion in mainstream schools: Parental perspectives on structural and attitudinal challenges', International Journal of Inclusive Education, 25(8), pp. 901–918.

    Rose, R. and Shevlin, M. (2017a) 'Parental perspectives on inclusion in mainstream schools', International Journal of Inclusive Education, 21(12), pp. 1205–1219.

    Rose, R. and Shevlin, M. (2017b) 'A sense of belonging: childrens' views of acceptance in "inclusive" mainstream schools', International Journal of Whole Schooling, 13(1), pp. 65–80.

    Social Research Association (2021) Ethical Guidelines for Social Research. London: SRA.

    Thosare, A. T. (2015) 'Inclusive education: A way to promote social integration of children with special needs', International Journal of Education and Management Studies, 5(2), pp. 153–157.

    **## AcademicPoster.docx**

    TITLE (Centered, Top, Bold, Large Font)

    Parents' Perceptions of the Benefits and Limitations of Special Needs Schools Compared to Mainstream Schools for Children with Special Educational Needs

    AUTHOR INFORMATION (Below Title)

    Student Name: [Your Name]

    Student ID: [Your ID]

    Unit Name: ASS142-3 Coursework – Exhibition

    Supervisor:

    Date: 31st July 2026

    LEFT COLUMN

    INTRODUCTION

    The mainstream inclusion of children with Special Educational Needs (SEN) is a key principle of UK education policy, yet remains highly debated. Legislation including the Children Act 1989, SENDA 2001, and the Children and Families Act 2014 promote inclusion while recognising the need for specialist provision (Thosare, 2015). Currently, 1.6 million pupils in England have SEN – representing 17.3% of all pupils – with 71,000 children holding EHC plans and demand for specialist provision increasing by 43% since 2015 (Department for Education, 2023; Thosare, 2015).

    Policy Context:

    Children Act 1989, SENDA 2001, Children & Families Act 2014

    SEND Code of Practice 2015 – mandates inclusion but lacks robust monitoring

    Policy Gap: Legislation supports inclusion but lacks implementation and parental satisfaction monitoring

    Why This Matters:

    Parents are primary advocates (Goodall, 2019), yet often experience a "powerless choice" – forced into decisions by systemic constraints (Hamilton, 2019). There is a clear gap in research synthesising parental perceptions of the benefits and limitations of mainstream versus special school provision.

    Theoretical Framework: Bronfenbrenner's Ecological Systems Theory (Kurtz-Costes, 2015).

    RESEARCH QUESTION

    "How do parents of children with Special Educational Needs perceive the benefits and limitations of mainstream versus special school provision?"

    OBJECTIVES

    Aim: To systematically synthesise existing qualitative data to understand the factors influencing parental preference and satisfaction in mainstream and special school provision for children with SEN.

    Objectives:

    To identify the primary drivers (social, academic, and emotional factors) behind parental school choice for children with SEN.

    To evaluate the perceived barriers to successful inclusion in mainstream settings as reported by parents.

    To identify gaps in current policy and provide evidence-based recommendations for improving SEN provision.

    MIDDLE COLUMN

    METHODOLOGY

    Research Design: Qualitative Secondary Analysis – Systematic Literature Review (SLR), integrating findings from multiple empirical studies to address the research question (Boland et al., 2017; Gough et al., 2017).

    Data Collection Strategy:

    Databases: Google Scholar, ERIC, Taylor & Francis Online

    Search Terms: ("SEN" OR "Special Educational Needs") AND ("Parental Perceptions" OR "Parental Choice") AND ("Mainstream" OR "Special School")

    Boolean Operators: AND, OR (Booth et al., 2016)

    Search Date: 2024–2025

    Inclusion Criteria:

    Peer-reviewed academic journal articles

    UK studies

    Published within the last 10 years (2014–2024)

    Focus on parental views and perceptions

    Full text available

    Exclusion Criteria:

    Non-peer-reviewed sources

    Non-UK studies

    Studies not focused on parental perceptions

    Published before 2014

    Approach to Analysis:

    Thematic Analysis – Braun and Clarke's (2021) six-phase guide: familiarisation with data, generating initial codes, searching for themes, reviewing themes, defining themes, and writing up.

    Ethics:

    Secondary research – no participant contact (Bryman, 2016). Adhered to SRA Ethical Guidelines (2021). Accurate interpretation and citation of all sources.

    THEMATIC ANALYSIS PROCESS

    Thematic analysis was conducted following Braun and Clarke's (2021) six-phase guide to ensure a rigorous and transparent analytical process.

    Phase Description

    1 Familiarisation with data

    2 Generating initial codes

    3 Searching for themes

    4 Reviewing themes

    5 Defining themes

    6 Writing up

    RIGHT COLUMN

    FINDINGS

    Key Themes:

    Decision-Making Factors (Linked to Objective 1)

    Barriers to Inclusion (Linked to Objective 2)

    Policy Gaps (Linked to Objective 3)

    Theme 1: Decision-Making Factors (Linked to Objective 1)

    Parents' perceptions of the benefits and limitations of mainstream versus special schools are influenced by a complex interplay of academic, social, and emotional factors. Academic benefits include smaller class sizes, which Bondebjerg et al. (2023) found to significantly improve outcomes in special education settings. Social benefits encompass integration in mainstream settings versus peer connection in special schools (Fluyt et al., 2024; Castro & Palikara, 2020). Emotional benefits centre on children feeling "safe and understood" (Hamilton, 2019). Access to specialist expertise was also identified as a key benefit of special schools (Thosare, 2015). Kantová (2022) found that higher parental involvement increases the probability of positive educational outcomes.

    Key Finding: Parents perceive benefits in both mainstream (social inclusion) and special schools (specialist support and expertise). The decision reflects a careful weighing of academic, social, and emotional considerations.

    Theme 2: Barriers to Inclusion (Linked to Objective 2)

    Parents report significant limitations in mainstream settings, which often drive them toward special school choices. Structural limitations include lack of 1-to-1 support and large class sizes (Hamilton, 2019; Roberts & Simpson, 2021). Communication limitations manifest as poor school-parent communication (Goodall, 2019). Attitudinal limitations encompass stigma and lack of staff understanding, with Rose and Shevlin (2017a) providing direct evidence from parents and Rose and Shevlin (2017b) finding that many children with SEN do not feel fully accepted in mainstream settings. Systemic limitations include inadequate EHC plans and funding constraints (DfE, 2023).

    Key Finding: Parents feel "powerless" – forced to choose special schools due to mainstream limitations and failures (Hamilton, 2019). Parental voices are often "secondary to professional requirements" (Malcolm, 2022).

    Theme 3: Policy Gaps (Linked to Objective 3)

    Policy Identified Gap

    Children & Families Act 2014 EHC plans lack robust implementation and monitoring

    SEND Code of Practice 2015 Mandates inclusion but lacks resource allocation standards

    Education Act 1996 No specific quality standards for SEN provision

    Key Finding: Legislation supports inclusion on paper, but implementation is inconsistent and parental satisfaction is not systematically measured. Despite policy commitments, many parents and children do not experience genuine acceptance in mainstream settings (Rose & Shevlin, 2017a).

    BOTTOM SECTION (Full Width)

    CONCLUSION

    In conclusion, this research reveals that parents perceive both benefits and limitations in mainstream and special school provision. Parents value mainstream schools for social inclusion and special schools for specialist support and expertise. However, structural, communication, and attitudinal barriers in mainstream settings drive parents toward special school choices. Current legislation lacks effective implementation and monitoring, and parents experience a "powerless choice" constrained by systemic factors (Hamilton, 2019).

    Recommendations:

    Mandate consistent communication protocols between schools and SEN families to address parental concerns (Goodall, 2019; Rose & Shevlin, 2017a).

    Increase funding for 1-to-1 support in mainstream schools to address structural limitations (Bondebjerg et al., 2023; Roberts & Simpson, 2021).

    Strengthen EHC plan implementation and monitoring to ensure accountability (Malcolm, 2022; HM Government, 2014).

    Provide mandatory SEN training for all mainstream teachers to address attitudinal barriers (Thosare, 2015; Rose & Shevlin, 2017b).

    Establish parental satisfaction as a key performance indicator in SEN provision (Fluyt et al., 2024; Castro & Palikara, 2020; Kantová, 2022).

    Impact: This research contributes to social justice by amplifying parental voices and identifying systemic barriers to inclusion, serving as a catalyst for targeted policy reforms aimed at improving SEN provision.

    **REFERENCES**

    Boland, A., Cherry, M.G. and Dickson, R. (eds.) (2017) Doing a Systematic Review: A Student's Guide. 2nd edn. London: SAGE Publications.

    Bondebjerg, A., Bjørnholt, B., Quvang, C. and Hansen, O. (2023) 'Small class sizes in special education: A systematic review of effects on student outcomes', Campbell Systematic Reviews, 19(2), p. e1321.

    Booth, A., Sutton, A. and Papaioannou, D. (2016) Systematic Approaches to a Successful Literature Review. 2nd edn. London: SAGE Publications.

    Braun, V. and Clarke, V. (2021) Thematic Analysis: A Practical Guide. London: SAGE Publications.

    Bryman, A. (2016) Social Research Methods. 5th edn. Oxford: Oxford University Press.

    Castro, S. and Palikara, O. (2020) 'Parental decision-making in the context of SEN provision: A systematic review of qualitative studies', Educational Psychology Review, 32(4), pp. 987–1005.

    Department for Education (2015) Special Educational Needs and Disability Code of Practice: 0 to 25 years. London: DfE.

    Department for Education (2023) Special Educational Needs in England: Academic Year 2022/23. London: HMSO.

    Fluyt, L., De Schauwer, E. and Van Hove, G. (2024) 'Parental decision-making in the transition to special education: A qualitative study on lived experiences', Journal of Research in Special Educational Needs, 24(1), pp. 45–58.

    Goodall, J. (2019) 'Parental engagement in special educational needs: A continuum from involvement to engagement', British Journal of Special Education, 46(2), pp. 145–162.

    Gough, D., Oliver, S. and Thomas, J. (2017) An Introduction to Systematic Reviews. 2nd edn. London: SAGE Publications.

    Hamilton, K. (2019) 'The powerless choice: Parents' perspectives on the transition from mainstream to special schooling', International Journal of Inclusive Education, 23(4), pp. 451–466.

    HM Government (1989) Children Act 1989. London: The Stationery Office.

    HM Government (1996) Education Act 1996. London: The Stationery Office.

    HM Government (2001) Special Educational Needs and Disability Act 2001. London: The Stationery Office.

    HM Government (2014) Children and Families Act 2014. London: The Stationery Office.

    Kantová, K. (2022) 'Parental involvement and education outcomes of their children', Research Square, preprint. doi: 10.21203/rs.3.rs-2105821/v1.

    Kurtz-Costes, B. (2015) 'Bronfenbrenner's ecological systems theory and the family', in Encyclopedia of Family Studies. Oxford: Wiley-Blackwell.

    Malcolm, A. (2022) SASS Research Proposal Micro-Textbook: Level 6 Dissertation Guide. University of Bedfordshire.

    Roberts, J. and Simpson, A. (2021) 'Barriers to inclusion in mainstream schools: Parental perspectives on structural and attitudinal challenges', International Journal of Inclusive Education, 25(8), pp. 901–918.

    Rose, R. and Shevlin, M. (2017a) 'Parental perspectives on inclusion in mainstream schools', International Journal of Inclusive Education, 21(12), pp. 1205–1219.

    Rose, R. and Shevlin, M. (2017b) 'A sense of belonging: childrens' views of acceptance in "inclusive" mainstream schools', International Journal of Whole Schooling, 13(1), pp. 65–80.

    Social Research Association (2021) Ethical Guidelines for Social Research. London: SRA.

    Thosare, A. T. (2015) 'Inclusive education: A way to promote social integration of children with special needs', International Journal of Education and Management Studies, 5(2), pp. 153–157.

    **## poster-presentation-example11.pdf**

    Elder abuse is a complex phenomenon encompassing a range of maltreatments and, often, a silent epidemic. Despite its severity, it has not
    received comparable attention to other forms of familial or domestic abuse in academic research or public policy (Lachs and Pillemer, 2004). In the
    UK, the aging demographic is pronounced, with projections indicating that one in four people will be aged 65 or over by 2050 (Office for National
    Statistics, 2018). This demographic shift amplifies the potential for elder abuse, stressing the social and healthcare systems designed to protect
    and care for older adults. In a 2020 report by Age UK an estimated 1.4 million older people in England and Wales had experienced some form of
    abuse or neglect in the previous year. This research's significance is underpinned by the necessity to illuminate the dark figure of elder abuse. The
    study provided a robust evidence base that could inform and guide public health policies, social work practices, and healthcare provisions by
    unveiling the prevalence and nature of elder abuse in both community and institutional settings.

    The prevalence and nature of elder abuse in community
    and institutional settings

    The focal point of this research, articulated through the
    question, "What factors contribute to the prevalence of
    elder abuse in both community and institutional settings
    in the UK?" intends to unveil the underlying causes and
    contexts of elder abuse within distinct environments.

    RESEARCH QUESTION

    This research aims to investigate the contributory factors
    and circumstances surrounding elder abuse in both
    community and institutional settings in the UK.

    Objectives:
    Review the literature to collect all relevant studies
    relating to elder abuse prevalence in the UK.
    Explore systemic issues in institutional settings.
    Explore societal, relational, and individual factors in
    community settings

    Objective

    Research Design: Literature review was chosen as a
    research design for this study. By integrating findings
    and perspectives from many empirical findings, this
    research design addressed the research question and
    created a firm foundation for advancing knowledge and
    facilitating theory development (Webster & Watson,
    2002).

    Data Collection Strategy: Discover database was
    searched for relevant studies that are reliable and peer
    reviewed, showing quality and validity in the papers.

    Approach to Analysis: Thematic Analysis (TA) was used
    as a data analysis approach as recommended by Braun
    and Clarke (2006). Thematic analysis provides a
    structured approach to identifying recurring themes and
    patterns within qualitative data.

    Methodology

    The most common types of abuse reported in
    institutional settings included psychological abuse,
    physical abuse, neglect, financial exploitation, and
    sexual abuse (Yon et al., 2019,2017),(Dong, 2015)
    The most common types of abuse reported in
    community settings included psychological abuse,
    financial exploitation, neglect, physical abuse, and
    sexual abuse (Castle et al., 2012), (Daly et al., 2011).
    Elder abuse was found to be a significant problem in
    community and institutional settings, affecting a
    substantial proportion of older adults (Yon et al.,
    2019,2017), (WHO, 2021, para. 2).
    Risk factors for elder abuse in institutional settings
    included staff characteristics, resident
    characteristics, organizational factors, and
    environmental factors (Goergen and Beaulieu, 2013),
    Risk factors for elder abuse in community settings
    included individual characteristics, family dynamics,
    social isolation, and caregiver stress (Yon et al.,
    2019,2017), (Herring, 2018).
    The review underscored the importance of raising
    awareness, enhancing detection, and implementing
    preventive measures to address elder abuse in
    community settings (Yon et al., 2019,2017)

    Findings

    Key Themes:

    Prevalence rates of elder abuse in community and
    institutional settings.

    Types of elder abuse experienced by community-
    dwelling older adults and residents.

    Risk factors associated with elder abuse in
    community and institutional settings.

    Implications for detection, prevention, and
    intervention strategies.

    Analysis

    In conclusion, this research sheds light on the
    pervasive issue of elder abuse in community and
    institutional settings in the UK. By synthesizing findings
    from systematic reviews, it unveils prevalent types of
    abuse and identifies key risk factors. The study
    underscores the urgency for enhanced detection,
    prevention, and intervention strategies to safeguard
    the well-being of older adults. With a comprehensive
    understanding of the complexities surrounding elder
    abuse, this research serves as a catalyst for targeted
    policy reforms and interventions aimed at upholding
    the dignity and rights of the aging population. It calls
    for collective action to create a safer and more
    respectful environment for elderly individuals, ensuring
    they receive the care and respect they deserve.

    Conclusion

    Braun and Clarke's (2006) six-phase guide to thematic analysis

    Name:
    Student ID:

    SASS Change Maker Research Dissertation – ASS142-3
    Coursework – Exhibition
    Supervisor Dr. Bolaji Ogunfemi

    References:
    Herring, J., 2018. Older people and deficiencies in the formal care system: Equality
    and rights. In Ageing, Diversity and Equality (pp. 276-289). Routledge.
    World Health Organization. (2021). Elder abuse. Accessed: 05/10/2023. Available at
    [https://www.who.int/en/news-room/fact-sheets/detail/elder-abuse].
    Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative
    Research in Psychology, 3(2), 77–101.
    British Psychological Society. (2010). Code of Human Research Ethics.
    Castle, N., Ferguson-Rome, J. C., & Teresi, J. A. (2012). Elder Abuse in Residential
    Long-Term Care: An Update to the 2003 National Research Council Report. Journal of
    Applied Gerontology, 31(4), 407– 443.
    Daly, J. M., Merchant, M. L., & Jogerst, G. J. (2011). Elder Abuse Research: A Systematic
    Review. Journal of Elder Abuse & Neglect, 23(4), 348–365.
    Dong, X. (2015). Elder Abuse: Systematic Review and Implications for Practice. Journal
    of the American Geriatrics Society, 63(6), 1214–1238.
    Goergen, T., & Beaulieu, M. (2013). Critical Concepts in Elder Abuse Research.
    International Psychogeriatrics, 25(8), 1217–1228.
    Lachs, M. S., & Pillemer, K. (2004). Elder Abuse. The Lancet, 364(9441), 1263–1272.
    Penhale, B., 2008. Elder abuse in the United Kingdom. Journal of Elder Abuse &
    Neglect, 20(2), pp.151-168.
    Pillemer, K., Burnes, D., Riffin, C., & Lachs, M. S. (2016). Elder Abuse: Global Situation,
    Risk Factors, and Prevention Strategies. Gerontologist, 56 Suppl 2(Suppl 2), S194–
    S205.
    United Nations. (2019). World Population Ageing 2019: Highlights. United Nations,
    Department of Economic and Social Affairs, Population Division.
    Yon, Y., Ramiro-Gonzalez, M., Mikton, C.R., Huber, M. and Sethi, D., 2019. The
    prevalence of elder abuse in institutional settings: a systematic review and meta-
    analysis. European journal of public health, 29(1), pp.58-67.
    Yon, Y., Mikton, C.R., Gassoumis, Z.D. and Wilber, K.H., 2017. Elder abuse prevalence
    in community settings: a systematic review and meta-analysis. The Lancet Global
    Health, 5(2), pp.e147-e156.

    Introduction

    **## AcademicPoster.docx**

    TITLE (Centered, Top, Bold, Large Font)

    Parents' Perceptions of the Benefits and Limitations of Special Needs Schools Compared to Mainstream Schools for Children with Special Educational Needs

    AUTHOR INFORMATION (Below Title)

    Student Name: [Your Name]

    Student ID: [Your ID]

    Unit Name: ASS142-3 Coursework – Exhibition

    Supervisor:

    Date: 31st July 2026

    LEFT COLUMN

    INTRODUCTION

    The mainstream inclusion of children with Special Educational Needs (SEN) is a key principle of UK education policy, yet remains highly debated. Legislation including the Children Act 1989, SENDA 2001, and the Children and Families Act 2014 promote inclusion while recognising the need for specialist provision (Thosare, 2015). Currently, 1.6 million pupils in England have SEN – representing 17.3% of all pupils – with 71,000 children holding EHC plans and demand for specialist provision increasing by 43% since 2015 (Department for Education, 2023; Thosare, 2015).

    Policy Context:

    Children Act 1989, SENDA 2001, Children & Families Act 2014

    SEND Code of Practice 2015 – mandates inclusion but lacks robust monitoring

    Policy Gap: Legislation supports inclusion but lacks implementation and parental satisfaction monitoring

    Why This Matters:

    Parents are primary advocates (Goodall, 2019), yet often experience a "powerless choice" – forced into decisions by systemic constraints (Hamilton, 2019). There is a clear gap in research synthesising parental perceptions of the benefits and limitations of mainstream versus special school provision.

    Theoretical Framework: Bronfenbrenner's Ecological Systems Theory (Kurtz-Costes, 2015).

    RESEARCH QUESTION

    "How do parents of children with Special Educational Needs perceive the benefits and limitations of mainstream versus special school provision?"

    OBJECTIVES

    Aim: To systematically synthesise existing qualitative data to understand the factors influencing parental preference and satisfaction in mainstream and special school provision for children with SEN.

    Objectives:

    To identify the primary drivers (social, academic, and emotional factors) behind parental school choice for children with SEN.

    To evaluate the perceived barriers to successful inclusion in mainstream settings as reported by parents.

    To identify gaps in current policy and provide evidence-based recommendations for improving SEN provision.

    MIDDLE COLUMN

    METHODOLOGY

    Research Design: Qualitative Secondary Analysis – Systematic Literature Review (SLR), integrating findings from multiple empirical studies to address the research question (Boland et al., 2017; Gough et al., 2017).

    Data Collection Strategy:

    Databases: Google Scholar, ERIC, Taylor & Francis Online

    Search Terms: ("SEN" OR "Special Educational Needs") AND ("Parental Perceptions" OR "Parental Choice") AND ("Mainstream" OR "Special School")

    Boolean Operators: AND, OR (Booth et al., 2016)

    Search Date: 2024–2025

    Inclusion Criteria:

    Peer-reviewed academic journal articles

    UK studies

    Published within the last 10 years (2014–2024)

    Focus on parental views and perceptions

    Full text available

    Exclusion Criteria:

    Non-peer-reviewed sources

    Non-UK studies

    Studies not focused on parental perceptions

    Published before 2014

    Approach to Analysis:

    Thematic Analysis – Braun and Clarke's (2021) six-phase guide: familiarisation with data, generating initial codes, searching for themes, reviewing themes, defining themes, and writing up.

    Ethics:

    Secondary research – no participant contact (Bryman, 2016). Adhered to SRA Ethical Guidelines (2021). Accurate interpretation and citation of all sources.

    THEMATIC ANALYSIS PROCESS

    Thematic analysis was conducted following Braun and Clarke's (2021) six-phase guide to ensure a rigorous and transparent analytical process.

    Phase Description

    1 Familiarisation with data

    2 Generating initial codes

    3 Searching for themes

    4 Reviewing themes

    5 Defining themes

    6 Writing up

    RIGHT COLUMN

    FINDINGS

    Key Themes:

    Decision-Making Factors (Linked to Objective 1)

    Barriers to Inclusion (Linked to Objective 2)

    Policy Gaps (Linked to Objective 3)

    Theme 1: Decision-Making Factors (Linked to Objective 1)

    Parents' perceptions of the benefits and limitations of mainstream versus special schools are influenced by a complex interplay of academic, social, and emotional factors. Academic benefits include smaller class sizes, which Bondebjerg et al. (2023) found to significantly improve outcomes in special education settings. Social benefits encompass integration in mainstream settings versus peer connection in special schools (Fluyt et al., 2024; Castro & Palikara, 2020). Emotional benefits centre on children feeling "safe and understood" (Hamilton, 2019). Access to specialist expertise was also identified as a key benefit of special schools (Thosare, 2015). Kantová (2022) found that higher parental involvement increases the probability of positive educational outcomes.

    Key Finding: Parents perceive benefits in both mainstream (social inclusion) and special schools (specialist support and expertise). The decision reflects a careful weighing of academic, social, and emotional considerations.

    Theme 2: Barriers to Inclusion (Linked to Objective 2)

    Parents report significant limitations in mainstream settings, which often drive them toward special school choices. Structural limitations include lack of 1-to-1 support and large class sizes (Hamilton, 2019; Roberts & Simpson, 2021). Communication limitations manifest as poor school-parent communication (Goodall, 2019). Attitudinal limitations encompass stigma and lack of staff understanding, with Rose and Shevlin (2017a) providing direct evidence from parents and Rose and Shevlin (2017b) finding that many children with SEN do not feel fully accepted in mainstream settings. Systemic limitations include inadequate EHC plans and funding constraints (DfE, 2023).

    Key Finding: Parents feel "powerless" – forced to choose special schools due to mainstream limitations and failures (Hamilton, 2019). Parental voices are often "secondary to professional requirements" (Malcolm, 2022).

    Theme 3: Policy Gaps (Linked to Objective 3)

    Policy Identified Gap

    Children & Families Act 2014 EHC plans lack robust implementation and monitoring

    SEND Code of Practice 2015 Mandates inclusion but lacks resource allocation standards

    Education Act 1996 No specific quality standards for SEN provision

    Key Finding: Legislation supports inclusion on paper, but implementation is inconsistent and parental satisfaction is not systematically measured. Despite policy commitments, many parents and children do not experience genuine acceptance in mainstream settings (Rose & Shevlin, 2017a).

    BOTTOM SECTION (Full Width)

    CONCLUSION

    In conclusion, this research reveals that parents perceive both benefits and limitations in mainstream and special school provision. Parents value mainstream schools for social inclusion and special schools for specialist support and expertise. However, structural, communication, and attitudinal barriers in mainstream settings drive parents toward special school choices. Current legislation lacks effective implementation and monitoring, and parents experience a "powerless choice" constrained by systemic factors (Hamilton, 2019).

    Recommendations:

    Mandate consistent communication protocols between schools and SEN families to address parental concerns (Goodall, 2019; Rose & Shevlin, 2017a).

    Increase funding for 1-to-1 support in mainstream schools to address structural limitations (Bondebjerg et al., 2023; Roberts & Simpson, 2021).

    Strengthen EHC plan implementation and monitoring to ensure accountability (Malcolm, 2022; HM Government, 2014).

    Provide mandatory SEN training for all mainstream teachers to address attitudinal barriers (Thosare, 2015; Rose & Shevlin, 2017b).

    Establish parental satisfaction as a key performance indicator in SEN provision (Fluyt et al., 2024; Castro & Palikara, 2020; Kantová, 2022).

    Impact: This research contributes to social justice by amplifying parental voices and identifying systemic barriers to inclusion, serving as a catalyst for targeted policy reforms aimed at improving SEN provision.

    **REFERENCES**

    Boland, A., Cherry, M.G. and Dickson, R. (eds.) (2017) Doing a Systematic Review: A Student's Guide. 2nd edn. London: SAGE Publications.

    Bondebjerg, A., Bjørnholt, B., Quvang, C. and Hansen, O. (2023) 'Small class sizes in special education: A systematic review of effects on student outcomes', Campbell Systematic Reviews, 19(2), p. e1321.

    Booth, A., Sutton, A. and Papaioannou, D. (2016) Systematic Approaches to a Successful Literature Review. 2nd edn. London: SAGE Publications.

    Braun, V. and Clarke, V. (2021) Thematic Analysis: A Practical Guide. London: SAGE Publications.

    Bryman, A. (2016) Social Research Methods. 5th edn. Oxford: Oxford University Press.

    Castro, S. and Palikara, O. (2020) 'Parental decision-making in the context of SEN provision: A systematic review of qualitative studies', Educational Psychology Review, 32(4), pp. 987–1005.

    Department for Education (2015) Special Educational Needs and Disability Code of Practice: 0 to 25 years. London: DfE.

    Department for Education (2023) Special Educational Needs in England: Academic Year 2022/23. London: HMSO.

    Fluyt, L., De Schauwer, E. and Van Hove, G. (2024) 'Parental decision-making in the transition to special education: A qualitative study on lived experiences', Journal of Research in Special Educational Needs, 24(1), pp. 45–58.

    Goodall, J. (2019) 'Parental engagement in special educational needs: A continuum from involvement to engagement', British Journal of Special Education, 46(2), pp. 145–162.

    Gough, D., Oliver, S. and Thomas, J. (2017) An Introduction to Systematic Reviews. 2nd edn. London: SAGE Publications.

    Hamilton, K. (2019) 'The powerless choice: Parents' perspectives on the transition from mainstream to special schooling', International Journal of Inclusive Education, 23(4), pp. 451–466.

    HM Government (1989) Children Act 1989. London: The Stationery Office.

    HM Government (1996) Education Act 1996. London: The Stationery Office.

    HM Government (2001) Special Educational Needs and Disability Act 2001. London: The Stationery Office.

    HM Government (2014) Children and Families Act 2014. London: The Stationery Office.

    Kantová, K. (2022) 'Parental involvement and education outcomes of their children', Research Square, preprint. doi: 10.21203/rs.3.rs-2105821/v1.

    Kurtz-Costes, B. (2015) 'Bronfenbrenner's ecological systems theory and the family', in Encyclopedia of Family Studies. Oxford: Wiley-Blackwell.

    Malcolm, A. (2022) SASS Research Proposal Micro-Textbook: Level 6 Dissertation Guide. University of Bedfordshire.

    Roberts, J. and Simpson, A. (2021) 'Barriers to inclusion in mainstream schools: Parental perspectives on structural and attitudinal challenges', International Journal of Inclusive Education, 25(8), pp. 901–918.

    Rose, R. and Shevlin, M. (2017a) 'Parental perspectives on inclusion in mainstream schools', International Journal of Inclusive Education, 21(12), pp. 1205–1219.

    Rose, R. and Shevlin, M. (2017b) 'A sense of belonging: childrens' views of acceptance in "inclusive" mainstream schools', International Journal of Whole Schooling, 13(1), pp. 65–80.

    Social Research Association (2021) Ethical Guidelines for Social Research. London: SRA.

    Thosare, A. T. (2015) 'Inclusive education: A way to promote social integration of children with special needs', International Journal of Education and Management Studies, 5(2), pp. 153–157.

    **## poster-presentation-example11.pdf**

    Elder abuse is a complex phenomenon encompassing a range of maltreatments and, often, a silent epidemic. Despite its severity, it has not
    received comparable attention to other forms of familial or domestic abuse in academic research or public policy (Lachs and Pillemer, 2004). In the
    UK, the aging demographic is pronounced, with projections indicating that one in four people will be aged 65 or over by 2050 (Office for National
    Statistics, 2018). This demographic shift amplifies the potential for elder abuse, stressing the social and healthcare systems designed to protect
    and care for older adults. In a 2020 report by Age UK an estimated 1.4 million older people in England and Wales had experienced some form of
    abuse or neglect in the previous year. This research's significance is underpinned by the necessity to illuminate the dark figure of elder abuse. The
    study provided a robust evidence base that could inform and guide public health policies, social work practices, and healthcare provisions by
    unveiling the prevalence and nature of elder abuse in both community and institutional settings.

    The prevalence and nature of elder abuse in community
    and institutional settings

    The focal point of this research, articulated through the
    question, "What factors contribute to the prevalence of
    elder abuse in both community and institutional settings
    in the UK?" intends to unveil the underlying causes and
    contexts of elder abuse within distinct environments.

    RESEARCH QUESTION

    This research aims to investigate the contributory factors
    and circumstances surrounding elder abuse in both
    community and institutional settings in the UK.

    Objectives:
    Review the literature to collect all relevant studies
    relating to elder abuse prevalence in the UK.
    Explore systemic issues in institutional settings.
    Explore societal, relational, and individual factors in
    community settings

    Objective

    Research Design: Literature review was chosen as a
    research design for this study. By integrating findings
    and perspectives from many empirical findings, this
    research design addressed the research question and
    created a firm foundation for advancing knowledge and
    facilitating theory development (Webster & Watson,
    2002).

    Data Collection Strategy: Discover database was
    searched for relevant studies that are reliable and peer
    reviewed, showing quality and validity in the papers.

    Approach to Analysis: Thematic Analysis (TA) was used
    as a data analysis approach as recommended by Braun
    and Clarke (2006). Thematic analysis provides a
    structured approach to identifying recurring themes and
    patterns within qualitative data.

    Methodology

    The most common types of abuse reported in
    institutional settings included psychological abuse,
    physical abuse, neglect, financial exploitation, and
    sexual abuse (Yon et al., 2019,2017),(Dong, 2015)
    The most common types of abuse reported in
    community settings included psychological abuse,
    financial exploitation, neglect, physical abuse, and
    sexual abuse (Castle et al., 2012), (Daly et al., 2011).
    Elder abuse was found to be a significant problem in
    community and institutional settings, affecting a
    substantial proportion of older adults (Yon et al.,
    2019,2017), (WHO, 2021, para. 2).
    Risk factors for elder abuse in institutional settings
    included staff characteristics, resident
    characteristics, organizational factors, and
    environmental factors (Goergen and Beaulieu, 2013),
    Risk factors for elder abuse in community settings
    included individual characteristics, family dynamics,
    social isolation, and caregiver stress (Yon et al.,
    2019,2017), (Herring, 2018).
    The review underscored the importance of raising
    awareness, enhancing detection, and implementing
    preventive measures to address elder abuse in
    community settings (Yon et al., 2019,2017)

    Findings

    Key Themes:

    Prevalence rates of elder abuse in community and
    institutional settings.

    Types of elder abuse experienced by community-
    dwelling older adults and residents.

    Risk factors associated with elder abuse in
    community and institutional settings.

    Implications for detection, prevention, and
    intervention strategies.

    Analysis

    In conclusion, this research sheds light on the
    pervasive issue of elder abuse in community and
    institutional settings in the UK. By synthesizing findings
    from systematic reviews, it unveils prevalent types of
    abuse and identifies key risk factors. The study
    underscores the urgency for enhanced detection,
    prevention, and intervention strategies to safeguard
    the well-being of older adults. With a comprehensive
    understanding of the complexities surrounding elder
    abuse, this research serves as a catalyst for targeted
    policy reforms and interventions aimed at upholding
    the dignity and rights of the aging population. It calls
    for collective action to create a safer and more
    respectful environment for elderly individuals, ensuring
    they receive the care and respect they deserve.

    Conclusion

    Braun and Clarke's (2006) six-phase guide to thematic analysis

    Name:
    Student ID:

    SASS Change Maker Research Dissertation – ASS142-3
    Coursework – Exhibition
    Supervisor Dr. Bolaji Ogunfemi

    References:
    Herring, J., 2018. Older people and deficiencies in the formal care system: Equality
    and rights. In Ageing, Diversity and Equality (pp. 276-289). Routledge.
    World Health Organization. (2021). Elder abuse. Accessed: 05/10/2023. Available at
    [https://www.who.int/en/news-room/fact-sheets/detail/elder-abuse].
    Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative
    Research in Psychology, 3(2), 77–101.
    British Psychological Society. (2010). Code of Human Research Ethics.
    Castle, N., Ferguson-Rome, J. C., & Teresi, J. A. (2012). Elder Abuse in Residential
    Long-Term Care: An Update to the 2003 National Research Council Report. Journal of
    Applied Gerontology, 31(4), 407– 443.
    Daly, J. M., Merchant, M. L., & Jogerst, G. J. (2011). Elder Abuse Research: A Systematic
    Review. Journal of Elder Abuse & Neglect, 23(4), 348–365.
    Dong, X. (2015). Elder Abuse: Systematic Review and Implications for Practice. Journal
    of the American Geriatrics Society, 63(6), 1214–1238.
    Goergen, T., & Beaulieu, M. (2013). Critical Concepts in Elder Abuse Research.
    International Psychogeriatrics, 25(8), 1217–1228.
    Lachs, M. S., & Pillemer, K. (2004). Elder Abuse. The Lancet, 364(9441), 1263–1272.
    Penhale, B., 2008. Elder abuse in the United Kingdom. Journal of Elder Abuse &
    Neglect, 20(2), pp.151-168.
    Pillemer, K., Burnes, D., Riffin, C., & Lachs, M. S. (2016). Elder Abuse: Global Situation,
    Risk Factors, and Prevention Strategies. Gerontologist, 56 Suppl 2(Suppl 2), S194–
    S205.
    United Nations. (2019). World Population Ageing 2019: Highlights. United Nations,
    Department of Economic and Social Affairs, Population Division.
    Yon, Y., Ramiro-Gonzalez, M., Mikton, C.R., Huber, M. and Sethi, D., 2019. The
    prevalence of elder abuse in institutional settings: a systematic review and meta-
    analysis. European journal of public health, 29(1), pp.58-67.
    Yon, Y., Mikton, C.R., Gassoumis, Z.D. and Wilber, K.H., 2017. Elder abuse prevalence
    in community settings: a systematic review and meta-analysis. The Lancet Global
    Health, 5(2), pp.e147-e156.

    Introduction

    **## AcademicPoster.docx**

    TITLE (Centered, Top, Bold, Large Font)

    Parents' Perceptions of the Benefits and Limitations of Special Needs Schools Compared to Mainstream Schools for Children with Special Educational Needs

    AUTHOR INFORMATION (Below Title)

    Student Name: [Your Name]

    Student ID: [Your ID]

    Unit Name: ASS142-3 Coursework – Exhibition

    Supervisor:

    Date: 31st July 2026

    LEFT COLUMN

    INTRODUCTION

    The mainstream inclusion of children with Special Educational Needs (SEN) is a key principle of UK education policy, yet remains highly debated. Legislation including the Children Act 1989, SENDA 2001, and the Children and Families Act 2014 promote inclusion while recognising the need for specialist provision (Thosare, 2015). Currently, 1.6 million pupils in England have SEN – representing 17.3% of all pupils – with 71,000 children holding EHC plans and demand for specialist provision increasing by 43% since 2015 (Department for Education, 2023; Thosare, 2015).

    Policy Context:

    Children Act 1989, SENDA 2001, Children & Families Act 2014

    SEND Code of Practice 2015 – mandates inclusion but lacks robust monitoring

    Policy Gap: Legislation supports inclusion but lacks implementation and parental satisfaction monitoring

    Why This Matters:

    Parents are primary advocates (Goodall, 2019), yet often experience a "powerless choice" – forced into decisions by systemic constraints (Hamilton, 2019). There is a clear gap in research synthesising parental perceptions of the benefits and limitations of mainstream versus special school provision.

    Theoretical Framework: Bronfenbrenner's Ecological Systems Theory (Kurtz-Costes, 2015).

    RESEARCH QUESTION

    "How do parents of children with Special Educational Needs perceive the benefits and limitations of mainstream versus special school provision?"

    OBJECTIVES

    Aim: To systematically synthesise existing qualitative data to understand the factors influencing parental preference and satisfaction in mainstream and special school provision for children with SEN.

    Objectives:

    To identify the primary drivers (social, academic, and emotional factors) behind parental school choice for children with SEN.

    To evaluate the perceived barriers to successful inclusion in mainstream settings as reported by parents.

    To identify gaps in current policy and provide evidence-based recommendations for improving SEN provision.

    MIDDLE COLUMN

    METHODOLOGY

    Research Design: Qualitative Secondary Analysis – Systematic Literature Review (SLR), integrating findings from multiple empirical studies to address the research question (Boland et al., 2017; Gough et al., 2017).

    Data Collection Strategy:

    Databases: Google Scholar, ERIC, Taylor & Francis Online

    Search Terms: ("SEN" OR "Special Educational Needs") AND ("Parental Perceptions" OR "Parental Choice") AND ("Mainstream" OR "Special School")

    Boolean Operators: AND, OR (Booth et al., 2016)

    Search Date: 2024–2025

    Inclusion Criteria:

    Peer-reviewed academic journal articles

    UK studies

    Published within the last 10 years (2014–2024)

    Focus on parental views and perceptions

    Full text available

    Exclusion Criteria:

    Non-peer-reviewed sources

    Non-UK studies

    Studies not focused on parental perceptions

    Published before 2014

    Approach to Analysis:

    Thematic Analysis – Braun and Clarke's (2021) six-phase guide: familiarisation with data, generating initial codes, searching for themes, reviewing themes, defining themes, and writing up.

    Ethics:

    Secondary research – no participant contact (Bryman, 2016). Adhered to SRA Ethical Guidelines (2021). Accurate interpretation and citation of all sources.

    THEMATIC ANALYSIS PROCESS

    Thematic analysis was conducted following Braun and Clarke's (2021) six-phase guide to ensure a rigorous and transparent analytical process.

    Phase Description

    1 Familiarisation with data

    2 Generating initial codes

    3 Searching for themes

    4 Reviewing themes

    5 Defining themes

    6 Writing up

    RIGHT COLUMN

    FINDINGS

    Key Themes:

    Decision-Making Factors (Linked to Objective 1)

    Barriers to Inclusion (Linked to Objective 2)

    Policy Gaps (Linked to Objective 3)

    Theme 1: Decision-Making Factors (Linked to Objective 1)

    Parents' perceptions of the benefits and limitations of mainstream versus special schools are influenced by a complex interplay of academic, social, and emotional factors. Academic benefits include smaller class sizes, which Bondebjerg et al. (2023) found to significantly improve outcomes in special education settings. Social benefits encompass integration in mainstream settings versus peer connection in special schools (Fluyt et al., 2024; Castro & Palikara, 2020). Emotional benefits centre on children feeling "safe and understood" (Hamilton, 2019). Access to specialist expertise was also identified as a key benefit of special schools (Thosare, 2015). Kantová (2022) found that higher parental involvement increases the probability of positive educational outcomes.

    Key Finding: Parents perceive benefits in both mainstream (social inclusion) and special schools (specialist support and expertise). The decision reflects a careful weighing of academic, social, and emotional considerations.

    Theme 2: Barriers to Inclusion (Linked to Objective 2)

    Parents report significant limitations in mainstream settings, which often drive them toward special school choices. Structural limitations include lack of 1-to-1 support and large class sizes (Hamilton, 2019; Roberts & Simpson, 2021). Communication limitations manifest as poor school-parent communication (Goodall, 2019). Attitudinal limitations encompass stigma and lack of staff understanding, with Rose and Shevlin (2017a) providing direct evidence from parents and Rose and Shevlin (2017b) finding that many children with SEN do not feel fully accepted in mainstream settings. Systemic limitations include inadequate EHC plans and funding constraints (DfE, 2023).

    Key Finding: Parents feel "powerless" – forced to choose special schools due to mainstream limitations and failures (Hamilton, 2019). Parental voices are often "secondary to professional requirements" (Malcolm, 2022).

    Theme 3: Policy Gaps (Linked to Objective 3)

    Policy Identified Gap

    Children & Families Act 2014 EHC plans lack robust implementation and monitoring

    SEND Code of Practice 2015 Mandates inclusion but lacks resource allocation standards

    Education Act 1996 No specific quality standards for SEN provision

    Key Finding: Legislation supports inclusion on paper, but implementation is inconsistent and parental satisfaction is not systematically measured. Despite policy commitments, many parents and children do not experience genuine acceptance in mainstream settings (Rose & Shevlin, 2017a).

    BOTTOM SECTION (Full Width)

    CONCLUSION

    In conclusion, this research reveals that parents perceive both benefits and limitations in mainstream and special school provision. Parents value mainstream schools for social inclusion and special schools for specialist support and expertise. However, structural, communication, and attitudinal barriers in mainstream settings drive parents toward special school choices. Current legislation lacks effective implementation and monitoring, and parents experience a "powerless choice" constrained by systemic factors (Hamilton, 2019).

    Recommendations:

    Mandate consistent communication protocols between schools and SEN families to address parental concerns (Goodall, 2019; Rose & Shevlin, 2017a).

    Increase funding for 1-to-1 support in mainstream schools to address structural limitations (Bondebjerg et al., 2023; Roberts & Simpson, 2021).

    Strengthen EHC plan implementation and monitoring to ensure accountability (Malcolm, 2022; HM Government, 2014).

    Provide mandatory SEN training for all mainstream teachers to address attitudinal barriers (Thosare, 2015; Rose & Shevlin, 2017b).

    Establish parental satisfaction as a key performance indicator in SEN provision (Fluyt et al., 2024; Castro & Palikara, 2020; Kantová, 2022).

    Impact: This research contributes to social justice by amplifying parental voices and identifying systemic barriers to inclusion, serving as a catalyst for targeted policy reforms aimed at improving SEN provision.

    **REFERENCES**

    Boland, A., Cherry, M.G. and Dickson, R. (eds.) (2017) Doing a Systematic Review: A Student's Guide. 2nd edn. London: SAGE Publications.

    Bondebjerg, A., Bjørnholt, B., Quvang, C. and Hansen, O. (2023) 'Small class sizes in special education: A systematic review of effects on student outcomes', Campbell Systematic Reviews, 19(2), p. e1321.

    Booth, A., Sutton, A. and Papaioannou, D. (2016) Systematic Approaches to a Successful Literature Review. 2nd edn. London: SAGE Publications.

    Braun, V. and Clarke, V. (2021) Thematic Analysis: A Practical Guide. London: SAGE Publications.

    Bryman, A. (2016) Social Research Methods. 5th edn. Oxford: Oxford University Press.

    Castro, S. and Palikara, O. (2020) 'Parental decision-making in the context of SEN provision: A systematic review of qualitative studies', Educational Psychology Review, 32(4), pp. 987–1005.

    Department for Education (2015) Special Educational Needs and Disability Code of Practice: 0 to 25 years. London: DfE.

    Department for Education (2023) Special Educational Needs in England: Academic Year 2022/23. London: HMSO.

    Fluyt, L., De Schauwer, E. and Van Hove, G. (2024) 'Parental decision-making in the transition to special education: A qualitative study on lived experiences', Journal of Research in Special Educational Needs, 24(1), pp. 45–58.

    Goodall, J. (2019) 'Parental engagement in special educational needs: A continuum from involvement to engagement', British Journal of Special Education, 46(2), pp. 145–162.

    Gough, D., Oliver, S. and Thomas, J. (2017) An Introduction to Systematic Reviews. 2nd edn. London: SAGE Publications.

    Hamilton, K. (2019) 'The powerless choice: Parents' perspectives on the transition from mainstream to special schooling', International Journal of Inclusive Education, 23(4), pp. 451–466.

    HM Government (1989) Children Act 1989. London: The Stationery Office.

    HM Government (1996) Education Act 1996. London: The Stationery Office.

    HM Government (2001) Special Educational Needs and Disability Act 2001. London: The Stationery Office.

    HM Government (2014) Children and Families Act 2014. London: The Stationery Office.

    Kantová, K. (2022) 'Parental involvement and education outcomes of their children', Research Square, preprint. doi: 10.21203/rs.3.rs-2105821/v1.

    Kurtz-Costes, B. (2015) 'Bronfenbrenner's ecological systems theory and the family', in Encyclopedia of Family Studies. Oxford: Wiley-Blackwell.

    Malcolm, A. (2022) SASS Research Proposal Micro-Textbook: Level 6 Dissertation Guide. University of Bedfordshire.

    Roberts, J. and Simpson, A. (2021) 'Barriers to inclusion in mainstream schools: Parental perspectives on structural and attitudinal challenges', International Journal of Inclusive Education, 25(8), pp. 901–918.

    Rose, R. and Shevlin, M. (2017a) 'Parental perspectives on inclusion in mainstream schools', International Journal of Inclusive Education, 21(12), pp. 1205–1219.

    Rose, R. and Shevlin, M. (2017b) 'A sense of belonging: childrens' views of acceptance in "inclusive" mainstream schools', International Journal of Whole Schooling, 13(1), pp. 65–80.

    Social Research Association (2021) Ethical Guidelines for Social Research. London: SRA.

    Thosare, A. T. (2015) 'Inclusive education: A way to promote social integration of children with special needs', International Journal of Education and Management Studies, 5(2), pp. 153–157.

  • [Solved] s edwards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachments **files (2)** – ## DiscussionAssignmentInstructions50.docx – ## CaseStudyArrestandDomesticViolence.docx **## DiscussionAssignmentInstructions50.docx** CJUS 740 **Discussion Assignment Instructions** The student will complete 5 Discussions in this course. The student will post …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please see attachments

    **files (2)**

    – ## DiscussionAssignmentInstructions50.docx

    – ## CaseStudyArrestandDomesticViolence.docx

    **## DiscussionAssignmentInstructions50.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## CaseStudyArrestandDomesticViolence.docx**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abusers who were arrested were less likely to commit future assaults than offenders who were not arrested. Conducted by researchers from the Police Foundation, the study used rigorous experimental methods adapted from the natural sciences. Criminal justice scholars generally agreed that the research was well designed and executed. Public officials were quick to embrace the study’s findings that arresting domestic violence offenders deterred them from future violence.

    Here, at last, was empirical evidence to support an effective policy in combating domestic assaults. Results of the Minneapolis Domestic Violence Experiment were widely disseminated, in part due to aggressive efforts by the researchers to publicize their findings (Sherman and Cohn, 1989). The attorney general of the United States recommended that police departments make arrests in all cases of misdemeanor domestic violence. Within five years, more than 80 percent of law enforcement agencies in U.S. cities adopted arrest as the preferred way of responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies to deter domestic violence. First, the experimental study was conducted carefully by highly respected researchers. Second, results were widely publicized in newspapers, in professional journals, and on television programs. Third, officials could understand the study, and most believed that its findings made sense. Finally, mandating arrest in less serious cases of domestic violence was a straightforward and politically attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically embracing the results of their study. Others advised that similar research be conducted in other cities to check the Minneapolis findings (Lempert, 1984). Recognizing this, the U.S. National Institute of Justice sponsored more experiments—known as replications—in six other cities. Not everyone was happy about the new studies. For example, an advocacy group in Milwaukee opposed the replication in that city because it believed that the effectiveness of arrest had already been proved (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the effectiveness of arrest policies. In three cities, no deterrent effect was found in police records of domestic violence. In other cities, there was no evidence of deterrence for longer periods (6–12 months), and in three cities, researchers found that violence actually escalated when offenders were arrested (Sherman, 1992:30). For example, Sherman and associates (1992:167) report that in Milwaukee “the initial deterrent effects observed for up to thirty days quickly disappear. By one year later [arrests] produce an escalation effect.” Arrest works in some cases but not in others. As in many other cases, in responding to domestic assaults, it’s important to carefully consider the characteristics of offenders and the nature of the relationship between offender and victim.

    After police departments throughout the country embraced arrest policies following the Minneapolis study, researchers were faced with the difficult task of explaining why initial results must be qualified. Arrest seemed to make sense; officials and the general public believed what they read in the papers and saw on television. Changing their minds by reporting complex findings was more difficult but continues to be important. Long-term follow-up studies have found that arrested offenders were more likely to be victims of homicide (Sherman and Harris, 2013). Even more sobering, domestic violence victims of arrested offenders were more likely than victims of nonarrested offenders to have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you know about the contradictory findings regarding the use of arrest in incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal justice researchers should revisit? What other common practices that are seen as absolutely true should researchers reevaluate?

    Please review the
    [Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432?wrap=1) [Download Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432/download?download_frd=1) prior to posting. You may also click the three dots in the upper corner to Show Rubric.

    **## CaseStudyArrestandDomesticViolence.docx**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abusers who were arrested were less likely to commit future assaults than offenders who were not arrested. Conducted by researchers from the Police Foundation, the study used rigorous experimental methods adapted from the natural sciences. Criminal justice scholars generally agreed that the research was well designed and executed. Public officials were quick to embrace the study’s findings that arresting domestic violence offenders deterred them from future violence.

    Here, at last, was empirical evidence to support an effective policy in combating domestic assaults. Results of the Minneapolis Domestic Violence Experiment were widely disseminated, in part due to aggressive efforts by the researchers to publicize their findings (Sherman and Cohn, 1989). The attorney general of the United States recommended that police departments make arrests in all cases of misdemeanor domestic violence. Within five years, more than 80 percent of law enforcement agencies in U.S. cities adopted arrest as the preferred way of responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies to deter domestic violence. First, the experimental study was conducted carefully by highly respected researchers. Second, results were widely publicized in newspapers, in professional journals, and on television programs. Third, officials could understand the study, and most believed that its findings made sense. Finally, mandating arrest in less serious cases of domestic violence was a straightforward and politically attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically embracing the results of their study. Others advised that similar research be conducted in other cities to check the Minneapolis findings (Lempert, 1984). Recognizing this, the U.S. National Institute of Justice sponsored more experiments—known as replications—in six other cities. Not everyone was happy about the new studies. For example, an advocacy group in Milwaukee opposed the replication in that city because it believed that the effectiveness of arrest had already been proved (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the effectiveness of arrest policies. In three cities, no deterrent effect was found in police records of domestic violence. In other cities, there was no evidence of deterrence for longer periods (6–12 months), and in three cities, researchers found that violence actually escalated when offenders were arrested (Sherman, 1992:30). For example, Sherman and associates (1992:167) report that in Milwaukee “the initial deterrent effects observed for up to thirty days quickly disappear. By one year later [arrests] produce an escalation effect.” Arrest works in some cases but not in others. As in many other cases, in responding to domestic assaults, it’s important to carefully consider the characteristics of offenders and the nature of the relationship between offender and victim.

    After police departments throughout the country embraced arrest policies following the Minneapolis study, researchers were faced with the difficult task of explaining why initial results must be qualified. Arrest seemed to make sense; officials and the general public believed what they read in the papers and saw on television. Changing their minds by reporting complex findings was more difficult but continues to be important. Long-term follow-up studies have found that arrested offenders were more likely to be victims of homicide (Sherman and Harris, 2013). Even more sobering, domestic violence victims of arrested offenders were more likely than victims of nonarrested offenders to have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you know about the contradictory findings regarding the use of arrest in incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal justice researchers should revisit? What other common practices that are seen as absolutely true should researchers reevaluate?

    Please review the
    [Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432?wrap=1) [Download Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432/download?download_frd=1) prior to posting. You may also click the three dots in the upper corner to Show Rubric.

    **## DiscussionAssignmentInstructions50.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## CaseStudyArrestandDomesticViolence.docx**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abusers who were arrested were less likely to commit future assaults than offenders who were not arrested. Conducted by researchers from the Police Foundation, the study used rigorous experimental methods adapted from the natural sciences. Criminal justice scholars generally agreed that the research was well designed and executed. Public officials were quick to embrace the study’s findings that arresting domestic violence offenders deterred them from future violence.

    Here, at last, was empirical evidence to support an effective policy in combating domestic assaults. Results of the Minneapolis Domestic Violence Experiment were widely disseminated, in part due to aggressive efforts by the researchers to publicize their findings (Sherman and Cohn, 1989). The attorney general of the United States recommended that police departments make arrests in all cases of misdemeanor domestic violence. Within five years, more than 80 percent of law enforcement agencies in U.S. cities adopted arrest as the preferred way of responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies to deter domestic violence. First, the experimental study was conducted carefully by highly respected researchers. Second, results were widely publicized in newspapers, in professional journals, and on television programs. Third, officials could understand the study, and most believed that its findings made sense. Finally, mandating arrest in less serious cases of domestic violence was a straightforward and politically attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically embracing the results of their study. Others advised that similar research be conducted in other cities to check the Minneapolis findings (Lempert, 1984). Recognizing this, the U.S. National Institute of Justice sponsored more experiments—known as replications—in six other cities. Not everyone was happy about the new studies. For example, an advocacy group in Milwaukee opposed the replication in that city because it believed that the effectiveness of arrest had already been proved (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the effectiveness of arrest policies. In three cities, no deterrent effect was found in police records of domestic violence. In other cities, there was no evidence of deterrence for longer periods (6–12 months), and in three cities, researchers found that violence actually escalated when offenders were arrested (Sherman, 1992:30). For example, Sherman and associates (1992:167) report that in Milwaukee “the initial deterrent effects observed for up to thirty days quickly disappear. By one year later [arrests] produce an escalation effect.” Arrest works in some cases but not in others. As in many other cases, in responding to domestic assaults, it’s important to carefully consider the characteristics of offenders and the nature of the relationship between offender and victim.

    After police departments throughout the country embraced arrest policies following the Minneapolis study, researchers were faced with the difficult task of explaining why initial results must be qualified. Arrest seemed to make sense; officials and the general public believed what they read in the papers and saw on television. Changing their minds by reporting complex findings was more difficult but continues to be important. Long-term follow-up studies have found that arrested offenders were more likely to be victims of homicide (Sherman and Harris, 2013). Even more sobering, domestic violence victims of arrested offenders were more likely than victims of nonarrested offenders to have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you know about the contradictory findings regarding the use of arrest in incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal justice researchers should revisit? What other common practices that are seen as absolutely true should researchers reevaluate?

    Please review the
    [Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432?wrap=1) [Download Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432/download?download_frd=1) prior to posting. You may also click the three dots in the upper corner to Show Rubric.

    **## DiscussionAssignmentInstructions50.docx**

    CJUS 740

    **Discussion Assignment Instructions**

    The student will complete 5 Discussions in this course. The student will post one thread of 500-700 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of 200-300 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least 4 scholarly citations in APA format. Each reply must incorporate at least 2 scholarly citations in APA format. Any sources cited must have been published within the last five years. The original thread must incorporate ideas and several scholarly citations from all of the
    **Learn materials** for that Module: Week. The reply posts can integrate ideas and citations from the
    **Learn materials** for other Modules: Weeks. Integrate Biblical principles in your personal thread and in all replies to peers.

    **## CaseStudyArrestandDomesticViolence.docx**

    **Case Study Arrest and Domestic Violence**

    In 1983, preliminary results were released from a study on the deterrent effects of arrest in cases of domestic violence. The study reported that male abusers who were arrested were less likely to commit future assaults than offenders who were not arrested. Conducted by researchers from the Police Foundation, the study used rigorous experimental methods adapted from the natural sciences. Criminal justice scholars generally agreed that the research was well designed and executed. Public officials were quick to embrace the study’s findings that arresting domestic violence offenders deterred them from future violence.

    Here, at last, was empirical evidence to support an effective policy in combating domestic assaults. Results of the Minneapolis Domestic Violence Experiment were widely disseminated, in part due to aggressive efforts by the researchers to publicize their findings (Sherman and Cohn, 1989). The attorney general of the United States recommended that police departments make arrests in all cases of misdemeanor domestic violence. Within five years, more than 80 percent of law enforcement agencies in U.S. cities adopted arrest as the preferred way of responding to domestic assaults (Sherman, 1992:2).

    Several things contributed to the rapid adoption of arrest policies to deter domestic violence. First, the experimental study was conducted carefully by highly respected researchers. Second, results were widely publicized in newspapers, in professional journals, and on television programs. Third, officials could understand the study, and most believed that its findings made sense. Finally, mandating arrest in less serious cases of domestic violence was a straightforward and politically attractive approach to a growing problem.

    Sherman and Berk (1984), however, urged caution in uncritically embracing the results of their study. Others advised that similar research be conducted in other cities to check the Minneapolis findings (Lempert, 1984). Recognizing this, the U.S. National Institute of Justice sponsored more experiments—known as replications—in six other cities. Not everyone was happy about the new studies. For example, an advocacy group in Milwaukee opposed the replication in that city because it believed that the effectiveness of arrest had already been proved (Sherman and Cohn, 1989:138).

    Results from the replication studies brought into question the effectiveness of arrest policies. In three cities, no deterrent effect was found in police records of domestic violence. In other cities, there was no evidence of deterrence for longer periods (6–12 months), and in three cities, researchers found that violence actually escalated when offenders were arrested (Sherman, 1992:30). For example, Sherman and associates (1992:167) report that in Milwaukee “the initial deterrent effects observed for up to thirty days quickly disappear. By one year later [arrests] produce an escalation effect.” Arrest works in some cases but not in others. As in many other cases, in responding to domestic assaults, it’s important to carefully consider the characteristics of offenders and the nature of the relationship between offender and victim.

    After police departments throughout the country embraced arrest policies following the Minneapolis study, researchers were faced with the difficult task of explaining why initial results must be qualified. Arrest seemed to make sense; officials and the general public believed what they read in the papers and saw on television. Changing their minds by reporting complex findings was more difficult but continues to be important. Long-term follow-up studies have found that arrested offenders were more likely to be victims of homicide (Sherman and Harris, 2013). Even more sobering, domestic violence victims of arrested offenders were more likely than victims of nonarrested offenders to have died within 23 years of the experiment (Sherman and Harris, 2015).

    Critical Thinking

    1. What was your first reaction to reading this case study? Did you know about the contradictory findings regarding the use of arrest in incidences of domestic violence?

    2. Can you think of other topics or claims that you think criminal justice researchers should revisit? What other common practices that are seen as absolutely true should researchers reevaluate?

    Please review the
    [Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432?wrap=1) [Download Discussion Assignment Instructions](https://canvas.liberty.edu/courses/1016730/files/125649432/download?download_frd=1) prior to posting. You may also click the three dots in the upper corner to Show Rubric.

  • [Solved] 570 planning science

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Topic 2:** **Part 1: Standards, Learning Objectives, and Assessments** For this assignment, complete the following components in the “Science Unit Plan" template: – **Lesson Title and Brief Summary:** Include a daily lesson title and summarize the scope/intent of the lesson. – **National/State Sta…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Topic 2:**

    **Part 1: Standards, Learning Objectives, and Assessments**

    For this assignment, complete the following components in the “Science Unit Plan" template:

    – **Lesson Title and Brief Summary:** Include a daily lesson title and summarize the scope/intent of the lesson.
    – **National/State Standard(s):** List the specific grade-level standards that will be taught throughout the week. Include the standards with the performance indicators and the standard language in its entirety.
    – **Learning Objectives:** Write daily, measurable learning objectives that align with the national/state standards and specify what will be assessed at the completion of the lesson. _**Note:**_ _This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measurable, but “describe” and “identify” are._
    – **Three-Dimensional Learning:** Describe the crosscutting concepts and the science and engineering practices that support the learning objectives. Include a brief description of how these will be integrated throughout the weekly plan.
    – **Formative Assessments:** Describe how you will formatively assess the learning objectives for the lessons. These should be designed to provide data on student performance for monitoring and adjusting instruction and provide students feedback so they can evaluate and adjust their own learning.
    – **Summative Assessment:** Describe a summative assessment that measures the learning for the unit. This should provide the student with an opportunity to demonstrate mastery of the standards.
    – **Differentiation of Assessments:** Describe how the formative and summative assessments will be differentiated to support students with disabilities, students with gifted abilities, ELLs, and early finishers.

    **Part 2: Reflection**

    In 250 words, summarize and reflect on the process of beginning your unit plan. Include the following in your reflection:

    – Discuss your experience so far with the process of backward design in planning your science unit and describe how it compares with other planning experiences you have had throughout your coursework.
    – Describe how the assessments chosen for your unit plan support the three dimensions of science learning.
    – Explain the factors you considered when designing assessments that are aligned to learning objectives and state standards. Additionally, discuss how you will ensure all students are prepared for the assessments by making appropriate modifications and accommodations for students with disabilities and language learning needs.

    Support your assignment with a minimum of two scholarly resources.

    Topic 3

    **Part 1: Vocabulary, Instructional Strategies, and Lesson Activities**

    – **Vocabulary:** Identify the appropriate general academic and content-specific vocabulary students need to be successful in each lesson and explain how the vocabulary will be taught to students.
    – **Instructional Strategy/Strategies:** Identify the instructional strategy/strategies that will be used each day to provide students opportunities to explore, practice, and apply the science content. At least two days should be inquiry-based and focus on student-centered learning opportunities. Use a combination of instructional strategies that are best suited for each day’s lesson and students in the classroom.
    – **Summary of Instruction and Activities**: Write a brief summary of the instruction, activities, and learning content for each lesson, including how you will connect students’ prior knowledge to key science concepts through the application of major standards-based concepts and modes of inquiry.
    – **Differentiation and Accommodations**: Describe strategies to differentiate and accommodate the lessons’ activities for students with disabilities, students with gifted abilities, ELLs, and early finishers.

    **Part 2: Reflection**

    In 250 words, summarize and reflect on the process of continuing your unit plan and deciding on instructional strategies that best complement your standards, learning objectives, and assessments. Include the following in your reflection:

    – Describe how your instructional strategies align with your standards, learning objectives, and assessments.
    – Discuss how your instructional strategies promote exploration/investigation, critical thinking, and problem-solving. Explain how your inquiry-based science instruction will support students in mastering the science content.
    – Describe a challenge or misconception that might arise during one of the activities and require additional emphasis or greater accommodations. Explain how you would handle the need for additional differentiation or accommodations, and include any resources or support staff you may be able to utilize to meet specific students' needs.
    – Support your assignment with a minimum of two scholarly resources.

    Topic 4

    **Part 1: Materials, Resources, and Integration**

    For this assignment, complete the following components in the “ELM-570 Science Unit Plan" template:

    – **Materials and Resources:** List appropriate and relevant materials and resources needed for each day’s lesson.
    – **Technology Integration:** Describe technological tools and strategies for integrating technology into the week’s unit plan to support and enhance the science content.
    – **Health Integration:** Identify health skills and concepts, such as human movement, activity, fitness, emotional health, and motor skills, that will be supported throughout the unit plan and describe how those concepts will be integrated into the designed activities from Topic 3.
    – **Math Connections:** Identify at least one mathematical practice standard or skill (e.g., accuracy, precision, estimation, measurement, and data analysis ) to support the science instruction and describe how the practice standard or skill will support student learning in the unit plan.
    – **Literacy:** Describe a minimum of two areas of literacy (reading, writing, listening, and speaking) that are integrated into the unit plan. Identify which activities designed in Topic 3 support each literacy area.

    **Part 2: Reflection**

    In 250 words, summarize and reflect on the process of creating a cohesive, weeklong unit plan that successfully incorporates crosscutting concepts, science and engineering practices, and multiple disciplines. Include the following in your reflection:

    – Describe how you seamlessly integrated technology and cross-curricular skills into the unit plan.
    – Discuss how you created opportunities to promote health education that will positively contribute to a good quality of life for students and explain why this is important.
    – Explain how your materials, resources, and technology can create engagement and motivation during science instruction.

    Support your assignment with at least two scholarly resources.

    – [\
    \
    ELM-570-ScienceUnitPlanTemplate1.docx](https://www.sweetstudy.com/files/elm-570-scienceunitplantemplate1-docx-10570791 "ELM-570-ScienceUnitPlanTemplate1.docx")

  • [Solved] Summary

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The laws that influence educational practice originate from various sources, including the U.S. Constitution and federal and state statutory law and their associated cases. Sources like the U.S. Constitution, statues, and regulations are directly stated in the law. However, cases require detailed an…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    The laws that influence educational practice originate from various sources, including the U.S. Constitution and federal and state statutory law and their associated cases. Sources like the U.S. Constitution, statues, and regulations are directly stated in the law. However, cases require detailed analysis to extract the legal implications.

    Analyzing cases to uncover the applicable law is an acquired skill. “Briefing” a case is one of the most effective strategies for developing this skill. This assignment will help you learn to analyze a case and uncover the key legal components.

    These legal concepts will be explored in Weeks 1, 3, 5, and 7.

    **Review** the legal cases discussed in Ch. 1 of _The Principal’s Quick-Reference Guide to School Law: Reducing Liability, Litigation, and Other Potential Legal Tangles_.

    **Select** one salient course case presented in Ch. 1 or from other resources from this week’s Learning Activities folder.

    You may not use _Jackson v. Birmingham_ (2005) as this is our class case law study for the week.

    **Complete** the [Case Brief Template](https://multimedia.phoenix.edu/cms/202444645) for your selected case. PLEASE USE THIS TEMPLATE TO COMPLETE YOUR ASSIGNMENT.

    _A note on briefing cases:  A case brief is basically a summary of the case which includes specific details of the case. I won’t go into detail about how to write a case brief; I will just point you toward the template provided with the assignment, and annotated case brief designed to help you avoid common errors. You're welcome!_

    – [\
    \
    IMG_4977.png](https://www.sweetstudy.com/files/img-4977-png "IMG_4977.png")

  • [Solved] Education

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Education.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] mika

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ### **Purpose** In this assignment, you will gain hands-on experience working with the **Uniform Hospital Discharge Data Set (UHDDS)** in the **EHRGo** platform. UHDDS is the federally mandated standard for collecting data on hospital discharges for Medicare and Medicaid programs. You will review a …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    ### **Purpose**

    In this assignment, you will gain hands-on experience working with the **Uniform Hospital Discharge Data Set (UHDDS)** in the **EHRGo**  platform. UHDDS is the federally mandated standard for collecting data  on hospital discharges for Medicare and Medicaid programs. You will  review a patient chart, abstract key data elements, and analyze how  coding accuracy and compliance affect **billing, reimbursement, and fraud prevention**.

    ### **Instructions**

    #### **1. Access the Assignment**

    1. Log in to **EHRGo** using the access code provided by your instructor.

    2. Under _Activities_, locate [**UHDDS and the EHR (Baccalaureate)**.](https://web21.ehrgo.com/rd/?courseActivityId=12743)

    3. Click **Launch EHR** to access the patient chart.

    #### **2. Review the Patient Chart**

    – Examine the **de-identified inpatient record** carefully.

    – Pay attention to all UHDDS-required data elements:

    – **Person/Enrollment Data:** Demographics, insurance coverage, identifiers

    – **Encounter Data:** Admission/discharge dates, principal diagnosis, procedures, attending provider, payment source

    #### **3. Abstract UHDDS Data Elements**

    Using the provided worksheet:

    – Record all **required data elements** accurately.

    – Identify the **principal diagnosis** and **principal procedure** following UHDDS definitions.

    – Ensure coding selections align with **compliance and reporting standards**.

    #### **4. Respond to Critical Thinking Questions**

    In the same worksheet, answer the following in **4–6 sentences each**:

    1. Why is UHDDS standardization important for **Medicare and Medicaid reimbursement**?

    2. How does **coding accuracy** affect compliance, audit readiness, and fraud prevention?

    3. What are the potential consequences of incomplete or inaccurate UHDDS data on reimbursement and compliance programs?

  • [Solved] greg

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Overview:** Reading the archive isn't about simply "collecting information." People in the past had different motivations and perspectives, and the historian's job is to read through and across the sources and accounts that remain with us today to try to develop understandings and interpretations …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Overview:** Reading  the archive isn't about simply "collecting information." People in the  past had different motivations and perspectives, and the historian's job  is to read through and across the sources and accounts that remain with  us today to try to develop understandings and interpretations of the  past based on limited, partial, flawed, and very human evidence.

    For this assignment, you will annotate (e.g.  add interpretations, ideas, references to other readings and sources)  the Declaration of Independence and Frederick Douglass' response to  celebration of that moment (“What to the Slave is the Fourth of July?”).

    **Task:** You must add **at least 6 to 8 substantial annotations (a few sentences)** directly to the document packet and **at least two for each document.**

    – Highlight a specific phrase, grievance, or philosophical claim. Write a comment analyzing _why_  this phrase was revolutionary in its historical context or what  assumptions the authors were making about government and society.
    – You must also make a connection to the readings and media from Unit 1 of the OER **for at least one of them.**

    – Identify connections between the documents and how they are talking to each other (or not).

    – [\
    \
    Unit1_TheWorldin1750_WorldHistory1750.htm](https://www.sweetstudy.com/files/unit1-theworldin1750-worldhistory1750-htm "Unit1_TheWorldin1750_WorldHistory1750.htm")
    – [\
    \
    ANationsStory_WhattotheSlaveistheFourthofJuly__NationalMuseumofAfricanAmericanHistoryandCulture.htm](https://www.sweetstudy.com/files/anationsstory-whattotheslaveisthefourthofjuly-nationalmuseumofafricanamericanhistoryandculture-htm "ANationsStory_WhattotheSlaveistheFourthofJuly__NationalMuseumofAfricanAmericanHistoryandCulture.htm")

  • [Solved] Science, Health, and Engineering Fair

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Scientists and engineers plan and carry out systematic investigations in the field or laboratory that produce data that must be analyzed to derive meaning. Because data trends and patterns are not always obvious, scientists and engineers use various tools and argumentation to identify the significan…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Scientists and engineers plan and carry out systematic investigations in the field or laboratory that produce data that must be analyzed to derive meaning. Because data trends and patterns are not always obvious, scientists and engineers use various tools and argumentation to identify the significant features and patterns within the data. Finally, they must be able to clearly communicate information, evidence, and ideas in multiple ways using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussions. This work with data (collection, organization, and communication) is called data science.

    As a teacher and volunteer organizer for your K-8 school’s upcoming Science, Health, and Engineering Fair, you will be supporting teachers, students, and families in the development of their projects. To do so, you have been tasked with creating an example of the project, a handout to share with families with the project details, and a rubric for the judges to use at the event.

    **Part 1: Project Example**

    Use a free digital platform (Canva, Genially, PowerPoint) to create a mock-up or by creating a physical model, develop an example project that demonstrates for families all the requirements of the project. The project example should include:

    – A science or health phenomenon question or an engineering problem that is the focus of your project. The topic should be taken from the NGSS or your state standards.

    _**Note**_ _: You may use a topic generated from the standards used in the Topic 2 or Topic 3 assignments._
    – An investigation to help answer the driving question, including examples of the steps you will take to address the phenomenon question or engineering problem.
    – Examples of tools, including at least one technology tool, that will be utilized to collect, organize, and communicate data for your investigation (e.g., charts, graphs, tables) and support student inquiry. This may include mock data or a possible outcome of the investigation.

    **Part 2: Communication with Families**

    Create a two-page digital handout to share with families. Your handout should include the following:

    – A list of at least 10 science, health, or engineering topics that students may select from to complete their project. The topics should be related to the NGSS or your state standards.

    _**Note**_ _: Suggested topics should be different than the topic selected for the project example in Part 1._
    – A description of the assignment directions that students will follow, including generating a driving question or problem, steps for investigation, and technology tools to collect, organize, and communicate data.
    – A link to the mock-up or picture of the project example you created in Part 1.
    – The scoring/grading rubric aligned with the project details.
    – At least two community resources or organizations that could be utilized to help students complete the project.
    – At least three ideas for how families can engage and support their student with the project, including ways to differentiate if their child is struggling.

    Support your deliverable with 2-3 scholarly resources.

    Submit a screenshot or picture of your project example, a link to your digital handout, and your resources in a single document. Ensure the link can be viewed by others prior to submitting.