Red Globe Press Dissertations Review

Red Globe Press Dissertations Review

Table of Contents

Ever feel overwhelmed by the thought of tackling your dissertation or project report? We sure did. That’s why we decided to check out “Red Globe Press Dissertations and Project Reports: A Step by Step Guide Paperback – 10 January 2014.” After all, who doesn’t want a detailed, step-by-step guide to make the process less agonizing?

Red Globe Press Dissertations and Project Reports: A Step by Step Guide     Paperback – 10 January 2014

Check out the Red Globe Press Dissertations and Project Reports: A Step by Step Guide     Paperback – 10 January 2014 here.

First Impressions

First impressions are like meeting someone at a party; they say a lot. And we all know you never get a second chance at a first impression, right? The cover of this book whispered (or perhaps screamed) “No-nonsense help.” It’s straightforward, yet not intimidating. Much like a trusted friend holding your hand but not being overly clingy.

We opened the book and listened for that satisfying crack of a brand-new spine. Then, we dove (don’t worry, we didn’t really dive) right in.

Red Globe Press Dissertations and Project Reports: A Step by Step Guide Paperback – 10 January 2014

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Structure and Organization

If there’s one thing we can all agree on, it’s that clarity is key. Thankfully, this guide doesn’t leave us rummaging around like party-goers looking for snacks. The clear structure enables an easy understanding of complex concepts. The book is compartmentalized into sections that guide you like a reliable GPS system.

Table of Breakdowns

We found a breakdown of the main sections quite handy. Let’s take a gander:

Section Focus Area Highlights
Introduction Basics & Overview Sets the stage, introduces concepts
Planning Your Dissertation Project Management Time management tips, outlining, schedules
Research Methods Methodology Qualitative vs. quantitative, data collection
Writing Up Actual Writing Drafts, revisions, formatting tips
Finalizing Editing & Presentation Proofreading, binding, submission tips

Isn’t it refreshing to see everything laid out like this? Almost like peeking at the menu before deciding if the restaurant is worth sitting down in!

Discover more about the Red Globe Press Dissertations and Project Reports: A Step by Step Guide     Paperback – 10 January 2014.

Planning Your Dissertation

Ah, planning. Something most of us pretend to be great at but secretly struggle with. This section felt like a friend who’s annoyingly good at organizing but in the best way possible. The authors gave concrete strategies for turning that overwhelming cloud of ideas into something more manageable.

Project Management

The book explains project management like explaining complex cocktail recipes at a party. It’s detailed but in a way that makes you think, “I can totally do this.” From calendar setups to little tips for keeping on track, the advice here is gold—pure, 24-karat gold. We found ourselves nodding in agreement as we read.

Research Methods

This is the meaty part, where most of us start to break a sweat. Research methods can be as enjoyable as trying to interpret modern art. Not for us, though—not anymore. Thanks to this section, we’re now feeling like seasoned art critics.

Qualitative vs Quantitative

The breakdown between qualitative and quantitative research is clearer than your grandma’s crystal water pitcher. The guidance here helps to understand which method suits your project best with practical examples and pros and cons for each. We almost felt like asking ourselves, “Why didn’t we think of this before?”

Data Collection

And then, there’s the method of collecting all that data. The book even tells us how to do interviews without feeling like we’re auditioning for a reality TV show. Surveys, focus groups, observational studies—it covers the lot. Each explanation comes with little anecdotes and examples, making the concepts stick like those stubborn Post-it notes.

Red Globe Press Dissertations and Project Reports: A Step by Step Guide     Paperback – 10 January 2014

Writing Up

Alright, confession time—when it comes to writing up, who hasn’t stared at a blank screen, hoping magic would happen? This section is like having an author friend sit beside us, helping to flesh out those thoughts into coherent paragraphs.

Drafts & Revisions

Writing is rewriting. If we had a dime for every time we heard that, we’d probably afford that beach house we’re always dreaming about. But like a good chauffeur, the book guides us through this phase. It encourages multiple drafts and has practical tips for revising without pulling out clumps of hair.

Formatting Tips

Don’t you just love it when formatting brings down your brilliant ideas to tears? The formatting tips here prevent such disasters. Using real-life examples, it covers everything from fonts to citation styles, sparing us from future headaches.

Finalizing

Proofreading is like cleaning up after a wild party, not fun but crucial. This section covers every tiny detail we might easily miss when finalizing our report.

Proofreading

We all know that fresh eyes catch mistakes better than our tired ones ever could. This book offers amazing strategies for proofreading like a pro. From reading aloud (yes, we looked silly doing it but who cares?) to peer reviews, it felt like we were armed for battle.

Presentation

Presentation tips add the cherry on top. They help us focus not just on content but on how we present it too. No one wants to spend months (or years) on a dissertation only to have it look like a high school book report. From binding tips to digital submission guidelines, this section preps us thoroughly.

Practicality

Theory is fine and dandy, but can we put it into practice? That’s the real question. This book somehow manages to stay in the realm of practicality all the time. It’s written in a way that speaks to us directly. It’s like the authors were sitting over our shoulders, guiding us step by manageable step.

Real-World Examples

The examples provided aren’t from some research utopia where everything goes according to plan. Believe it or not, they come from real students who’ve faced similar trials and tribulations. We identified with these examples, making the guidance feel realistic and attainable.

User-Friendly Language

Academic books can sometimes feel like they’re written in another language, but not this one. It’s like having a casual chat with your smart and witty friend (the one who always knows a bit more than you do but never makes you feel bad about it).

Conversational Tone

The conversational tone the authors employ makes this guide easy to follow. We didn’t find ourselves reaching for a dictionary every five words. Instead, it feels more like a gentle nudge toward understanding rather than a harsh shove.

Final Thoughts

We’ve perused our fair share of academic guides, but this one stands out like a shiny trophy among participation certificates. The “Red Globe Press Dissertations and Project Reports: A Step by Step Guide Paperback – 10 January 2014” should be in every student’s toolkit, right next to sticky notes and highlighters.

Would we recommend this to our fellow students? Absolutely. Does it make the daunting task of writing a dissertation or report seem achievable? Without a doubt. So, in essence, this book doesn’t just help us survive the dissertation jungle, it makes us feel like seasoned explorers of it.

See the Red Globe Press Dissertations and Project Reports: A Step by Step Guide     Paperback – 10 January 2014 in detail.

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Artificial Intelligence

About Me

With 25 years of experience in healthcare IT implementation, Emmanuel began his career at the University of Pittsburgh Medical Center, working as an assistant manager for a billing system implementation. Over the years, he has explored various aspects of the healthcare IT domain, successfully implementing several laboratory information systems and electronic medical record (EMR) systems, such as Cerner Millennium and Epic EMR.

In 2005, Emmanuel shifted his focus to public health, working on bio-surveillance implementation for the Centers for Disease Control and Prevention (CDC). He contributed to the BioSense Data Provisioning Project and performed extensive analysis of HL7 messages in hospitals and healthcare facilities. Additionally, Emmanuel requirements analysis for the CDC BioSense Analysis, Visualization and Reporting (AVR) project and played a key role in publishing the Situational Awareness updates to the BioSense System Requirements Specification (SRS).

Over the past 11 years, Emmanuel has worked in the Middle East, implementing the Epic EMR system at Cleveland Clinic Abu Dhabi. As a multidisciplinary team member, he has taken on various roles, including SCRUM Master, Project Manager, Integration Engineer, and Platform Engineer. Concurrently working as an adjunct university faculty member, teaching graduate-level courses in Systems Life Cycle and undergraduate courses in Health Information Systems

From a technological standpoint, Emmanuel has designed, installed, and implemented complete hospital integration systems using Rhapsody Integration Engine, MS SQL Server, and Public Health Information Networks Messaging System (PHINMS). He has also developed over 10,000 interfaces some of which coded in Java and JavaScript.

In 2019, Emmanuel expanded his skill set and entered the field of digital marketing, quickly becoming a proficient Digital Marketing Strategist. He has since helped numerous clients develop robust digital marketing strategies for their businesses. His expertise encompasses Social Media Marketing, On-page and Off-page SEO, Google Ads, and Google Analytics. Additionally, he and a team have managed clients’ website development projects, ensuring that each site is optimized for SEO, further enhancing their online presence and performance.

Alongside their digital marketing expertise, Emmanuel has delved into the world of Affiliate Marketing, where Emmanuel and his team successfully managed and executed campaigns for a variety of clients. By identifying the right products and services to promote, Emmanuel and his team helped clients generate passive income streams and increase their overall revenue.

Their approach to Affiliate Marketing involves creating valuable content that educates and engages the target audience, while strategically incorporating affiliate links. Emmanuel and his team have experience working with multiple affiliate networks and platforms, ensuring optimal tracking and reporting of performance metrics. By staying up to date with the latest trends and best practices, Emmanuel and his team have been able to optimize affiliate campaigns for maximum results, fostering long-term partnerships and sustainable growth for their clients.

As an accomplished professional, Emmanuel holds dual Bachelor of Arts degrees in Linguistics and English, a Master of Science in Health Information Systems from the University of Pittsburgh, and a Ph.D. in Information Systems from Nova Southeastern University.

My Teaching History

Professor Bazile is a dedicated technology instructor and Adjunct Faculty professor, who began his teaching career in April 2000 at the Business Career Institute in Las Vegas, Nevada.

In 2001, he expanded his expertise by training nurses in the use of Electronic Medical Records (EMR) systems. His experience in both technology and healthcare led to his appointment as an Adjunct Faculty professor at the University of Phoenix in May 2008, where he has taught several graduate-level information technology and healthcare information systems courses.

Dr. Bazile has also developed an HL7 course, which he has taught at various healthcare facilities, drawing from his own book, “HL7: Introductory and Advanced Concepts,” currently available on Amazon. With a passion for teaching and a commitment to ensuring students get the most out of each course he teaches, Dr. Bazile is a valuable asset to both his students and the institutions he serves.

My Teaching Philosophy

My teaching philosophy as an Information Systems professor in healthcare is built on the concept that education should equip students to be confident and capable problem solvers who are prepared to traverse the complicated and ever-changing landscape of Healthcare IT.

In order to accomplish this, I prioritize the creation of a dynamic and engaging learning environment that encourages students to engage with course material and with one another. This involves employing a range of teaching approaches, such as lectures, seminars, and hands-on activities, to ensure that students learn in the manner that best matches their learning style.

I believe the reason we have Information Systems as a discipline is to allow students to apply technology to solve real world problems. If that is the case, both undergraduate and graduate students have to be challenged to incorporate their core academic courses with their matriculated subjects. As such, it is important that students enter their Junior and Senior years with a strong command of the core courses such as Programming, databases, networks, hardware and software, as they serve as the foundation upon which real-world solutions will be built.

I also believe in the importance of incorporating real-world examples and case studies into my courses, as this helps to connect abstract concepts to practical applications. Additionally, I encourage students to apply what they are learning to their own personal and professional goals, as this helps to make the material more meaningful and relevant to their lives.

I strive to foster a positive and supportive learning environment where all students feel comfortable asking questions and participating in class discussions. I believe that this is key to fostering a sense of community and ensuring that all students have the opportunity to succeed.

I have also taught online courses. I have found in an asynchronous learning environment it can be difficult to apply the Peer Teaching or Experiential Learning Pedagogical Approaches. However, I have found the Discovery Learning approach to works quite well. Along with a boost to students’ self-confidence, Discovery Learning in an online environment allows students to synthesize information, expand on existing concepts on their own, while experiencing a positive outcome through trial and error.

Ultimately, my mission as an educator, and a Healthcare IT Information Systems professor is to provide students with the knowledge, skills, and confidence they need to thrive and succeed in their careers and to be technological leaders. By creating a positive and supportive learning environment, incorporating real-world examples and case studies, and encouraging students to apply what they are learning to their own objectives; my hope is to inspire and empower all students to achieve their full potential.

Population Size:

A total of 310 responses were originally received. Any response containing missing data due to unclicked radio buttons or unchecked checkboxes were first reviewed, and, if justified, were omitted from analysis. For surveys with missing data, a total of 18 responses were removed. In order to address any issues with response-set, the data was downloaded into Microsoft Access and queries ran to identify responses that contained the same values for each question. A total of 16 responses were found to be qualified for removal. Another 18 were identified as outliers and removed leaving a total of 258 responses for the study analysis.

In order to assess multivariate outliers, the Mahalanobis distances were calculated and plotted against their corresponding Chi-Square distribution percentiles (Schmidt & Hunter, 2003). The resulting scatterplot is similar to a univariate normal Q-Q plot, where deviations from a straight line show evidence of non-normality. The data showed indications of moderate deviations from multivariate normality, as indicated by the concavity of the data points. There were no additional multivariate outliers or missing values in the data after the removal of 52 responses.

Descriptive Statistics

Frequencies and percentages were conducted for the demographics indicators, while means and standard deviations were calculated for the continuous indicators. For gender, there were 151 females (59%) and 107 males (41%) in the sample. For ethnicity, most participants were Caucasian (119, 46%), followed by African American (56, 22%). The two most populous education levels were Bachelor’s (90, 35%) and Master’s (62, 22%). The biggest proportion of the sample by age group was the 35-44 age group (101, 39%) followed by the 45-54 age group (59, 23%).

Analysis:

Confirmatory Factor Analysis and Composite Reliability

A CFA was conducted along with a reliability analysis to assess construct validity. Examination of modification indices and factor loadings indicated that CSE1, CSE5, CSE7, PC5, ATE1, ATE6, ATE8, PP5, and PP6 were all causing significant problems with the model parameters. The results of the last iteration of the CFA performed in R showed significantly improved fit, although still poor overall (χ2(545) = 2125.61, p < .001, CFI = 0.82, TLI = 0.81, RMSEA = 0.11). The high degrees of freedom indicate that a very large number of parameters are being estimated in this model.

Composite Reliability

For the full model, each construct had excellent reliability. The ATE latent construct had a composite reliability value of 0.89. The ORC construct had a composite reliability value of 0.94. The CSE latent construct had a composite reliability value of 0.85 and PC had a composite reliability value of 0.95. For PP and RES, the composite reliability scores were 0.80 and 0.96 respectively. These values indicate that the loadings for each construct were all directionally similar, and that the items in each construct show a high degree of consistency.

Cronbach’s Alpha

Cronbach’s alpha values were calculated for the items in each construct. The alphas for PC (α = 0.90), AXY (α = 0.94), and RES (α = 0.94) indicated excellent reliability. The alphas for CSE (α = 0.80), ATE (α = 0.88), and PP (α = 0.83) all showed good reliability. These values confirm the results of the composite reliability tests, and reiterate the high degree of reliability within each latent construct.

Partial Least Squares – Structural Equation Modeling

A partial least squares- structural equation modeling (PLS-SEM) was conducted to determine how well the data fit the proposed model, and discern whether significant relationships existed between the independent and dependent constructs. The full model showed AVE values of 0.53 for ATE, 0.69 for AXY, 0.44 for CSE, .72 for PC, .35 for PP, and 0.81 for RES. The high values for AXY, PC, and RES indicate that the amount of variance accounted for in the manifest variables is sufficiently high. The values for ATE, CSE, and PP indicate that some of the variance in the manifest variables is left unexplained.

Structural Model

Once the measurement model had been tested for model specification, the structural model was tested to determine if ATE, AXY, CSE, PC, and PP had a significant effect on RES. A path weighted model was calculated using 10,000 bootstrap samples in R. The results showed a pseudo R-squared value of 0.78. This indicates that approximately 78% of the variance in RES is explainable by the collective effects of CSE, PC, ATE, PP, and AXY.

Further examination of the effects indicated that AXY had a highly significant effect on RES (= 0.87, < .001). This indicates that a standard deviation increase in AXY increases the expected value of RES by 0.87 standard deviations. CSE did not have a significant effect on RES (= 0.02, = .423). Additionally, CSE (= 0.02, = .423), PC (= 0.05, = .334), ATE (= 0.00, = .983), and PP (= 0.03, = .407) did not have significant effects on RES. Table 11 outlines the results of the path estimates.

Correlation Analyses

Both Pearson and Spearman correlations were calculated on the composite scores. The results of the Pearson correlations indicated that CSE was significantly correlated AXY (= 0.22, < .001) and RES (= 0.21, < .001). The results also indicated that PC was significantly correlated with ATE (= -0.79, < .001), AXY (= 0.18, < .001), and RES (= 0.20, < .001). ATE was significantly correlated with AXY (= -0.19, < .001) and RES (= -0.19, < .001). AXY was significantly correlated with RES (= 0.85, < .001).

ANCOVA Analyses

An analysis of covariance (ANCOVA) was conducted to determine if a significant relationship existed between the AXY, PP, CSE, PC, ATE scores and RES controlling for Gender, Age, Ethnicity, Education, and Specialty. The overall model was found to be significant (F(63,194) = 53.39, < .001), with an R2 value of .95, indicating that 95% of the variance in RES was explained by the collective effect of the independent variables and covariates.

Since the overall model was found to be significant, the model’s covariates were assessed. The AXY (F(10,194) = 262.20, < .001), ATE (F(7,194) = 2.20, = .036), Years computers (F(1,194) = 5.71, = .018), and PC (F(12,194) = 2.00, = .026) scores were found to be significant, indicating that a significant amount of variance in RES is explained by AXY, ATE, and PC.

A path diagram depicting the results of the structural model.

Results

This research investigated Computer Self-Efficacy (CSE), Perceived Complexity (PC), Attitudes toward EMR Systems (ATE), Peer Pressure (PP), and Anxiety (AXY) to determine whether these constructs as individuals, or as a group, or coupled together with some other factors could significantly explain resistance to EMR systems. Quantitative examination of self-reported survey results was performed to understand the strength and significance of the relationships, while these relationships were investigated to test the strength of model fit.

the regression paths of the structural model were examined to test the hypotheses. Significance was determined using an alpha level of .05. The model had an overall R2 value of 0.78. This indicates that approximately 78% of the variability in RES can be accounted for by CSE, PC, ATE, PP, and AXY. Since the overall model was significant, the individual coefficients can be interpreted. Some of the hypotheses were supported by the results of this study, and some were rejected. The construction of a data model of the relationships in this study could not meet thresholds that would be evidence of a good fit of the relationships identified in the study.

The fifth hypotheses tested the influence of AXY on resistance to EMR systems. AXY was expressed to be significantly related to resistance (r=.87, p<.001). This finding supports the hypothesis that anxiety with the EMR system will lead to medical care professionals rejecting use of the system. Unlike the findings of the first four hypotheses, the findings of the current study support previous research. Angst and Agarwal (2009) indicated that AXY is a factor which is significantly related to the problem of EMR system resistance. Based on the empirical findings of previous research, the present research and conceptual propositions and conclusions in previously written scholarly articles, there is a great deal of support for the finding that AXY is significantly influenced by EMR resistance.

The findings of this research do not support all findings by previous researchers, and there are multiple relationships which had been established as being significant that were identified as being insignificant in the current research. Generally, because of the inconsistency of previous findings and the current study there may be elements related to the sample examined or other contextual factors which may contribute to the inconsistency that exists. Ultimately, it is suggested that there be further research done on the problem of resistance to EMR system use.

Ultimately the findings support a new take on the problem of EMR system resistance that may contribute to the ways in which scholars investigate the problem of EMR resistance in general. This may also help with the way practitioners approach EMR systems, and articulate value of the systems to medical professionals investing record-keeping systems in the workplace.