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Your Guide to AP(R) Research Review

Your Guide to AP(R) Research Review

Table of Contents

In “Your Guide to AP(R) Research Paperback – Import, 22 August 2020,” we delve into the comprehensive strategies and insights that are crucial for mastering the AP Research course. This guide aids us in navigating the complexities of research methodologies, data analysis, and presenting our findings convincingly. Written in a student-friendly manner, it equips us with practical tips and step-by-step instructions to ensure we can approach our research projects with confidence and clarity. Whether we’re just beginning our AP Research journey or seeking to refine our skills, this indispensable resource is tailored to support our academic success. Have you ever felt lost while slogging through your AP® Research coursework? We totally understand that, and that’s why we’re here to give you our detailed take on “Your Guide to AP® Research Paperback – Import, 22 August 2020.” This book quickly became our go-to resource during our AP® Research journey, and we couldn’t resist sharing our thoughts with you.

Your Guide to AP(R) Research Paperback – Import, 22 August 2020

Click to view the Your Guide to AP(R) Research Paperback – Import, 22 August 2020.

What Is “Your Guide to AP® Research”?

Let’s start at the very beginning. “Your Guide to AP® Research” is more than just a textbook; it’s a comprehensive guide that aims to ease the complex and often overwhelming process of conducting and presenting AP® Research projects. When we first picked up this book, we were immediately struck by how well-structured it was. From defining what AP® Research entails to offering actionable tips on different aspects of research, it covers all bases.

The Authors

One of the first things we appreciated was the credibility behind the content. The book is written by experts who have firsthand experience in guiding students through AP® Research. You can really feel the quality and authority in the advice they provide. Their background in academic research gives the book a solid foundation, so you’re not just getting generic advice but insights rooted in real educational contexts.

How It Helps Students

This book helps in demystifying the research process. We felt a lot more confident and capable in our research endeavors after going through it. It covers everything from choosing a research topic, formulating research questions, conducting a literature review, to creating your research proposal and eventually presenting your findings. The practical advice helped us avoid common pitfalls and streamlined our research efforts.

Your Guide to AP(R) Research Paperback – Import, 22 August 2020

Your Guide to AP(R) Research Paperback – Import, 22 August 2020

AED61.75   Only 1 left in stock (more on the way).

Breakdown of the Content

Choosing a Research Topic

One of the most daunting parts of AP® Research is deciding on a topic. The book offers invaluable advice on how to pick a subject that’s both interesting and manageable. They even provide examples of successful research topics.

Key Takeaways

  • Interest: Make sure your topic interests you; otherwise, the process will be tedious.
  • Scope: The topic should be neither too broad nor too narrow.
  • Resources: Ensure there are enough research materials available.

Formulating Research Questions

After picking a topic, the next crucial step is to frame your research questions. We loved how the book provided a step-by-step approach to develop research questions that guide your project effectively.

Quick Guide

  • Clarity: Be as clear and specific as possible.
  • Focus: Your question should focus on a particular aspect of your topic.
  • Feasibility: You need to ensure that you can answer the question within your time frame and resource constraints.

Conducting a Literature Review

Now comes the research part. The literature review is essential for understanding the existing work on your topic. The book goes into detail on how to conduct a comprehensive literature review, citing relevant sources, and avoiding plagiarism.

Essential Tips

  • Organize Sources: Keep a well-organized list of all your sources.
  • Analyze, Don’t Summarize: Don’t just summarize, but also critically analyze the sources.
  • Synthesize Information: Connect the dots between different studies to provide a holistic view.

Learn more about the Your Guide to AP(R) Research Paperback – Import, 22 August 2020 here.

How the Book Makes Research Manageable

Step-by-Step Approach

One of the strongest points of this guide is its step-by-step approach. Each chapter is dedicated to a particular phase of the research process. We found this incredibly helpful because it allowed us to focus on one task at a time rather than feeling overwhelmed by the entire project.

Practical Examples

The authors have included practical examples and case studies throughout the book. This hands-on approach makes the theoretical aspects much easier to understand. We found the examples particularly useful when we were stuck and needed some inspiration to move forward.

Templates and Checklists

Another feature we absolutely loved was the inclusion of templates and checklists. These practical tools make the process less intimidating. Whether it’s a template for your research proposal or a checklist for your final presentation, these additions were lifesavers for us.

Table: Helpful Tools Included

Tool Description
Proposal Template A format to help you draft your research proposal rigorously.
Literature Review Checklist A list to ensure your literature review is thorough and well-organized.
Presentation Checklist Guidelines to help you deliver a polished presentation.

Personalized Guidance

Building Confidence

One of the unexpected benefits of this book was the confidence it instilled in us. By breaking down the process into manageable steps and providing ample guidance, it made us feel like we could really accomplish our research goals. This was a massive boost for us, especially in the early stages.

Making Research Less Intimidating

Research can be intimidating, but the way the book is written makes it feel more approachable. The conversational tone of the book made it easy to read and absorb information. Instead of feeling overwhelmed, we found ourselves motivated and excited to dive into our research.

Your Guide to AP(R) Research Paperback – Import, 22 August 2020

The Final Presentation

Structure and Delivery

When it comes to presenting your research, the book has you covered. It discusses various presentation styles and offers tips on how to structure and deliver your findings in the most impactful way.

Visual Aids and Public Speaking

We found the tips on visual aids and public speaking particularly useful. The section helps you create engaging visual content and offers advice on public speaking techniques to better communicate your research results.

The Importance of Reflection

Learning from Feedback

The authors stress the importance of reflecting on your work and learning from feedback. This was a key insight for us. Understanding that our first draft wouldn’t be perfect helped us remain open to constructive criticism, which ultimately improved our final output.

Continuous Improvement

The book encourages continuous improvement, not just in research, but as a general life skill. This broader lesson made the research journey feel more meaningful and enriched our academic experience as a whole.

Your Guide to AP(R) Research Paperback – Import, 22 August 2020

Support Beyond the Pages

Online Resources

We were also happy to discover that the book is complemented by various online resources. These additional materials provided deeper dives into specific topics and offered supplementary tools like sample research questions and additional reading recommendations.

Community and Forums

The authors have also fostered a sense of community. There are forums and online groups where students can discuss their projects, seek advice, and share their progress. Being part of such a supportive community was incredibly uplifting for us.

Our Verdict

The Good

  • Comprehensive Guide: Covers all aspects of AP® Research comprehensively.
  • User-Friendly: Easy to navigate with a step-by-step approach.
  • Practical Tools: Includes templates, checklists, and examples which are invaluable.

The Not-So-Good

  • Depth vs. Breadth: While the book is comprehensive, we found that some sections could have gone deeper into certain topics.
  • Physical Size: The paperback format can be cumbersome for some users who may prefer a more digital approach.

Summary

“Your Guide to AP® Research Paperback – Import, 22 August 2020,” has proven to be an invaluable resource for us. It’s a well-structured, practical guide that makes the daunting task of conducting AP® Research more manageable. Whether you’re just starting out or are midway through your project, this book offers something for every phase of your journey. We couldn’t recommend it more highly.

Learn more about the Your Guide to AP(R) Research Paperback – Import, 22 August 2020 here.

Disclosure: As an Amazon Associate, I earn from qualifying purchases.

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Emmanuel Bazile All Rights Reserved

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 (B = 0.87, p < .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 (B = 0.02, p = .423). Additionally, CSE (B = 0.02, p = .423), PC (B = 0.05, p = .334), ATE (B = 0.00, p = .983), and PP (B = 0.03, p = .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 (r = 0.22, p < .001) and RES (r = 0.21, p < .001). The results also indicated that PC was significantly correlated with ATE (r = -0.79, p < .001), AXY (r = 0.18, p < .001), and RES (r = 0.20, p < .001). ATE was significantly correlated with AXY (r = -0.19, p < .001) and RES (r = -0.19, p < .001). AXY was significantly correlated with RES (r = 0.85, p < .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, p < .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, p < .001), ATE (F(7,194) = 2.20, p = .036), Years computers (F(1,194) = 5.71, p = .018), and PC (F(12,194) = 2.00, p = .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.