Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
JOURNAL ARTICLE SELECTION PAPER ASSIGNMENT
Running Head: JOURNAL ARTICLE SELECTION
Journal: Article Selection
Southern New Hampshire University
Article 1 Article 2 Full APA Citation Doering, L. V., McKinley, S., Riegel, B., Moser, D. K., Meischke, H., Pelter, M. M., & Dracup, K. (2010). Gender-specific characteristics of individuals with depressive symptoms and coronary heart disease. Heart & Lung: The Journal of Critical Care, 40(3), e4–e14. https://doi.org/10.1016/j.hrtlng.2010.04.002 http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cmedm&AN=20561880&site=eds-live&scope=site Frazier, L., Yu, E., Sanner, J., Liu, F., Udtha, M., Cron, S., & . . . Bogaev, R. C. (2012). Gender differences in self-reported symptoms of depression among patients with acute coronary syndrome. Nursing Research & Practice, 1–5. https://doi.org/10.1155/2012/109251 http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=86826621&site=eds-live&scope=site Purpose of study To investigate the differences between men and women with depressive symptoms and coronary heart disease. To examine the prevalence of self-reported depressive symptoms and the self-reported somatic depressive symptoms as measured by the Beck Depression Inventory-II (BDI-II) among patients hospitalized for acute coronary syndrome (ACS), and explored the impact of gender on both Research questions (or RQs—specifically what will be tested or compared) What are the differences between men and women with depressive symptoms and coronary heart disease? Are there differences in prevalence of self-reported depressive symptoms and the self-reported somatic depressive symptoms for men and women?
Article 1 Article 2 Statistical Methods (see table below for description of each possible test) Cross-sectional design and multivariate regression modelling Cho-square statistical test What are the differences between men and women with depressive symptoms and coronary heart disease? Women were more likely to be single (OR 3.61, p < .001), unemployed (OR 2.52, p < .001), poorly educated (OR 2.52, p < .001), anxious (OR 1.14, p < .01), and to perceive lower control over health (OR 1.34, p < .01) than males. Are there differences in prevalence of self-reported depressive symptoms and the self-reported somatic depressive symptoms for men and women? depressive symptoms during ACS episodes were different between women and men. Women reported greater overall depressive symptoms (BDI-II mean = 11.89, S.D. = 9.68) than men (BDI-II mean = 9.00, S.D. = 7.93) (P < 0.000). Significantly more women (7.66%) were identified positive for somatic depressive symptoms (sleep and appetite disturbances and fatigue) than men (2.22%) (P = 0.0003). Additional Findings Other findings show that Women with CHD and depressive symptoms have fewer resources, greater anxiety, and lower perceived control than men. Gender variations occur in the depressive symptoms between men and women
Article 1 Article 2 Which specific statistical tests were used P-test Chi-Square tests Similar methods between articles Quantitative methods Quantitative methods Method differences Cross-sectional design Correlational methods Strengths The study can be generalized to different groups The sample used was highly convenient Limitations Samples limited to the Caucasian population Does not take into account the methodological caveats that must be considered during data interpretation
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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