Weekly Research Assignment

Weekly Research Assignment

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Research Discussion Assignment Instructions

Overview

Objectives

Demonstrate recall of course content by defining, listing, and/or including factual researched information. (Bloom’s Taxonomy: doing)

Convey meaningful comprehension of scholarly research through Boolean searching, advanced searching, commenting, and/or graphics. (Bloom’s Taxonomy: connecting)
Apply concepts from course content into through models, diagrams, and multimedia sources (Bloom’s Taxonomy: applying)

Analyze course content concepts by comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating, mashing and/or validating. (Bloom’s Taxonomy: conceptualizing)
Assess for accuracy and needed information by reviewing and checking, hypothesizing, constructively critiquing, making informed scholarly judgments, detecting, monitoring, commenting, posting, moderating, and/or collaborating. (Bloom’s Taxonomy: evaluating)
Actively contribute to the research assignment through design, construction, planning, production, (Bloom’s Taxonomy: creating)

Assimilate course content concepts by putting elements together into a functional and information by reorganizing and connecting course content and scholarly research into research assignment. (Bloom’s Taxonomy: creating)

Outcomes

To enhance critical thinking skills and work toward a common goal to solve complex problems.
To engage in both positive interdependence and individual accountability
Demonstrate an openness to concepts, perspectives, and constructive feedback
Demonstrate higher order thinking skills (HOTS) from Bloom’s Taxonomy into research assignment.

Description
Likely, you are familiar with research papers and discussion as a student. In this course we will be evolving and transferring these assignments into a group research project. Instead of writing an individual research paper, students will perform and share research weekly.
Since lengthy papers/assignments are not required in this course, your research contributions are expected to be comprehensive, thorough, and well researched in the JLF Library and scholarly sources beyond the course materials.

In the Research Discussion Assignments, students will present research in a formal, creative, and engaging manner about the weekly course content allowing for interactive exchanges of information, discussions and ideas throughout the term. The research assignment is not a discussion assignment.

About

Each week students will perform research on a subtopic of choice based on the weekly Module topic. The research will be shared and discussed addressing the following:
contribute new and advanced information and scholarly research, discuss the information and content shared by peers, exchange constructive feedback with peers to advance learning, growth, and professional development, submit contributions with graduate level writing skills and support contributions with citations and references in current APA style, and respectfully engage in dialogue related to shared and opposing points.

Research will be performed and shared by: choosing a subtopic from weekly Module topic you would like to learn more about, conduct scholarly research in peer-reviewed journals (use the JFL Library) to present new and advanced information beyond the weekly course materials, design an engaging and informational multimedia product about chosen subtopic, in Microsoft Word construct your research in a cohesive, informative, and creative manner, then save your document in Word before pasting into research assignment submission (this step will prevent losing work).

Weekly research assignment should contribute scholarly research, advanced discussion, collaboration on professional application and integration, professional development, and respectful interaction with peers. strive to progress higher on the Bloom’s Taxonomy scale towards higher order thinking skills (HOTS) by integrating the material from previous Modules content into the current week’s research assignment. In reviewing the Bloom’s Taxonomy scale, notice lower order thinking skills (LOTS) are in fuchsia at the bottom and progress towards HOTS in red at the top of the chart. Taxonomies are shown on the left and activities with digital tools are shown on the right. The goal is to incorporate all levels throughout the course and strive for the HOTS levels. Note: HOTS levels will not be possible for every contribution but should be included throughout the term.

Instructions
Thread:
Each week students will share and discuss scholarly research about the weekly topic of drug classifications, neurological and biological aspects of addiction, and tolerance and withdrawal. The main topic for each week will be identified in the corresponding weekly Module. Research will be conducted on a subtopic of interest for the weekly Module topic. For the research assignment, you will perform graduate level scholarly research on the weekly topic by researching peer-reviewed journals and sources beyond the weekly course materials (ex. the textbook should not be used in the research assignment).
There is creative freedom in choosing the subject of your research subtopic (ex. specific population, type, crisis, widespread social problem, intervention, counseling approach, etc.). For ideas in choosing a subtopic, refer to the assignment instructions. Ensure the topic will benefit all members of the class professionally (ex. not a local problem to your area but rather an issue or information that will affect all addiction counselors).
Thoroughly review the assignment instructions from the Assignments folder before beginning.
Choose a subtopic of your choice to expand the knowledge of the weekly Module topic.
Perform scholarly research about your chosen subtopic in a minimum of 3 journal articles using the JLF Library databases. For example, the Week 2 Module topic is Alcohol, so you will choose a subtopic about alcohol that interests you and you want to know more about, such as Prevalence of Alcohol Use Among Teens and Types of Alcohol Most Used.
Using HOTS, share your findings form the journal articles in a formal academic discussion (avoid summarizing each article in a separate paragraph). The discussion should be integrated, assimilated, fluid and presented in your own words with APA format citations.
Next, research your topic on the internet for at least 3 multimedia contributions to include as support for your research, visual aids, examples, and engagement of the reader. Images must include content (graphs, charts, statistics), as well as pictorials (picture of drugs).
Present your subtopic research using graduate level writing style (i.e., formal tone, proper grammar, sentence structure, paragraph style and length, and current APA writing format). Adhere to current APA style (citations, references, headings, if used, etc.) for content. Include at least 3 multimedia sources with proper credits to the source. All sources and multimedia must be referenced in the reference list. A minimum of 3 scholarly journal articles must be used per submission. Submissions must be at least 500 words.
Replies:
Respond to at least 2 classmates’ posts, adding substantive content to the research subtopic. Your reply must be at least 300 words with 2 scholarly journal articles and at least 2 supportive multimedia sources.
This course utilizes the Post-First feature in all Discussions. This means you will only be able to read and interact with your classmates’ threads after you have submitted your thread in response to the provided prompt.
Choosing a Subtopic
The research assignment is an engaging, creative and stimulating approach to performing and sharing research with peers. Review and discussion of peer research allows for a collaborative approach to learning more about a subject. Additionally, the research assignment fosters a connected online learning environment.
Below are some prompts to help you develop your contribution:
Elaborate on something you learned this week from the text, videos, and presentations.
What piqued your interest and curiosity in the course content for Module/Week 1? Look up more information on your interest online and in the scholarly research to share.
Do you follow addiction trends, treatments, legislature, advocacy, theories, and more? Research these areas and share.
Investigate research about faith based versus secular, or hybrid, approaches to your subtopic.
You will likely address secular versus religious struggles with clients battling addictions. Choose an area of interest for your weekly subtopic, then investigate the topic in the research debates of science, creationism and evolution.
Do you have experience with the weekly topic you would like to share? Research your experience and present the research from an objective, non-biased, neutral point of view grounded in research.
If you have experiences with addictions in some capacity, what have you learned along the way that was meaningful to you? Perform scholarly research to advance your own knowledge and share from an academic (not personal) perspective.
What are theories, interventions, treatments, and spiritual aspects of this week’s topics you would like to learn more about clinically?
Look for a video session of addiction counseling with qualified professionals. Watch the video and share it in your research assignment. Discuss the video and what you learned from it, strengths and weaknesses, and discussions you would like to have commented on by peers. (Keep in mind to share from a neutral point of view and not first person. (See the example on SPECT imaging for wording ideas.)
Share information in a recorded video blog within your submission.
Since the research assignment is educational, investigative, fun, creative, and imaginative, it allows for performing research, furthering knowledge, and engaging in discussions while using both the right and left side of your brain (analytical and creative) simultaneously!
Scriptural Integration
Adult and Teen Challenge (ATC) is a worldwide Christian addiction treatment program founded in 1960 by David Wilkerson. Individuals participating in the ATC program are referred to as “students”. Each day students read a chapter of Proverbs. On the first day of each month, they read Chapter 1, on day two of the month, they read Chapter, and so forth throughout the month. This is an activity we can include in our resources for professional work as counselors.
As counselors, we can reference numerous scriptures about our calling, or vocation. Proverbs 11:14 (English Standard Version) tells us “Where there is no guidance, a people falls, but in an abundance of counselors there is safety.”  As counselors-in-training (CITs), each of you are called to serve others in need. We become guides – vessels of Christ – to ensure safety and a live of meaning, purpose, and fulfillment to those who may have lost their way and their hope.
As we work on the research assignment, let’s remember our calling and are duty to learn and to gain knowledge in order that we can produce fruits for Christ and each other!
Grading
Rather than writing a research paper or other lengthy papers in this course, you will perform weekly research on the weekly Module topic in the Course Content and present your findings in the form of a research assignment. Please keep in mind, contributions should be substantial and thorough. The more thorough, creative, and investigative (using HOTS), the higher the grade. The less content, research, and contribution (LOTS), the lower the grade. For example, integrating research findings from multiple scholarly sources will result in a higher grade than general internet searches from non-scholarly sources, or using one piece of research. As a reminder, contributions will not mirror a discussion post; the research assignment is creative and includes various multimedia.
Rubric. Please review the rubric before beginning the assignment and ensure your assignment submission is in accordance with the rubric before submitting for a grade.
Qualitative peer and self-evaluation. Since the research assignment is collaborative, you will qualitatively assess yourself and 2 peers using the Qualitative Peer/Self Evaluation included in the assignments folder. The evaluation will be submitted twice: once at midterm (week 4) and at the end of the term (week 8). As an addiction counselor, you will work in groups frequently with both clients and colleagues. The purpose of the evaluation is to assess strengths and weaknesses of group members, as well as yourself, and to evaluate directions to strengthen the group and address weaknesses in the group. Reflection is a great tool to enhance the group process and dynamics.
Bloom’s taxonomy. As explained above, progression towards (HOTS) on the Bloom’s Taxonomy scale will be a key component of the rubric and evaluation.
Netiquette. Never post your personal information or information about someone else. (Do not post personal information about yourself or peers.)
Write things you know to be correct using facts from scholarly research. Make sure your information is accurate.
Credit and/or ask an artist’s permission to post their photos, pictures, or pieces of writing, if required.
Never use first and last names of people that could identify them in a photo or video. For example, family members, clients, co-workers, etc.
Be courteous and be positive in your interactions with your peers.
Use breaks in your text and formatting elements to make the assignment easy to read and understand.
Be sure to follow the directions that are given for the assignment — be creative, but within the parameters set forth on the page.
Keep it on topic – classroom oriented.
Reference
Murphy, S. (2010). Wiki etiquette for students. Retrieved from
https://educators.pbworks.com/w/page/18697893/Wiki%20Etiquette%20for%20Students
Code of Honor. Review the rubric for the discussion board to ensure all requirements are met for the discussion board. See the course Syllabus late policy for late submissions and the LU Code of Honor (COH), particularly regarding the self-plagiarism and course repeats sections.

 

 


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