Explain clearly and in your own words the reason for conducting a hypothesis test instead of simply comparing sample statistics

Case study : Amazon Fresh

The new Amazon Till-Less shop (Amazon Fresh) has just opened in London. It offers a shopping experience without the use of a till for payment. A study with an objective to examine the level of take-up for shopping Till-Less was conducted and has set the following research questions:

• • RQ1: Is the proportion of people who consider shopping at Amazon Fresh greater than 50%?

• • RQ2: Is the proportion of people who consider shopping at Amazon Fresh different between those who are comfortable with mobile technology and those who are not?

A simple random survey, conducted among shoppers at a traditional food supermarket, used an instrument in which the following two questions are of interest for this study.

The dataset for this survey is collated in the SPSS and Jamovi files “Amazon”.

Required:

For this case study, we are required to produce the following tasks

1. Produce a frequency table for the dependent variable “Take up” and report your findings.

[Max: 50 words]

2. Conduct an appropriate hypothesis test fully to inform on the RQ1 above. [Max: 50 words]

3. Conduct an appropriate hypothesis test fully to inform on the RQ2 above. [Max: 50 words]

4. General question: Explain clearly and in your own words the reason for conducting a hypothesis test instead of simply comparing sample statistics of RQ2 above. [Max: 100 words]

The output for the two tests above is included in the appendix at the end of this brief. You may decide to produce your own output by using the data available to you. You should insert the appropriate output to evidence your reports.

The reports should follow the classic research style adopted during the online classes. For full marks, you should clearly state the null and alternative hypotheses for each test.

Using the case study, complete a case analysis of the Child Protection safeguarding concerns’

Topic:

Using the case study, complete a case analysis of the Child Protection safeguarding concerns’

Safeguarding in Context MOD007807

Case Study: Dave, Maisy and Jessie

Part 1

Maisy lives with her husband Dave. They are both in their forties and are White British. Dave has Multiple Sclerosis and uses a wheelchair. He doesn’t work and he likes to go to a local pub to chat with friends regularly. Maisy works for a local IT company a few days a week. They have a daughter, Jessie, who is 22 and she has a mild learning disability. She still lives at home and she does some voluntary work at a café. Jessie reports to her boss at the café one week that her dad has been getting increasingly angry at her mum and that she keeps hearing her mum crying. When she asks her if she is okay she says she is fine but she has overheard her telling her auntie that she wants to leave him.

Jessie comes into the café and tells her boss that her dad hit her mum and that he is mean to her. She wants to move out of the home but doesn’t want to leave her mum. She says that she is happy to speak to a social worker so long as they don’t speak to her parents

Dave contacts a social worker to say that his wife has moved out and that she was his main carer so he needs some support. He says that his wife would get drunk and shout at him and sometimes she would not give him his meals. He tells the social worker that his daughter Jessie lives with him and that he also needs support to help care for her as her mum used to make all the meals.

Dave’s SW arranges to see him at home and sees that the home is very messy and dirty. Jessie is there and tells the SW that Dave has become very upset and depressed lately and that she and her mum can’t look after him anymore. Jessie says she doesn’t want to live at home anymore and that she is going to move out as well. They agree to the SW arranging a meeting with them together with the relevant professionals.

At the meeting, we hear from the family and they express their wishes and ideal outcomes. Dave- He wants to continue living at home with his wife and daughter. He says he has become depressed because he feels useless and a burden to his family.

Maisy- Says she will live with Dave if he gets help with his depression and drinking and he agrees to carers helping a few days a week so that she gets a break.
Jessie- She still wants to move out and live independently but says she will visit her dad and help with some tasks like shopping.

Part 2

Jessie tells the social worker that she is pregnant. The father is Simon, a man she met at the café. Simon is 25 and lives at home with his parents. Simon has had some previous involvement with the police for being drunk and disorderly, credit card fraud, and burglary. He is trying to get a job but Jessie says he can also be violent.

The Children’s social worker receives a referral from the Police that Simon was arrested for being drunk and threatening Jessie at her house where she lives with her parents. Jessie is now 8 months pregnant. The Social Worker arranges an Initial Child Protection Conference (ICPC) for the unborn baby. Jessie hasn’t been attending her ante-natal appointments as she can’t afford the bus fare.

At the Conference, they hear that Simon is very sorry for his behaviour, and Jessie and Simon say they still want to be together. Police say that he has not been charged this time but has been given a caution. Maisy has found a house to privately rent for Jessie and Simon and that they can move in next week. The social worker for Jessie shares information about Jessie’s learning disability and says that they are worried about her parenting skills but that with support she and Simon should be able to manage but that any information given will need to be in an accessible format. Both grandparents say that they will help them care for the baby.

The meeting decides that the baby should be placed on a Child in Need plan when it is born. The birth goes well and baby Chantel goes home to the new house with Jessie and Simon. They don’t have very much furniture, but the house is mostly clean. When the baby is 2 months old, Chantel’s social worker receives a referral from the health visitor that the baby has an unexplained mark on her head and that she is not putting on weight. Jessie has told them that Simon dropped Chantel when he was changing her. The hospital is not happy to send the baby home and wants to keep her in for observations until she has put on weight. Simon is not at the hospital with them and Jessie says that he is staying with his parents. They aren’t getting on and he keeps shouting at her. Jessie says she would like to stay at the hospital and look after Chantel.

Search the web for a major drug case involving the Drug Enforcement Administration (DEA) drug case and provide a review of that specific case.

Description

Search the web for a major drug case involving the Drug Enforcement Administration (DEA) drug case and provide a review of that specific case. You will describe the law enforcement operations, enforcement strategies, subsequent prosecution of the case, etc… and you will relate the reported or projected impact of the case on drug supply reduction in the targeted jurisdiction. Supplemental research on this case is encouraged. This paper must be from three to five full pages of text, not including the cover page or references page. Format Requirements Paper must be double spaced, 11 or 12 pt font and 1” margins all around. All APA 7th edition format requirements must be followed (cover page, in text citations, reference page). Refer to APA/UMGC – learning resources found in the content page of this course. You must have resources to support your thoughts/information. These must be cited both in text as well as at the end of the document. Your paper should not contain direct quotes, sourced material must be paraphrased.

What is the most cost-effective delivery model for VA women’s health care that achieves patient expectations and perceptions?

Women are the fastest growing group of veterans using Department of Veterans Affairs (VA) services. In 2000, only 4% of women made up the veteran population and it is projected to grow to 18% by 2040 (Veterans Affairs, 2022). It is imperative women veterans have access to quality care, gender-appropriate services, preference for a gender-sensitive environment, access, and availability to relevant information to meet their needs in healthcare. The Veterans Health Administration (VHA) in an effort to address gender-specific care and gender-sensitive environments created Women Veteran’s Health Care in 1988 (Veteran Affairs, 2022). To date, little data is available to guide implementation of services to women veterans within Department of Veterans Affairs health care (Kimerling et al., 2015). Finally, the proposal’s goal is to highlight the necessity for women veterans to have access to quality and equity of care within the VA and community-care services without gender-bias.

The proposal will analyze the quality of health care women receive at the VHA based on current health care industry performance-outcome models. In addition, the proposal will assess whether gender differences exist within the VHA, informed by qualitative and quantitative data, perceptions, and experiences of women veterans. The proposal will review some of the questions that have been raised in the past about this topic and identify gaps found in previous studies in the literature.

The affected population, in this case, are women veterans. The U.S. Department of Veteran Affairs defines a veteran as any “person who served in active military service and who was discharged or released therefrom under conditions other than dishonorable”. The problem, in this proposal, is that some women veterans perceive they are not receiving gender-sensitive quality care within the VA health system. Women veterans experience gender-bias medical care which they perceive is not equitable to the quality-of-care male veterans receive. Gender bias creates dangers in medical care when different manifestations of disease are not considered based on sex, and patient outcomes suffer. Women veterans’ perceptions and experiences of VA health care are often related to women’s health issues and influence their decision-making about VA use (Washington et al., 2007). This influence women veterans to seek health care outside of the VA. The problem is fundamental for social work practitioners to implement intervention strategies to improve women’s access to quality and equitable care within the VA, that meet the unique needs of women with respect to gender-specific care. Also provide educational interventions to improve staff and providers gender sensitivity in VA settings, which has the potential to improve women’s comfort and engagement with VA care (Vogt et al., 2008). The paper evaluates the topic of women veteran’s health care differ from male veterans, why this is a problem, characteristics of the population, a summary of findings, and an objective proposal.

Problem

The problem, in this case, is lack of access to designated women’s health treatment settings as often as desired (Kimerling et al., 2015). Gender-sensitive care experiences has an impact on perceived access for women veterans. One in 5 women reported frequently feeling uncomfortable or out of place in their treatment setting because of their gender (Kimerling et al., 2015). These issues should be addressed with communication between the patient and provider in a shared decision-making process for health referrals and treatment planning. The feminist and empowerment theory emphasize individual and collective identity development in the context of social and gender inequality and discrimination (Lee, 2001; Mullaly, 2010). It emphasizes the importance of social, political, and economic structures that shape human societies and stresses that gender must be considered when examining the effects of oppression and domination and power and powerlessness in our society (Turner et al., 2015). Intersectionality theory will analyze how gender oppressions intersect to form interlocking patterns of injustice with race. Postmodernism perspective analyzes how prevailing ideologies affect people’s perceptions of their worlds and marginalized by privilege members of society.

Forty-seven percent of women veterans had an income below $17,720 which is 200% of the federal poverty line in a focus group for women veterans to discuss their perceptions and decision-making about using VA health care (Washington, 2007). This is significant because it limits majority of women veterans from seeking alternative healthcare outside of the VA if they are not receiving quality care. Gender has implication for health access and influence a person’s experiences of crises and emergency situations, their exposure to diseases and their access to healthcare, water, hygiene, and sanitation. This can be both a micro and macro social issue for individuals and women as a society. Limited access to quality care, medical information, and resources can put women/girls at risk for unintended pregnancies, sexually transmitted infections, cervical cancer, malnutrition, and depression. At a macro-level, gender-inequality in healthcare poses barriers for women to access health information and critical services, lack of decision-making autonomy, limited access to finances, lower literacy rates and discriminatory attitudes of healthcare providers (WHO, 2021). At a systemic level, gender bias can affect the administration of healthcare, risk factors, manifestations of illnesses, severity and frequency of diseases, health seeking behaviors, and access to care at the macro-level.

Gender-bias in VA health care comes at a cost that’s greater than monetary value, these imbalances have serious consequences and negative health outcomes for women veterans. Women have increased healthcare costs, they were charged higher insurance premiums than men for the same coverage, because of their gender. But in fact, they only used healthcare differently than males. Unequal gender representation in healthcare makes it harder for women veterans to have preference for access to female physicians. This increases cost for women veterans to seek care outside of the VA health system for community care access. Women deal with the lack of knowledge and sub-standard care for women-specific medical concerns because doctors don’t have answers to their questions, limited clinical trials and medical studies to support research-informed care. This results in missed or delayed diagnosis and improper treatment for illnesses that could result in unintended mortality rates increase. Empirical studies demonstrate that gender-bias in social institutions is bad for economic growth, shaping and influencing norms of acceptable behavior and power determines the economic choices and empowerment opportunities available for women (Ferrant et al., 2016).

Population of Interest

The population of interest, in this case, are women veterans. The characteristics and demographics according to the Women Veterans VA Decision-Making focus group are as follows: Age ranging from 26 – 83, median age is 59 years old. Ethnicity, Caucasian 55%, African American 29%, Hispanic 12%, Other 4%. College graduate 35%, employed 37%, retired 33%; annual income less than $17, 720 is 35%, insured is 72%, and VA service-connected disability 34% (Washington, 2007; Study of Barriers, 2015).

The Study of Barriers for Women Veterans to VA Health Care, reports, 273, 009 (39%) women veterans applied for benefits through the VA, 41,574 (6%) currently use (enrolled) with the VHA (2015).

Gender-bias health care affects with intersectionality, 23% of women veterans are Black/African Americans are affected because of their race and gender, they are the second largest sub-group compared to White women at 71%. Limited literature available for intersectionality theory in connection to women veterans’ experiences or the role of identity formation as a veteran due to these experiences how it impacts women veterans’ health outcomes. As the need for services for women veterans increase, understanding the impact of these intersections of identity and experiences of discrimination and oppression can be crucial in understanding the complexity of identifying as veterans and living in a society that does not see or value their experiences, as women or as veterans (Meade, 202).

Summary of findings

Numerous studies have been conducted on this topic of Do Women Veteran’s Health Care Differ from Male Veterans. Conceptual, qualitative/quantitative, mixed methods, surveys/interventions effectiveness, and program evaluations were some of the types of studies reviewed for this proposal. Kimerling et al. (2015) researched ‘Access to Mental Health Care Among Women Veterans’ using a population-based sample method of 6286 women veterans. The findings concluded that half of all women reported perceived mental health need; 84.3% of them received care, 90% used VA services, only half reported their mental health care met their needs completely. Gender-related experiences concluded lack of availability of female providers, women-only treatment settings, women-only treatment groups, and gender-related comfort.

Some questions addressed in the literature are; the impact of women’s experiences with access to female providers is, designated women’s mental health services, same-gender group treatments. Most models extend the quantification of access from observations of service utilization among perceived need for care, or unmet need, to examination of how well these services meet an individual’s needs (Nicosia, 2021). The samples were diverse between veteran women and non-veteran women, young to old populations, with different socioeconomic backgrounds. The samples that were used to assess and evaluate ease of access to care and gender-specific care needs, and perceived thoughts on quality of care comparatively with civilian healthcare outside of the VA. The literature used different research instruments to collect relevant data related to women veteran’s access to equitable healthcare, they include

questionnaire, surveys, interviews, observations, and focus groups. The use of the different instruments for measuring intended outcomes provided relevant and actionable data to capture the perceptions and experiences of women veterans.

The results and findings were congruent among the literature, most women veterans valued quality, gender appropriateness, and access when choosing health care. The perceptions and experiences with VA health care lacked those expectations aforementioned. Significant findings/recommendations, future research should be directed toward determining the most cost-effective delivery model for VA women’s health care that achieves the goals and expectation of women veterans.

The methodological limitations of studies were lack of previous studies on the topic for women veteran’s access to quality care. The sample was limited to VA primary users in an effort to investigate gender-related access, the results cannot be generalized to women veterans outside of the VA health care system, survey non-responses could have affected the representation of the sample with respect to unmeasured variables or variables not available in VA data.

Objective

The proposal provides critical information on the topic of the Veteran Affairs not providing gender-sensitive health care to women veterans. Principally, the information is fundamental and can be used as a case study for students, researchers, scholars, and any other people wishing to attain this information. Such knowledge is essential and will make an individual understand some of the approaches and measures for caring for this population. Additionally, the details of this proposal can be applied by people wishing to conduct further research regarding this topic. By raising awareness of the affects of gender-bias in veteran women’s health care will ensure training, education, program, and process improvement for care.

Social workers have the duty of caring for people in their communities. Primarily, this includes training VA staff and practitioners on effective approaches to gender-sensitive health care to women veterans. The proposal talks about the resource gaps in health care for women veterans. The duty of ethics in social work is imperative as it makes individuals aware of what should be done when caring for the women veteran population. Social justice ramifications, in this case, include the failure of the VA health care administration to meet the quality of care and access to equitable care for women veterans. It is fundamental for people to enact approaches to caring for this population considering their dedication and service to country.

In addressing this topic, I will focus on specific questions to ensure this issue is fully investigated and implementation of programs and processes are developed to reframe the perceptions and improve the experiences of women veterans in VA health care. Below is the list of questions that will be used to further evaluate this topic:
What are Women Veterans perception of Veteran Affairs Health Care system?

1. Do gender differences exist in Veterans Affairs health care? How does that affect women veteran’s care?
2. Is there gender-specific quality care offered to support women veterans based on current health care industry performance-outcome models?
3. What is the most cost-effective delivery model for VA women’s health care that achieves patient expectations and perceptions?

The research will aim at testing the specific hypotheses. Primarily, the hypothesis, in this case, is it true women veterans experience gender-bias when accessing and utilizing the VA health care. As indicated by the questions, the hypothesis in this case, will aim at understanding processes and policies that can improve perceptions and experiences of women veterans. To answer these questions, the research will evaluate and assess the hypothesis from different angles. Since this is a critical topic, the researcher will concentrate on sampling a large population using surveys and other approaches to collecting data and information. The proposal aims to discover ways to improve access to gender-sensitive health and mental care among women veterans.

What are three unique challenges that female veterans face today?

What are three unique challenges that female veterans face today?

Many attribute these alarming statistics to MST, sexual harassment, homelessness, mental health concerns such as PTSD and depression, reintegration into their families, and general societal biases.

1. Fenwick, Golden, R. E., Frayne, S. M., Hamilton, A. B., Yano, E. M., Carney, D. V., & Klap, R. (2021). Women Veterans’ Experiences of Harassment and Perceptions of Veterans Affairs Health Care Settings During a National Anti-Harassment Campaign. Women’s Health Issues, 31(6), 567–575. https://doi.org/10.1016/j.whi.2021.06.005.

   In 2017, Veterans Health Administration (VA) launched a social marketing and training campaign to address harassment of women veterans at VA health care facilities. We assessed women veterans’ experiences of harassment, reported perpetrators of harassment, and perceptions of VA in 2017 (before campaign launch) and 2018 (1 year after campaign implementation). We administered surveys to women veterans attending primary care appointments (2017, n = 1,300; 2018, n = 1,711). Participants reported whether they experienced sexual harassment (e.g., catcalls) and gender harassment (e.g., questioning women’s veteran status) from patients and/or staff at VA in the past 6 months. They also indicated whether they felt welcome, felt safe, and believed the VA is working to address harassment. We compared variables in 2017 versus 2018 with χ2 analyses, adjusting for facility-level clustering. There were no significant differences in percentages of participants reporting sexual harassment (20% vs. 17%) or gender harassment (11% vs. 11%) in 2017 versus 2018. Men veterans were the most frequently named perpetrators, but participants also reported harassment from staff. Participant beliefs that VA is working to address harassment significantly improved from 2017 to 2018 (52% vs. 57%; p = .05). One year after campaign launch, women veterans continued to experience harassment while accessing VA health care services. Findings confirm that ongoing efforts to address and monitor both staff- and patient-perpetrated harassment are essential. Results have implications for future anti-harassment intervention design and implementation and highlight additional opportunities for investigation.

how much will it cost to do this research in equipment, supplies, data collection, incentives, personnel, consultations, travel to conferences for dissemination, etc.?

Research Proposal Parts 1 and 2: (Literature Review and Methodology)

Overview/Objective

The final submission of the Research Proposal assignment presents the proposed methodology designed to answer the questions and/or test the hypotheses posed in Part 1 of the Research Proposal, which you have already completed in the Literature Review assignment. In addition, you have the opportunity to resubmit the literature review from Part 1, with revisions and improvements, based on feedback received on that assignment as a way to improve it and your grade, as needed.

In this assignment (Parts 1 and 2), you are able to demonstrate the degree to which you have achieved the competencies covered in this class and how well you have learned the content, by demonstrating in your manuscript the research process, from problem formulation, discussion and synthesis of the literature, identifying relevant research questions and/or hypotheses, then showing how well you are able to design a methodology aimed at answering those questions and testing any hypothesis, if appropriate.

The proposed methodology can be quantitative, qualitative, or mixed methods—it can be longitudinal, cross-sectional, a program evaluation, or some type of experiment to assess the effects of some independent variable on some dependent variable, whether to test an intervention or see how some population differs on the basis of some important variable.

Structure

Parts 1 and 2 are to be written using APA style, and include a title page, abstract page, the main body of the manuscript (or text), references, and an appendix or appendices that contain your data collection instrument and any additional and necessary supplemental material (such as informed consent forms, descriptions of interventions, timeline, and budget). Please refer to the APA PowerPoint slides found in the Lecture Videos and Resources page of the Canvas course. Following you will find a suggested outline for Part 2 (Methodology), as well as an overall outline for the entire proposal (Parts 1 and 2).

Timeline and Submission

Please submit the research proposal no later than Friday, December 10 by 11:59 PM. Please submit your assignment by uploading it as a Word document. Do not submit as a PDF file.

Suggested Outline for Part 2 of the Research Proposal: Methodology

1. Introduction to the methodology (explain if the methodology is quantitative, qualitative, mixed-methods, longitudinal or cross sectional, a program evaluation, experiment, and review of research focus/purpose). Remember that the “introduction” is never labeled as such.
2. Methodology
3. Participants (characteristics, inclusion/exclusion) and how informed consent will be conducted
4. Sampling (how you will access participants; probability/nonprobability; design)
5. Data Collection (method will you use to collect data; survey; interviews, online, etc)
6. Measurements (how concepts of interest will be measured)
7. Variables of interest (conceptual and operational definitions); IVs and DVs, etc
8. Instruments and instrument validity and reliability
9. Data Analysis (how data collected will be analyzed to find out how they answer the research question and test hypothesis(es)
10. Timeline (what are the major steps in the research process and how long will they each take?)
11. Budget (how much will it cost to do this research in equipment, supplies, data collection, incentives, personnel, consultations, travel to conferences for dissemination, etc.?)
12. Critique of methodology (strengths and limitations); ethical issues and human subjects protection

III.       Conclusion

1. Summary of Part I and II above
2. Major strengths and limitations, relevance, practice implications
3. Next steps

Example of Outline for Both Parts 1 and 2 Together

Title of Your Paper

Introduction—this introduction is constructed from the introduction to the literature review.

Literature Review

The Problem

Definition

Theoretical Framework

How Individuals, Families, and Communities Experience the Problem

Human, Societal, and Economic Costs

Population of Interest

Characteristics of the Affected Population

Prevalence and Incidence

Differential Impact of Problem on Different Populations

Summary of Previous Studies

Previous Types of Studies

Previously Addressed Research Questions, Populations, Samples,

Existing Gaps

Objectives of Current Study

Gaps Addressed by Current Study

Relevance to Social Work Values and Ethics

List of Specific Research Questions

List of Specific Hypotheses (if any)

Methodology

This main section begins with the introduction from the outline above for Part 2 (methodology).

Participants

Sampling

Data Collection

Measurements

Data Analysis

Timeline

Budget

Critique and Conclusion

How do Saudi EFL teachers and learners utilize their use of smartphones for the betterment of English language acquisition at home in contrast to at school?

IMPORTANCE OF SMARTPHONE APPLICATIONS FOR ENGLISH LANGUAGE ACQUISITION IN SAUDI EFL CLASSROOMS

Over the years, incorporating a trend that suggests the use of technology in classrooms can help enhance language acquisition in school has been adopted. The English language is not spoken in every nation dominantly. For instance, in most Asian countries, the main language used is not English. For example, in the case of Saudi Arabia, the main form of communication is Arabic. In English for Foreign Language (EFL hereinafter) classrooms in this country, current studies have shown that mobile applications can aid in understanding and interpreting words written or spoken in other languages. One example of those mobile apps are English dictionary apps which became a powerful tool that can contribute significantly to the improvement of communication skills among English language learners (Yurko et. al. 2020). This information is not surprising since most young people constantly handle mobile gadgets. With the advancement in technology and growth on the internet, it is easy to see why most find smartphones useful while trying to learn. For example, studies concerning Mobile Assisted Language Learning (MALL hereinafter) revealed that in the students’ experience, mobile-learning flashcards were very effective, convenient, and enjoyable (Davie and Hilber, 2015). Through a survey, the research will aim to establish the perception and readiness of language instructors and learners to incorporate MALL applications into EFL classrooms.

To complete the research, a meta-analysis will be used to analyze and synthesize the findings of the currently available literature (experience of other countries). Then the researcher will measure the perception and readiness of language instructors and language learners in terms of integrating these applications in Saudi EFL classrooms with the use of a survey. Thirty individuals will be selected as participants, ten instructors and twenty learners in this case. The research is expected to illustrate that students develop and practise language skills through mobile apps to some extent. The vocabulary practise questions often received the most significant agreement level, while those about speaking skills had the lowest agreement level (Metruk, 2020, p. 540). Heightening the students’ mindfulness of the capability to develop every language system and skill via mobile applications can increase their interest in studying English using smartphone apps.

More research needs to focus on speaking skills development since many studies do not outline the level of engagement and interest in EFL smartphone app use. The survey will serve as a tool to assess the perception and readiness of both instructors and learners regarding incorporating smartphone applications into EFL classrooms. Additionally, the respondents in the survey will be evaluated on how they utilize their mobile phones mostly at home in contrast to at school (Huang, 2021, p. 23), which can reveal any current trends in app uses that can be utilized within EFL classrooms. While they think that practising the English language via apps is motivational, enjoyable, assists them in getting solutions, and makes them more autonomous, they are neutral on whether it is a better learning technique overall (Metruk, 2021). Even though this might improve in future, smartphone apps used in studying the English language still do not have a prominent place in the learning process in Saudi Arabia. Evaluation of qualitative data will entail the influence of instructors’ responsibility towards encouraging and increasing awareness of smartphone applications and showing their learners to utilize apps in and out of class effectively. As both these apps and language instructors hold the key to developing future generations (Alzubi, 2019, p. 95).

In conclusion, the research will analyze / examine the extent to which smartphone applications can aid English language learning and how instructors and learners in EFL classrooms in Saudi Arabia perceive the use of such applications. This correlation might be of great significance in places whereby English is not the most dominant language.

Research Questions:

1. How do Saudi EFL teachers and learners utilize their use of smartphones for the betterment of English language acquisition at home in contrast to at school?
2. What are the perceptions of Saudi EFL teachers and learners in regard to the implementation of smartphone applications in EFL classrooms?
3. How prepared are Saudi EFL teachers and learners in regard to the implementation of smartphone applications in EFL classrooms?

References

Alzubi, A. (2019). Teachers’ perceptions of using smartphones in English as a foreign language context. Research in Social Sciences and Technology, 4(1), pp. 92-104. https://www.learntechlib.org/p/209835/

Huang, H.W. (2021). Effects of smartphone-based collaborative vlog projects on EFL learners’ speaking performance and learning engagement. Australasian Journal of Educational Technology, 37(6), pp. 18-40. https://doi.org/10.14742/ajet.6623

Metruk, R. (2020). EFL learners’ perspectives on the use of smartphones in Higher Education settings in Slovakia. Electronic Journal of e-Learning, 18(6), pp. 537-549. https://doi.org/10.34190/JEL.18.6.006

Yurko, N. & Styfanyshyn, I. & Protsenko, U. & Romanchuk, Olha. (2020). ENGLISH DICTIONARY APPS: THE FEATURES AND BENEFITS. ΛΌГOΣ МИСТЕЦТВО НАУКОВОЇ ДУМКИ. 10.36074/2663-4139.09.06.

Davie, N. Hilber, T. 2015. MOBILE-ASSISTED LANGUAGE LEARNING: STUDENT ATTITUDES TO USING SMARTPHONES TO LEARN ENGLISH VOCABULARY. Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning. March 14-16, 2015. International Association for Development of the Information Society.

Metruk, R. 2021. The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives. Sustainability. 13(15):8205. https://doi.org/10.3390/su13158205

Develop knowledge of the conceptual foundations and forms of injustice and oppression that shape and inform social work practice

Description

Patch Two: Critique observation and reflection This patch may be understood in the following way: i) Critique reflection as a developmental tool for professional social workers ii) Critique observation as a developmental tool for professional social workers (Learning Outcomes 4: 1200 words maximum). On successful completion of this module the student will be expected to be able to: 1: Knowledge and Understanding Show a clear understanding of the key theoretical approaches in social work. 2: Knowledge and Understanding Critically apply theories, methods and models to the practical situations of assessment, intervention and decision making. 3: Intellectual, practical, effective and transferable skills Develop knowledge of the conceptual foundations and forms of injustice and oppression that shape and inform social work practice 4: Intellectual, practical, effective and transferable skills Demonstrate the core skills of observation and reflection in social work practice

Find a current (within the last five years) research article (a scientific paper) on a nutrition topic of your choice from one of the following sources

NUTRITION FOR HEALTH SCIENCES

Project (Research Article Summary) Guidelines

Find a current (within the last five years) research article (a scientific paper) on a nutrition topic of your choice from one of the following sources:

American Journal of Clinical Nutrition

American Journal of Nursing

Annals of Internal Medicine

Journal of Nutrition

Journal of the American Dental Association

Journal of the American Dietetic Association/Journal of the Academy of Nutrition and Dietetics

Journal of the American Medical Association

Journal of Epidemiology and Community Health

Lancet

New England Journal of Medicine

Others with prior approval of the instructor.

If you want to have an alternate source considered, do not wait until the last minute to seek approval from the instructor.  Your article should be a full text article (not an abstract) and at least 5 pages long.  Your summary should include your opinion on the content or outcomes of your article. Summaries should be written in MLA format to include the work cited (which would only be one, your article).

Do not cut and paste material from your article to your summary. Cutting and pasting will result in point deductions and may result in a 0 for this project.

Journals may be obtained in an academic library.  Additionally, full text journals (e-journals) are available through the BCCC library online (see the BCCC home page and click on library).   Alternatively, journals can be accessed through http://www.freemedicaljournals.com/.  Links to articles may also be found by subscribing to newsletters (free) at http://www.medpagetoday.com and http://www.medscape.com

There will be a 5 point penalty for changing your article after it has been submitted to the instructor.  There will also be a 5 % reduction for each day the submission of the article and/or summary is late. If your article submission is rejected by the instructor because it is old (more than 5 years old), or does not meet the five page criteria, or is not scholarly, or is not nutrition-related, there will be a 5 point deduction per week until an appropriate article is submitted. Your paper should be grammatically correct.

Grading will be based on the following criteria (see rubric):

Summary covers major points, is properly formatted, and is concise and well-written and submitted through Canvas– up to70 points

What are the historical perspectives and rationale for developing the field of science?

Research Background

The contemporary social, political, and economic sectors of modern society highly rely on the implications of science, technological advancements, and scientific rationale applied for solving varied conventional tasks and problems (Cohen, 2021). The history and philosophy of science (HPS) facilitate understanding of the historical evolution of scientific reasoning and the applications of science in revealing the philosophical truth within observable and non-observable events within the natural world. In principle, the history of science and technology (HST) is primarily concerned with understanding the scientific natural world and how the application of technology has evolved over millenniums, seeking to manipulate the natural world for human benefit (Grant, 2017). Fundamentally, the philosophy of science explores the underlying foundations, techniques, and implications of science, within contemporary society. While the philosophy of science is concerned with studying the fundamental nature of existence and reality, the central philosophical questions focus on establishing the relevance of scientific theories, reliability, and the ultimate purpose of science within society.

The history of science spans the development of science from ancient times to the present, covering natural, formal, and social science. Cohen (2021) and Lindberg (2010) argue that the earliest scientific practices are traced to Mesopotamia and ancient Egypt between 3000 and 2000 BCE. According to Grant (2017a), significant fields of science that originated from ancient Egypt and Mesopotamia included advances in Astronomy, Medicine, and Mathematics. Principe (2011) and Lindberg (2017) agree that the influence of scientific advancements in Egypt and Mesopotamia spread throughout the world through explorers, mainly sailors who travelled across the globe by sea. In support of the sentiments, Grant (2017) and Grant (2017b) hold that mathematics, medicine, and astronomy established in Egypt influenced Greek philosophy and classical antiquity. For instance, Hendrix (2011) noted that Greek adopted science to explain events in the physical world. Similarly, Lightman (2011) established that science was adopted by the Greeks to explain natural occurrences. Therefore, science was aimed at explaining natural causes and their respective consequences to help people understand the physical world.

Nonetheless, the Greek scientific conceptions of the world deteriorated in Latin-speaking countries in Western Europe and only thrived in the Byzantine Empire. However, studies demonstrate that the Greek Hellenistic views about the world further spread to the Middle –East, increasing the influence of the Egyptian scientific concepts. Zalta (2012) and Gutas (2012) noted that translation of reek texts facilitated the spread of their scientific concepts and ideas to Arabs in the Islamic Golden Age. According to Lightman (2011) and Kuhn (2014), the translation of Greek texts fostered the assimilation of Islamic inquiries and Greek science into Western Europe between the 10^th and 13^th centuries, reviving natural philosophy education in the West. From the viewpoints, adoption and assimilation of Greek science in the West promoted a philosophical understanding of the world. Science was therefore integrated into philosophy to explain and understand the natural world.

Philosophy further transitioned to include pure science. Cahan (2013) and Singer (2013) agree that natural philosophy transformed during the scientific revolution to encompass new ideas and concepts following discoveries in Europe in the 16^th to the 17^th century. According to Cahan (2013), innovations necessitated a change in approaches to explaining and understanding world phenomena. Similarly, Zalta (2012) and Kuhn (2014) argue that discoveries in Europe necessitated abandoning the Greek conceptions and traditional norms engraved in natural philosophy. Therefore, the need for new approaches to explaining world phenomena might have suggested the need for science. Accordingly, science aimed to establish new approaches to understanding the world and explaining world phenomena. Nonetheless, the studies do not directly point to specific required changes and their validity during the period. For instance, no reference is made to significant aspects of philosophy changed by the Europeans after abandoning the Greek traditions. Irrespective, the studies adequately proved that need for a new approach to understanding the world necessitated the abandonment of the Greek natural philosophy.

During the scientific revolution, more mechanistic science emerged. The new science that emerged was founded on open mechanical and mathematical elements. According to Gal (2021), the new science that emerged during the scientific revolution was integrated to make the scientific method with a different worldview perspective. For instance, Singer (2013) and Bowler (2020) argue that the new science focused on the mobility of people and making work easier, rendering it mechanistic. From this perspective, the new science emphasised new approaches to accomplishing basic tasks and explaining concepts about the mechanical aspects of the world.

Subsequent scientific revolutions were directly linked to solving human problems. Krige (2019) and Wolf (2019) established that further advancements in science aimed to ease human life. According to Gal (2021), the chemical revolution in the 18^th century helped develop new quantitative methods, including measurements and ratings in chemistry. Further advancements in science during the 19^th century sought to provide solutions to energy problems, the age of the earth, the evolution of humans, and the underlying relationships in ecosystems (Kuhn, 2014). In particular, storage and conservation of energy emerged during the 19^th century as innovators strived to establish reliable energy sources and energy conservation strategies. All the scientific perspectives suggest that science aims to solve human problems by explaining the different world phenomena, inter-relationships, and effects on human life.

Further advancements in science were noted by Delbourgo (2019), and Gal (2021) reported other advancements in science, which cited the need for understanding human life and physics as the underlying aim of science. Krige (2019) put forward those discoveries in genetics and physics in the 20^th century were fundamental in explaining human life and the respective techniques they could use for their survival. Notably, molecular biology and particulate physics were vital in understanding the human body, diseases, and their impacts on human life. Notably, genetic science was essential in explaining the differences in humans, animals, and plants to distinguish their core characteristics and relationships. Bowler (2020) and Wolf (2019) agree that onset of extensive scientific research that increased focus on unlimited world exploration and scientific discovery to build human resilience against imminent life challenges. From the historical perspective, science was meant to provide an understanding of the world and provide solutions to various challenges humans face.

Research Rationale

While the research focuses on exploring the aims of scientific developments, the need to understand the implications of scientific development significantly justifies the review of history and philosophy of science. Fundamentally, the current study follows the rapid changes in science and technology, as well as the associated implications of scientific developments. The rationale adopted for underpinning the study concerns with sufficiently review the historical changes in the development of scientific knowledge and the philosophical perspective drawn for explaining the aims of science. Greece and Chinese scientific developments are adopted as the foundation for the current study’s focus on exploring the history and aims of science, considering the influence of early Greek and Chinese practice-oriented views of science on the development of scientific knowledge (Guo and Hadder, 2020). Ibe (2021) established that ancient science was developed with the aims of explaining existing phenomenon, as well as solving the social, physical and economic problems manifesting within the human society. The primary aims of developing science within Ancient Greek revolved around the arching need for scholars and societies to explain mysteries and occurrences within the natural world. In essence, ancient Greek science accounts for the scientific process and approach adopted by scientists throughout the evolution of scientific practice evidences in Greek mathematics and geometry. The research’s rationale for adopting multiple secondary sources on Greek and China scientific allows for the resourceful exploration of ancient aims of developing science, as depicted within the scientific practice and development across ancient Greek and China.

Philosophical arguments on the aims of developing science emphasize on the application of systematic scientific knowledge for solving problems caused by the natural world and human societies. Despite the development of science with the aim of addressing problems within the natural world (Ibex, 2021), both negative and positive implications of science necessitate the need to explore how science evolved and the aims of scientific practice. For instance, genetic engineering and chemical engineering are connected to creating hazardous specifies and substances that cause ailments like cancer (Boice et al., 2022). The chemistry behind nuclear weapons is associated with genetic modification, the mainly rapid growth of tumours in humans and animals (Vaiserman et al., 2018). Genetic engineering is related to creating disease-causing micro-organisms, rendering the field of science a threat to human life. While Joy (2020) and Beiter (2019) argue that science was aimed at improving human beings’ overall quality of life, the most recent inventions and innovations are controversial, necessitating exploration of the historical perspective of the aims of science. Therefore, the current study seeks to establish the history and aims of science from ancient times until today.

Research Aim

The study aims to examine the history and aims of science. The study focuses on the different perspectives of science and the factors that necessitated advancements in science from ancient times until today.

Research Objectives

1. To establish the historical changes in science.
2. To explore the aims of development science practice and scientific knowledge in ancient Greek and China.
3. To establish the different implications of science on human life and technology.

Research Question

1. What are the historical perspectives and rationale for developing the field of science?
2. What are the historical changes in science since development of scientific practice in ancient Greek and China?