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discuss the relationship between vaccines and autism

by | Jan 27, 2022 | Uncategorized

 

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Open the links below to review and discuss the relationship between vaccines and autism
You will analyze how the information is presented on these websites
Which sources provide more reliable information about vaccine safety as related to autism
My questions
1. Open the “QEP Evaluation Lesson” and view the slides
2.Review the website provided in the lesson, and learn about the CRAAP test
3. Select the link for GMC’s reasoning skills definitions, and learn about the elements of critical thinking
4. Continue to review the entire lesson prior to returning to the assignment section. It is important for you to understand the assignment rubric, and formulate ideas on how you will achieve the highest benchmark in each skill area
5. Return to the first “Assignment” slide and follow the instructions
6.Compose a response paper that addresses all questions in the “assignment” slides, making sure to include complete APA citations for the three (3) sources provided in the assignment
Open the “QEP Evaluation Lesson” and view the slides
These are the sites for the following questions
1www.cdc.gov/vaccinesafety/mmr/mmr-studies.html
2http:thinktwice.com/mmr.htm

3http:lljournals.plos.org/plosone/article?id=10.137/journal/journal.pone.0003140
Your paper must have a “Literature Cited” page in APA style that includes the three
citations provided to you in this assignment.
Author(s). Year. Title of article. Title of journal. Digital Object Identifier (DOI). OR: Online at: [copy and paste full url]. Accessed: [Date].
Please refer to the articles by the author or publisher and year (which is both APA and MLA style).
Titles and url’s in the text are not appropriate citation – credit (and creditability) lies with the authors and publishers.
See below for an example (with other sources) for how to appropriately use citations in the text of your paper.
the purpose of this assignment is to teach students how to better evaluate sources. By learning how to evaluate sources, students will better understand additional reasoning skills, such as induction, inference, deduction, and analysis. This assignment will appear at the beginning of this course to best prepare students for the upcoming QEP Assignment, in which evaluation is an important component. Students are encouraged to first review the included rubric to best understand the criteria in which they will be graded, and the benchmarks they should aim to achieve.
Induction: Explanation of issues

No explanation provided or student did not complete the assignment.
0points
Unable to identify or explain the main issue and cannot summarize the importance of evaluating sources of information.
1points
Able to identify or explain the main issue but cannot summarize the importance of evaluating sources of information.
2points
Able to identify or explain the main issue but partially summarizes the importance of evaluating sources of information.
3points
Able to identify or explain the main issue as well as summarizes the importance of evaluating sources of information.
4points
Analysis: Evidence
Student did not complete the assignment.
0points
Student did not analyze evidence presented in the sources and did not cite the sources.
1points
Mentions evidence in the sources, but citations are not complete or cited in the text.
2points
Partially analyzed evidence in the sources and citations are mostly complete.
3points
Clearly analyzed evidence in the sources; citations are complete and cited appropriately in the text.
4points
Evaluation: Influence of context and assumption
Student did not complete the assignment.
0points
Does not evaluate the context and assumptions around the topic covered by the assigned sources.
1points
Does not completely evaluate the context and assumptions around the topic.
2points
Partially evaluates the context and assumptions of the assigned sources around the topic.
3points
Clearly evaluates the context and assumptions surrounding the topic and places the evaluation of the sources in the broader context.
4points
Inference: Student’s position
Student did not complete the assignment.
0points
Does not present his or her point of view on the evaluation of the sources, but only summarizes the content of the sources.
1points
Presents a point of view or opinion, but the opinion is not based upon the evaluation of sources.
2points
Partially presents his or her point of view, based upon evidence and evaluation and analysis of the sources.
3points
Clearly presents his or her point of view, based upon evidence and evaluation and analysis of the sources.
4points
Deduction: Conclusions and related outcomes
Student did not complete the assignment.
0points
Conclusions are inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.
1points
Conclusions are logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.
2points
Conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.
3points
Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
4points

 

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