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Psy625 Biological Bases of Behavior

This is a grant proposal-peer review. I will have to look at two proposals, I am sending the two proposals that my instructor sent, then the instructions on what she wants done will follow the two proposal. Each paper is to be three pages in length making a total of six pages. The running head for this proposal is , The Effects of Training on Congition Depression Student 11: Depression: Student 11   The Impact/Effect of pharmacist intervention on devotion and measurable patient outcomes with depressed patients Specific Aims Bipolar disorder (BD) is a chronic mental illness characterized by severe disruptions in moodand cognitionLiu, et al. (2010). Manic depression and the highs and lows of emotions is deeply involved in this disorder. The challenge becomes difficult when managing those with the disorder and accomplishing better outcomes that are measurable among patients who suffer from this chronic disease. While adherence to antidepressant treatment is essential for the effective management of patients with major depressive disorder, medication is a dynamic decision-making process to adhere to and pharmacists play an important role in improving adherence to antidepressant treatment particularly in different settings in the healthcare systemAljumah, K., &Hassali;, M. A. (2015). The specific aim of this proposal is to assess whether pharmacist interventions based on shared decision making improved adherence and patient-related outcomes.Patient and pharmacist relationship levels are good and communication concerns about better quality for the patient is discussed can improve upon the role pharmacists have as appose to poor communication resulting in an ineffective patient outcome. Background Patients look at how they feel and what they believe about their medication, and taking medication. They make decisions about their medications on their belief and knowledge and the apparent benefits. Patients having authority in their decision making about their medication has increased over the past ten years. Now with progressive concepts such as (SDM), shared decision making comes a two-way communication exchange between healthcare professional and patient and better outcomes and self-esteem because of the positive relationship between them. In contrast, psychiatrists have shown poor patient involvement when making treatment decisionsAljumah, K., &Hassali;, M. A. (2015).Patients with depression have shown an interest in knowing more about treatment options and participating in treatment decisions. Evidence from a systematic review supports the role of pharmacists in providing various interventions to improve medication adherence in antidepressant treatment in different settingsAljumah, K., &Hassali;, M. A. (2015). Significance Bensing and colleagues’ 2011 study reports on a number of tips formulated by patients for how to improve patient‐clinician communication (Bensing et al. 2011). Their findings revealed that those reported in the professional literature, like the importance of silence, listening and nonverbal communication to facilitate a dialogue instead of having monologues, the value of empathy and respect in creating an effective doctor‐patient relationship, and the need to address patients as individual persons and not as ‘a bundle of symptoms’. (Bensing et al. 2011). The outcomes of healthcare quality will depend upon patients' adherence to recommended treatment regimens. Patient nonadherence can be a pervasive threat to health and wellbeing and carry an economic burden. There is no single intervention strategy which can improve the adherence of all patients, decades of research studies agree that successful attempts to improve patient adherence depend upon a set of key factors. Proposed Study The proposed research will evaluate the effectiveness of SDM-based pharmacist intervention for improving adherence and patient outcomes, compared with usual care in patients diagnosed with MDD. Conduct a prospective randomly controlled study with a 6-month follow-up. Start with randomly grouping participants into either. (Intervention group), (pharmacist intervention based on SDM), patients in the control group will receive usual care and the standard communicationabout their medication when they visit the pharmacy for their antidepressants. No communicating will take place to focus on increasing patient’s involvement like (SDM). Any questions for the pharmacist were addressed and answered in the routine manner of practice in the pharmacy. Participants The participants will be aged 18 to 60 years old, newly diagnosed with an MDD, according to the criteria of the Diagnostic and Statistical Manual of Mental Disorders, 4th Ed, no history of bipolar orpsychosis, no drug dependency and no cognitive impairment that may hinder the assessment. 239 Participants however, patients that show no respond to the antidepressant within eight weeks will be excluded. Written consent was received within 24 hours of the recruitment process. Procedures: During the intervention pharmacist will follow the framework of the SDM competency that is specifically designed for depressed patients. This will ensure all SDM aspects are implemented for each patient. The research team will distribute a decision aid to patients in the IG before starting the session. Intervention will focus on enhancing patients involvement in the decision process by evaluating their knowledge and beliefs about antidepressants. The average baseline should be 15 minutes and the second session 10 minutes at three month follow up.The study will take place between February 2016 and July 2016 in Riyadh, the capital city of Saudi Arabia. This city has a total population of more than 5,000,000 and one psychiatric hospital (Al-Amal Hospital; total of 500 beds) is the main provider of psychiatric care for the entire population. Budget Justification Funding is requested for a principleinvestigator/director, a graduate research assistant to be responsible for all aspects of subject recruitment, and data collection, and pharmarcist for SMD-based intervention. Addition funding of 10% is requested for the principal investigator who will oversee the study and conduct data analysis and publication of results. Travel funding is requested for the PI to attend one national meeting to present the preliminary results of the study. Subject payment of $20 for each subject (239total) is requested to reimburse subjects for their participation time. Fundingis requested for an Apple Laptop computer (15” with retina display, 2.8 GHz processor, 1 TB hard drive) that will be used for data collection and analysis. Additional funding will be used to purchase the Quality of Life Scale and office supplies. See Appendix A: Budget for detailed budget figures.   References Derksen, F., Bensing, J., &Lagro;-Janssen, A. (2013). Effectiveness of empathy in general practice: a systematic review. Br J Gen Pract, 63(606), e76-e84. Aljumah, K., &Hassali;, M. A. (2015). Impact of pharmacist intervention on adherence and measurable patient outcomes among depressed patients: a randomised controlled study. BMC psychiatry, 15(1), 1. Martin, L. R., Williams, S. L., Haskard, K. B., &DiMatteo;, M. R. (2005).The challenge of patient adherence. Therapeutics and Clinical Risk Management,1(3), 189–199.   Appendix A: Budget SUMMARY PROPOSAL BUDGET FOR INSTITUTION USE ONLY ORGANIZATION PROPOSAL NO. DURATION (MONTHS) PRINCIPAL INVESTIGATOR (PI)/PROJECT DIRECTOR Instructor S. McCarroll, PhD AWARD NO. A. PERSONNEL: PI/PD, Co-PIs, Faculty, Graduate Assistants, etc. Funds List each separately with name and title. Requested By Proposer 1. Instructor S. McCarroll, PhD($90,000/year) - 10% effort for 12 months $9,000 2.Research Assistant ($50,000) - 50% effort for 12 months $25,000 3. Pharmacist ($70,000/year) - 10% effort for 12 months $7,000 TOTAL SALARIES $39,000 B. EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $5,000.) None TOTAL EQUIPMENT $0 C. TRAVEL 1. DOMESTIC- PI attendance at national meeting $1,000 2. OTHER- $0 TOTALTRAVEL $1,000 D. PARTICIPANT SUPPORT $4,780 1. STIPENDS $ 20 2. TRAVEL 3. SUBSISTENCE 4. OTHER TOTAL NUMBER OF PARTICIPANTS239TOTAL PARTICIPANT COSTS 4.780 E. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES- Computer for patient training, data collection and analysis $1780 2. OTHER Quality of Life scale $1200 3 OTHER Office supplies $200 4. OTHER TOTAL OTHER DIRECT COSTS $ F. TOTAL DIRECT COSTS (A THROUGH E) $ G. TOTAL INDIRECT COSTS (F&A) (Rate = 37.5%) $ H. TOTAL DIRECT AND INDIRECT COSTS (F + G) $31,080 This is the second proposal: The Effects of Alexia Without Agraphia on TBI Adults Student 15   The Effects of Alexia Without Agraphia on TBI Adults How are you going to do this? The training and rehabilitation with vocabulary will take place in a research and training facility equipped with the tools to help the volunteers. The person will go through a series of questions related to their experiences with being injured and the amount of time to heal after the event as well as the discovery of the lesion in the brain hemisphere. The assessment will take place online, and the volunteers will have access to the online vocabulary study information outside the facility. The proposal is to create an online training manual for with Survey Monkey forms attached inside a web based application to examine volunteer experiences with traumatic brain injury after an accident. The focus is to tailor a recover plan for the volunteer based on the answered questions. Specific Aims The specific objective of the study on alexia without agraphia on traumatic brain injury with adults is to help improve the quality of life for individualssuffering from this disorder (Ablinger and Domahs 2009). The train system with identifying letter by letter and improved word identification within the study. The article addresses the reacquisition of letters after a diagnosis of pure alexia. (Basagni et al. 2014) Focuses on the left and right hemispheres damaged with lesions. Each region of the brain has a drastic change related to the development of the pure alexia disorder. The behavior assessments deal with the changes with a patient and how these individuals process information such as word, letter by letter recognition according to speed and accuracy. People with pure alexia go through various processes concerning reading letter by letter with varying speed (Bormann et al. 2015). The peoplecanpreparemessages regardless of the impairments that cause the disorder. The study gives an account of reading out loud though brief recognition of the words. The testing measures with neuropsychology focus on behavior, language, as well as oral repetition concerning what the patient can remember and already knowns concerning letters and words assessed through MS Word tools. The articles give an account of the ability to read letters and words but not the capacity to write with individuals diagnosed with alexia without agraphia. Some patients that suffer frompure alexia deal with abnormal word length even with the recognition of words concerning the research (Cumming et al. 2006). Pure alexia effect other reading as well as other cognition issues that impact development and visual processing with letters and words. The focus is to improve the lexicon of the patients, and eight case studies show the differences in reading out loud amongst different patients. The patients dealt with varioustrauma related to the brain injury and illnesses such as pure alexia and dementia learningat different speeds throughdifferent trail phase testing. Massive stroke and hemorrhaging deal with damage to the body and brain (Dutton 2013). The patients maintain the ability to write, but to different varying degrees, the patient struggled with the loss of various visual skills, such as the eye's ability to process 3-D imaging. The patients work with a refractive light process which sends temporary information to the damaged hemisphere. The brain works to create neuroplasticity through rehab to strengthen the damaged area and possibly retrain the patient to remember letters and words. The patient deal with pure alexia but the give a computational analysis with diagnosing the theory of visual attention (Habekost et al. 2014). The preliminary test phase took place between 2009-2010 through various language assessments. The speed of processing the words used between five and seven words with ten patents in a controlled environment. The patients also used three to five words to promote stimuli as well as using methods to name various words and letters. The use of transcranial direct stimulation is hypothesized to treat pure alexia during pre and post treatment (Lacey et al. 2013). Analysis time improved with unrehearsed reading assignments due to the use of transcranial direct stimulation. The author focuses on rehabilitation through kinesthetic learning with the patient (Lott et al. 2010). The patient will write the letter down on a piece of paper or in their hand and say the letter out loud. The process is repeated through this action process to promote retention of the relearned letter. The three participants work to repeat letter by letter through repetition of forty different six letter words using low frequency sounding out the letters of a word. The damage to the occipital cortex impact reading, writing, and learning to focus on the letter by letter pronunciation (Kim et al. 2015). The stress of the research is stressing multiple oral rereading to stress treatment of memory. The goal is to promote neuroplasticity and retention of information focusing on visual imagining and prompts to retain letters. Ten healthy adults participated through a battery of test focusing on lesions and assessments. Each patient went through pretreatment testing through clinical profiling as well as assess different outcomes are reading one hundred words at a set target. Pure alexia in a deal with visuo defects in viewing and comprehending the letter by letter process as well as the phrase (Pflugshaupt et al. 2009). The theory is that healthier individuals read quicker than patients with health illnesses. Lesions are not the only factor that impedes learning through the analyzation of the behavioral assessments. The computer analysis focuses on phonetic input, visual input, while the system controlled program assesses the pronunciations of the lexicon (Shallice 2014). What the system concentrates on the system is to draw a conclusion about the alexic patterns within an individual to assess better the strategy needed to aid in rehab with learning vocabulary. Rehabilitation vary from person to person and it 's hard to tell how effective the treatment process was for any patent as well as giving an account of correct writing sequence despite the disability (Starrfelt and Shallice 2014) and (Starrfelt, Ólafsdóttir, and Arendt 2013). Treatment groups are broken down into three groups first group letter identification, second panel word reading, and third panel text reading. Some of the individuals worked with a combination text; others are kinesthetic with writing, or a mix of other styles depending on the needs of the group. The rehabilitation for pure alexia patents in top-down with a group ranging from their sixties to their seventies (Woodhead et al. 2013). The participants had a choice between computer generated or self -administered for at least twenty minutes a day. Background The techniques for maintaining an understanding of what pure alexia disorder participants dealt with was to keep the individuals in a controlled group setting to get an understanding of the different development issues that each group discussed concerning learning. Every article dealt with a control group with behavioral assessments, letter by letter recognition, lesion, assessment as well as the damage connected to what hemisphere of the brain. Ablinger and Domahs 2009, Bormann et al. 2015, Shallice 2014, Starrfelt and Shallice 2014, Starrfelt, Ólafsdóttir, and Arendt 2013, and Woodhead et al. 2013 dealt with computational analysis through computer software. Each article gives a different theory concerning how to measure the changes as well as the damages to the patients as well as provide comparisons against other disorders. Pflugshaupt et al. 2009 compare healthy patents with an unhealthypattern with learning and retention of letters and words. Kim et al. 2015 worked on the stressors with learning while Lacey et al. 2013 gave a more laid back approach with retention development amongst participants. Focus on proposed intervention and gathering information. The start information gathering will take place through a selected email list from medical professionals in a hospital setting with knowledge of patients with TBI whether these individuals are military or civilians. The second method for attracting volunteers is to place an open flyer out in the medical facility giving details on the study with a link to the Survey Monkey form. The common link with these individuals will be the condition as well as the loss of lexicon each person exhibits. Testing Outcome Measure.The test measurements will be similar to the test outcomes from Habekost. The test will look for statistical analysis with shortfalls in word knowledge as well as acquirements in educational gains with three, four, and five letter words. The statistical measures will also give an idea of what parts of the program are a success and what needs to be revamped or taken out completely. Once the participants actively commit to the program the study and research findings will be done in control group and one not in a controlled group setting. The outcome will be based on amathematical analysis comparing the improvements gained through the use of online tools verses structured in-person training. The Promising Look of the Intervention. The look of the response is to examine different techniques for presenting online training programming and in-person training for military and citizens suffering from traumatic brain injuries. The interview promises to help traumatic brain injury survivors to have an online program to study at their pace to relearn vocabulary words as well as improving their lexicon. The professionals over the training program whether online or in-person will have access to the database that will house all the information to compare statistical findings related to improvement within the program. The goal is to once volunteers have a structured learning support system with learning and training; these individuals will have the option to continue training in an asynchronous learning environment after the first couple of months of face to face interaction with trained professionals in the medical facility. There will be trained professionals to monitor the progress of the patient with online participation. Significance The proposed research will use online software tools to assess the participants’ development. The questions will be generated through Survey Monkey and sent to the proper location to be cataloged for the preliminary interview phase. The survey will be done in theory before the patents show up for therapy rehabilitation. The training with taking place in a nonprofit organization for civilian, military, and veterans. The groups will have different assessment based testing depending on how each answer the questions about status. The TBI Trauma Assessment Center will base their assessments on 22-pointitem scale for each patient to get an understanding of behavior, systems, cognitive treatment, as well as brain exercises to improve neuroplasticity and retention within participants. The measurements will take into account which of Gardeners Theory of Multiply Intelligence does each effect person align with in learning. Each patent will be made aware of their right to participate or stop participating at any time to comply with ethical standards. Once each person has been through each assessment phase with testing, the professionals will work out a target plan to help each through the rehab process and to learn to re-read. Proposed Study Participants: The participation study is based upon a voluntary support of the members. The goal is to have at least one hundred individuals to participate in the study sample. The questionnaire section will start with an online survey through Survey Monkey. The questions will assess the pain of the volunteers before the trauma and after the trauma. The group will consist of individuals with various backgrounds and education participating in the group. The first group will be males and females ranging in age from 19 to 36 years old (Habekost et al. 2014). The individuals are undergraduate students in a university setting. The second group is advanced age groups that graduated from college and set in their professions working in various capacities. The second group will range in age of 37 and older in a controlled group of men and women with an average mean of 13.2 years of education with age mean of 59.2 (Cumming et al. 2006). The focus of the study will use MRC Cognitive Brain Unit panel taking into account official test scores. The initial assessment measure will emphasize fifty-one different words in sets of three, four, and five characters. The training will be done in a simulated open environment to delineate the difference between the controlled environment and uncontrolled environment. The study will pose no risk to the patient, and it is designed to help with improving vocabulary. The focus of the survey is improving learning and training with vocabulary and continue to see gains through continued studies. Procedures: The enrollment process is for patients within a localized community setting with different backgrounds. Patients will be allowed to enroll, but theonly patient can participate if they enroll in the program. The individuals have to be will go through though the assessment questionnaire with Survey Monkey answer twenty questions related to their education, job, disability, and injury as well as structural MRI scan. The study will take place for a year assessing the gains in vocabulary and kinesthetic training related to performance online and in-person with training (Ablinger and Domahs 2009). The procedure will allow for patients to interact with the learning process to retain different word usage and operation speed of comprehension. The patients will practice multiply oral readings related to participation and saying the work out loud. The patients will use bottom up for improved identification and top down techniques with semantic for identifying the words in the selected list (Starrfelt, Ólafsdóttir, and Arendt 2013). Each interaction will be recorded through video and input media in person, and the online data will go through database recording. Hypotheses & Analysis: The measurements and analysis from the interaction with professional training methods are expected to yield improved word recognition through rehabilitation. The training will be done over the course of a calendar year. The groups will meet twice a month and during the rest of the month work in an asynchronous online environment. The theory is that each person will either improve through the rehabilitation process or dropout the program at an exponential rate. If the dropout rate is high with the training program than time to participate in the study will be reduced at a low level. The patients will deal with a follow-up after the first three weeks from the start date as well as the end date. The end date could be the day the patient dropped the program or the completion date within a year. Each person participating will work thirty minutes a day twice a week in an asynchronous class setting. The control environment will deal with MRI scan verse non MRI scan with traumatic brain injury patients. The population will work on three, four, and five letter words as well as recognition of single letter words. The participants will participate in feedback related to the experience as well as their programming experience. Budget Justification Funding is requested for one Graduate Assistant to help balance the data with the Principle Research on the study. The students will be allocated a stipend monthly over a twelve-month period during the research. The Principle study will awardten percent to the researcher to disseminate the data out of Survey Monkey to analyses the data. The use of Survey Monkey is avital tool to collect the data generated from the questions and answers. The research tool is important because it has team collaboration available, priority 24/7 email support, skip logic, data exports and reports, and statistical data and text analysis. The research requires an HP Elite book 1040 G3 Notebook PC Energy Star. The laptop has Windows 7 Professional 64 (available through downgrade rights from Windows 10 Pro 64), Intel® Core™ i7 processor, 16 GB memory; 256 GB SED storage, 14" QHD UWVA display, and Intel® HD Graphics 520. Travel expenses will be needed to travel back and forth to the training facility. There will be other miscellaneous items used throughout the gather of information related to the project over the course of the research and development of the project. See Appendix A: Budget for detailed budget figures. References Ablinger, I., &Domahs;, F. (2009).Improved single-letter identification after whole-word training in pure alexia. Neuropsychological Rehabilitation, 19(3), 340-363. doi:10.1080/09602010802204000 Basagni, B., Patané, I., Ferrari, V., & Bruno, N. (2014). Impaired reading not due to visual field loss in a patient with a right-hemipsheric lesion. Neurocase (Psychology Press), 20(5), 510-523. doi:10.1080/13554794.2013.826684 Bormann, T., Wolfer, S., Hachmann, W., Neubauer, C., &Konieczny;, L. (2015). Fast word reading in pure alexia: "fast, yet serial".Neurocase, 21(2), 251-267. doi:10.1080/13554794.2014.890732 Cumming, T. B., Patterson, K., Verfaellie, M., & Graham, K. S. (2006). One Bird with Two Stones: Abnormal Word Length Effects in Pure Alexia and Semantic Dementia. Cognitive Neuropsychology, 23(8), 1130-1161. doi:10.1080/02643290600674143 Dutton, G. N. (2013). The Mind's Eye. Journal Of Visual Impairment & Blindness, 107(5), 393-397 Habekost, T., Petersen, A., Behrmann, M., &Starrfelt;, R. (2014). From word superiority to word inferiority: Visual processing of letters and words in pure alexia. Cognitive Neuropsychology, 31(5/6), 413-436. doi:10.1080/02643294.2014.906398 Lacey, E., Snider, S., Hayward, W., Friedman, R., &Turkeltaub;, P. (2013).Using Transcranial Direct Current Stimulation (tDCS) to Treat Pure Alexia: A Case Study. Procedia - Social And Behavioral Sciences, 94(51st Academy of Aphasia Proceedings), 263-264. doi:10.1016/j.sbspro.2013.09.131 Lott, S. N., Carney, A. S., Glezer, L. S., & Friedman, R. B. (2010).Overt use of a tactile/kinaesthetic strategy shifts to covert processing in rehabilitation of letter-by-letter reading. Aphasiology, 24(11), 1424-1442. doi:10.1080/02687030903580333 Kim, E. S., Rising, K., Rapcsak, S. Z., & Beeson, P. M. (2015). Treatment for Alexia With Agraphia Following Left Ventral Occipito-Temporal Damage: Strengthening Orthographic Representations Common to Reading and Spelling. Journal Of Speech, Language & Hearing Research, 58(5), 1521-1537. doi:10.1044/2015_JSLHR-L-14-0286 Pflugshaupt, T., Gutbrod, K., Wurtz, P., von Wartburg, R., Nyffeler, T., de Haan, B., & ... Mueri, R. M. (2009).About the role of visual field defects in pure alexia. Brain: A Journal Of Neurology, 132(Pt 7), 1907-1917. doi:10.1093/brain/awp141 Shallice, T. (2014). On compensatory strategies and computational models: The case of pure alexia. Cognitive Neuropsychology,31(5/6), 529-543. doi:10.1080/02643294.2014.914023 Starrfelt, R., Ólafsdóttir, R. R., & Arendt, I. (2013). Rehabilitation of pure alexia: A review. Neuropsychological Rehabilitation, 23(5), 755-779. doi:10.1080/09602011.2013.809661 Starrfelt, R., & Shallice, T. (2014). What's in a name? The characterization of pure alexia. Cognitive Neuropsychology, 31(5/6), 367-377. doi:10.1080/02643294.2014.924226 Woodhead, Z. J., Penny, W., Barnes, G. R., Crewes, H., Wise, R. S., Price, C. J., &Leff;, A. P. (2013). Reading therapy strengthens top–down connectivity in patients with pure alexia. Brain: A Journal Of Neurology, 136(8), 2579. Appendix A: Budget Principal Investigator: Shonda E Webb Grant Title: Traumatic Brain Injury with Pure Alexia Rehab Period of Performance: 10/18/2016 to 10/18/2017 Funds Requested Salaries $ 70,000 10% 12 $ 7,000 Full Time Faculty Annual Salary Percentage of effort Number of months Full Time A/P (10% time 12 Mo) $ 30,000 50% 12 $ 15,000 Full Time Graduate Assistant Annual Percentage of effort Number of months Graduate Assistant (50% time, 12 months) $ 22,000 Total Salaries $ 3,000 Equipment and Survey Monkey Travel Travel for PI to facility to conduct research $ 1,000 Travel for research assistant to participants’ homes and facilities $ 1,500 $ 2,500 Total Travel Costs 100 $50 $ 5,000 Participants number of subjects: payment per subject: Total Participant Cost Supplies $ 2,000 $ 1,500 $ 760 Computer Quality of Life Scale Office supplies (postage, paper, etc) Total Supplies $ 4,260 Total Direct Costs $ 36,760 37.5% Indirect Costs* 13,785 Total Funds Requested $ 50,545 The running head is The Effects of A Alexia withou AGPAPHIA on TBI Adults. This is what the istructor is in instructing us to doBy Day 1 of Week Five, the instructor will send you two de-identified grant proposals to review for this assignment . You will play the role of a grant reviewer by reading and giving feedback to two other students’ grant proposals (proposals will be assigned at random). The Grant Proposal – Peer Reviews Must be three to six double-spaced pages in length (not including the title or reference pages) and formatted according to APA style as outlined in the Ashford Writing Center. Must address the following areas of the proposal you are reviewing: Specific Aims: Does the proposed study seem adequate to achieve these specific aims? Background: Does the literature review justify the need for the study? Are there any gaps or missing data in the literature review? Significance: Does the proposed study improve scientific knowledge, technical capability and/or clinical practice? Proposed Study: Does the proposed study methodology answer the hypotheses listed in the Background section? Is the proposed methodology sufficient to achieve the stated specific aims? Must include a separate title page with the following: Title of paper you are reviewing Reviewer’s name Course name and number Instructor’s name Date submitted Must use at least one peer-reviewed source in addition to the course text. Must document all sources in APA style as outlined in the Ashford Writing Center. Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
This is a grant proposal-peer review. I will have to look at two proposals, I am sending the two proposals that my instructor sent, then the instructions on what she wants done will follow the two proposal. Each paper is to be three pages in length making a total of six pages.
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