Scholarly Literature review

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Prepare a Scholarly Literature Review of the topic: Parental Influences on Children’s Dietary Intake Start with the annotated outline below and make sure that your topics (and subtopics) are in a logical order. 1. Next, using the annotated outline and annotated bibliography below, expand into a paper format by discussing the relationships between your scholarly sources. Be sure to address the following: • Determine the commonalities among the articles for each (sub)topic identified in the outline and bibliography. For example, did authors use similar frameworks, materials, or participants? Are any studies an extension of another? • Determine the differences that exist among the articles for each (sub)topic that you identified in your outline and bibliography. If there are contradictory findings, you may (or may not) be able to identify methodological differences that could account for the contradiction (e.g., differences in measurements or participant demographics). • Select general conclusions you can report about a subtopic, given the relationships you inferred from the group of articles within each subtopic. • Consider the relationships between scholarly sources within each subtopic and drawn conclusions within each subtopic. If you take a step back and look at the entire group of subtopics, what overall general conclusions can you draw? Some questions to consider include: 1) What are some general observations on the topic? 2) Are there overall themes or patterns in the literature? 3) Do the patterns or themes suggest future areas of inquiry? In this process, did you discover that you need to return to the literature and search for additional resources? Please explain. Ensure that you identify and consider to the theoretical frameworks presented in the literature you are reviewing. In this paper, focus on synthesizing the literature, as well as providing a critical analysis of the literature from the15 peer-reviewed sources below in the annotated outline (10) and annotated bibliography (5). Avoid simply describ

 

 

 

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