RESD 600 Dr. Ling Wang Grading Rubric for Research Proposal Student Name: For Quantitative Research Proposal Category Grade Points Allocated Grade Points Earned Research Problem 1. Is the problem clearly and precisely stated? 1 2. Is it of appropriate scope: i.e. sufficiently narrow and specific that it can be studied yet sufficiently rich that it will yield important theoretical or practical findings? 1 Review of Literature 1. Scope – does the review cite the important relevant literature? 1 2. Critique & Synthesis - Does the review adequately evaluate the literature rather than just summarize it? 2 3. Building a case from the literature – Does the review build a case for the significance of the problem, provide a theoretical framework for the problem, and support the need for studying the problem? 2 Statement of Purpose, Hypotheses or Questions 1. Is the purpose of the study clearly stated? 1 2. Are the hypotheses / research questions consistent with the problem statement and the theoretical rationale / framework? 1 3. Are the hypotheses /research questions operationally defined in such a way that data can be gathered to answer research questions (are the variables operationally defined?) 1 Methodology 1. Design: Is the design clear and is it appropriate to answer the questions asked? 2 2. Sampling: Is there a sufficient and clear description of the sample? What sampling method will be used? Is the sample representative of the target population (the group to whom the researcher wants to generalize)?  2 3. Measurement & data collection: Are the instruments AND procedures used for measuring variables and gathering data clearly stated? Is evidence of reliability and validity presented? 2 4. Data analysis techniques: Will statistical techniques be used to analyze the data? If so, are the techniques clearly and sufficiently described? Are the most appropriate techniques employed? 2 Potential Weaknesses Are there any potential weaknesses or limitations in the overall design of the proposed study? Are weaknesses / limitations clearly stated? 1 Formatting Is the formatting consistent with APA (6th edition)? 1 Total Points Earned /20 Student Name: For Qualitative Research Proposal Category Grade Points Allocated Grade Points Earned Introduction 1. Is the problem clearly and precisely stated? 1 2. Is the focus, purpose, or topic clearly stated? 1 3. Are the research questions well developed in consistency with the research problem? 2 4. Is it of appropriate scope: i.e. sufficiently narrow and specific that it can be studied yet sufficiently rich that it will yield important theoretical or practical findings? 1 Review of Literature 1. Scope – does the review cite the important relevant literature? 1 2. Critique & Synthesis - Does the review adequately evaluate the literature rather than just summarize it? 2 3. Building a case from the literature – Does the review build a case for the significance o ...

1. RESD 600
Dr. Ling Wang
Grading Rubric for Research Proposal
Student Name:
For Quantitative Research Proposal
Category
Grade Points Allocated
Grade Points Earned
Research Problem
1. Is the problem clearly and precisely stated?
1
2. Is it of appropriate scope: i.e. sufficiently narrow and
specific that it can be studied yet sufficiently rich that it will
yield important theoretical or practical findings?
1
Review of Literature
1. Scope – does the review cite the important relevant
literature?
1
2. Critique & Synthesis - Does the review adequately evaluate
the literature rather than just summarize it?
2

2. 3. Building a case from the literature – Does the review build a
case for the significance of the problem, provide a theoretical
framework for the problem, and support the need for studying
the problem?
2
Statement of Purpose, Hypotheses or Questions
1. Is the purpose of the study clearly stated?
1
2. Are the hypotheses / research questions consistent with the
problem statement and the theoretical rationale / framework?
1
3. Are the hypotheses /research questions operationally defined
in such a way that data can be gathered to answer research
questions (are the variables operationally defined?)
1
Methodology
1. Design: Is the design clear and is it appropriate to answer the
questions asked?
2
2. Sampling: Is there a sufficient and clear description of the
sample? What sampling method will be used? Is the sample
representative of the target population (the group to whom the
researcher wants to generalize)?
2
3. Measurement & data collection: Are the instruments AND

3. procedures used for measuring variables and gathering data
clearly stated? Is evidence of reliability and validity presented?
2
4. Data analysis techniques: Will statistical techniques be used
to analyze the data? If so, are the techniques clearly and
sufficiently described? Are the most appropriate techniques
employed?
2
Potential Weaknesses
Are there any potential weaknesses or limitations in the overall
design of the proposed study? Are weaknesses / limitations
clearly stated?
1
Formatting
Is the formatting consistent with APA (6th edition)?
1
Total Points Earned
/20
Student Name:
For Qualitative Research Proposal
Category
Grade Points Allocated
Grade Points Earned
Introduction
1. Is the problem clearly and precisely stated?
1
2. Is the focus, purpose, or topic clearly stated?

4. 1
3. Are the research questions well developed in consistency
with the research problem?
2
4. Is it of appropriate scope: i.e. sufficiently narrow and
specific that it can be studied yet sufficiently rich that it will
yield important theoretical or practical findings?
1
Review of Literature
1. Scope – does the review cite the important relevant
literature?
1
2. Critique & Synthesis - Does the review adequately evaluate
the literature rather than just summarize it?
2
3. Building a case from the literature – Does the review build a
case for the significance of the problem, provide a theoretical
framework for the problem, and support the need for studying
the problem?
2
Methodology
1. Design: What qualitative tradition is utilized for designing
this qualitative study? Is the design clear and is it appropriate to
answer the questions asked?
2

5. 2. Sampling: Are the particular sites described to identify their
uniqueness or typicality?
2
3. Data collection: How is initial entry into the field
established? How is the researcher’s presence in the field
explained to others? What is the role of the researcher? Who are
the participants? How long does the participation last? How
much time is spent collecting data?
2
4. Data analysis techniques: Are the data analysis techniques
clearly described? Are the most appropriate techniques
employed?
2
Potential Limitations
Are there any potential weaknesses or limitations in the overall
design of the proposed study? Are weaknesses / limitations
clearly stated?
1
Formatting
Is the formatting consistent with APA (6th edition)?
1
Total Points Earned
/20
2
RESD 600

6. Dr. Ling Wang
Research Proposal (20 points)
Guidelines:
· Students will identify a topic of interest and develop a
proposal for research to address an important question relevant
to that topic.
· The proposal should contain
· a statement of the problem (2 points)
· a brief literature review (5 points)
· a clear description of the purpose of the research and
formulation of hypotheses/research questions (3 points)
· a clear description of the methodology that WILL BE used
(including research design, sampling, data collection, and data
analysis, 2 points EACH and a total of 8 points)
· some anticipated potential problems with the research design
(1 point)
Note: One (1) point is assigned to the format of the proposal.
The format should be consistent with APA (6th edition).
Instructions for How to Do a Good Literature Review:
From your readings you have probably come across the basic
steps in a literature review, but let me refresh your memory
with these guidelines:
· Select topic (ok to be broad)
· Write purpose statement (this should explain why you wish to

7. explore the topic). Along with this, you should start to sketch
out your problem statement. Together these are usually only a
couple of sentences and will be completed after you have some
research to back you up. So, to begin with, a broad
statement/rationale for the study.
· Select key words from your problem statement, and do a
search of those words/phrases using library and possibly
Internet sources.
· After conducting an initial search, go through the abstracts to
see which are the most noteworthy or helpful to you. For
example, 12 articles that are opinions and none that are research
won't usually do much for you in terms of credibility.
· After acquiring relevant literature, look for other resources
mentioned in the literature that may be relevant to your study
that you did not find initially.
· Organize articles, draft an outline of the literature review, and
mark which articles fit where. If you have gaps then you may
need to get more articles.
· Write the review, and this can be different depending on
whether it's qualitative or quantitative.
· Organize by sections: introduction, critical review of articles
(this may have subtopics broken out into categories), and
summary. Your introduction should revisit your problem
statement and/or the purpose of the study. Also, it should give
some insight into the field (e.g., there are two camps of
reasoning in this field) as a transition into your critique of the
literature. Your summary should conclude that, after looking at
the literature, your research is necessary because (e.g., lack of
knowledge, conflicting opinions, new variables, etc.).

8. · Organize your critiques of the studies by topic/ideas/variables
(hence the subtopic areas I mentioned above). Make sure your
transitions between each are cohesive and tie together.
Additional Notes:
· A scoring rubric can be downloaded. Please pay attention to
which rubric to use (There are two rubrics, one is for a
quantitative study and the other is for a qualitative study).
· The research proposal should be 7-14 pages double spaced.
· Formatting requirements:
· Title Page to include Class Name (e.g., RESD 600 xxx Term
201x), Student Name, and Assignment Name/Topic.
· Reference List (complete citations in proper order and
following APA (6th ed.) requirements).
· Appendices, glossaries, etc., as appropriate.
· Where appropriate, the assignments should be written in third
person.
· New Times Roman, 12 point, double space, and standard left
and right margins - usually 1'' all margins.
Running head: What to look for in a Computer System
2
What to look for in a computer that’s best for graphic design?

9. What to look for in a Computer
System
that’s best for Graphic
Design?
Jeffrey Hauser
RESID 0600
Nova Southeastern
University
Abstract
Deciding what computer one would like to use for
graphic design could be complicated. There are a lot of options
one would choose for graphic design, what is the best option?
The purpose of this study is to determine what computer build is
better at handling superior graphic designs. Using certain
features like rendering, touchup’s, and quality of finished
design. Using a design based model should help to determine
what a beginner or veteran graphic designer would want to use.
Keywords: Graphic Design; Computer
Builds

10. What to look for in a Computer System that’s best for
Graphic Design
For the Casual and professional that are intrested in graphic
design have many choices for the computer they want to use.
Casual users might want to design a personal blog while
professionals design corporate logos and advertisements, but
also can encompass animations. All of them have the same goal
of creating impactful visuals. Graphic designers want to achieve
optimal results in terms of graphic imagery creation. Leading to
a demand for the best hardware in a computer that they can get.
The demand for high quality designs remain so the designer can
get an optimal result.
From Alien ware to IBM, a graphic designer has many computer
configurations either found complete on the market or one that
can be custom built. That would give them the capacity to
create a plethora of graphic imagery. Below are some of the key
specifications about what an ideal graphic designing and
animating PC should include.
Discussion
Graphic Design had a host of different features a graphic
designer wants to use advanced Software that is needed for a
graphic design. Some of the software includes but not limited
to: Adobe Photoshop, Adobe Illustrator, 3D animation software,
and VFX works. The first choice the designer would want to
make starts with the Processor. Looking for a processor that is
capable of multithreading or hyperthreading. Using a dual or
quad cores will be much more beneficial rather than going for

11. higher clock speed. Over the past decade, two technology trends
have made the challenge of reliable parallelism even more
urgent: The first is the rise of multicore hardware; the speed of
a single processor core is limited by fundamental physical
constraints, forcing processors into multicore designs and
developers resorting to parallel code for best performance on
multicore processors. (Yang, J., Ciu, H., Wu, J., Tang, Y., &
Hu, G. 2014.)
The second choice for a graphic designer encompasses the GPU.
The GPU is the processor that specially handles graphics and
usually outputs to the monitor. Graphic designers and animators
typically require hardcore editing power and this is provided by
the GPU, Microcontrollers are a major bottleneck in operations
that involve graphic handling. They are slow and do not contain
sufficient memory to effectively provide high quality graphics
for embedded applications. The GPU provides pixel writing,
line drawing, rectangle fill and text writing capabilities. The
VGA interface of the FPGA board is used to show the frame
buffer on a monitor. (Zafar , S., Kataria, S., & Sharma, A.
2014.)
Third Choice would be RAM or memory: When graphic
designing and animation multitasking is necessary. When a task
τ1 preempts another task τ2, some of the cache blocks in use by
τ2 may be replaced by task τ1. In this case, τ2 will be forced to
reload those blocks. The time required to do this is known as
CRPD. CRPD is highly relevant in hard real-time systems with
shared caches because it increases the running time of
preempted tasks, and is a potential cause of deadline misses.
(Whitham, J, Audsley, N. C., & Davis, R. I. 2014.) Ram is
broken down in two areas. First is amount of ram 4gb,8gb and
16gb the other is megahertz DDR3 Is much slower than
DDR5with the same GB of RAM. The better the memory the
quicker a designer can work.
Fourth and final choice would be your storage device, there are
many options. There is the HDD or Hard Disk drive, this works

12. by using spinning disks to hold files. A SDD or solid state drive
contains a memory bank and with no spinning disks it is a quick
and stable way to hold files. The downside is that it could be
expensive. Then you have a Hybrid drive The Operating System
(OS) and software can be installed in the hybrid drive.
Economically, Hybrid drive will the best buy. Photographers
can install the OS and photoshop software in the SSD and all
other pictures in spacious HDD. (8 Best Desktop Computers for
Photo Editing and Photoshop. 2017, February 4.)
Ideally there are many ways to acquire the necessary computer
for define graphic design. What the designer is needing a
computer with good specifications. However, depending on
what the designer is creating my also influence the decision. For
example; if a graphic designer is just needing to manipulate
photographs and not very often, compared to a designer that
needs to work with animations. The designer that needs to work
with animations need more powerful
A designer needs can signify the necessity of the hardware
needs. For example; a moderate designer might not need to
spend as much money on their computer while a heavy designer.
Mainly you want to look for the ideal need. The chart below
shows that the more a designer needs the cost will increase.
Designer needs
Cost of computer

13. References
Yang, J., Ciu, H., Wu, J., Tang, Y., & Hu, G. (2014). Making
parallel programs reliable with stable multithreading.
Communications of the ACM, 57(3), 58-69. doi:
http://dl.acm.org.ezproxylocal.library.nova.edu/citation.cfm?id=
2500875
Zafar , S., Kataria, S., & Sharma, A. (2014). Digital design of a
dedicated graphics processing unit (GPU) architecture for
microcontrollers . IEEE Xplore.
doi:http://ieeexplore.ieee.org.ezproxylocal.library.nova.edu/xpl/
mostRecentIssue.jsp?punumber=6881541
Whitham, J, Audsley, N. C., & Davis, R. I. (2014). Explicit
reservation of cache memory in a predictable, preemptive
multitasking real-time system. ACM Transactions on Embedded
Computing Systems , 13(4). http://dx.doi.org/10.1145/2523070
8 Best Desktop Computers for Photo Editing and Photoshop.
(2017, February 4). Retrieved March 13, 2017, from
https://www.triobest.com/best-desktop-computers-for-photo-
editing-and-photoshop/
qa systematic but flexible methodology aimed to improve
educational practices through iterative analysis, design,
development, and implementation, based on collaboration
among researchers and practitioners in real-world settings, and

14. leading to contextually-sensitive design principles and theories
(p. 6)
Main characteristics of design-based research
Drawing on the literature, Wang and Hannafin (2005) proposed
five basic characteristics of design-based research: “Pragmatic,
Grounded, Interactive, iterative and flexible, Integrative, and
Contextual” (p. 7).
First, design-based research is pragmatic because its goals are
solving current real-world problems by designing and enacting
interventions as well as extending theories and refining design
principles (Design-Based Research Collective, 2003; Van den
Akker & et al., in press).
In traditional educational research, existing theories are usually
tested through artificial treatments in controlled contexts.
People engaged in these experimental approaches hope to be
able to design instruction based on the principles that the theory
and associated experimental results support (Edelson, 2002). In
design-based research, however, the goal is not testing whether
or not the theory works (van den Akker, 1999). Rather, both
design and theory are mutually developed through the research
process. Therefore, researchers use design to enact and refine
theories continuously (Edelson, 2002) so that the theories “do
real work” in practice (Cobb, Confrey, diSessa, Lehrer, and
Shauble, 2003, p. 10) and eventually lead to substantial change
in educational practice (van den Akker, 1999).
Second, design based research is grounded in both theory and
the real-world context (Wang & Hannafin, 2005).
Theory is both the foundation and the outcome of design-based
research; design-based research has a “theory-driven nature” (p.
9) and theory is continuously developed and elaborated
throughout the research process acting as a framework for the
enacted innovations (Van den Akker & et al., in press). In
addition, design-based research is conducted in real-world
contexts replete with the complexities, dynamics and limitations
of authentic practice. The way design-based research is
conducted is fundamentally different from laboratory

15. experiments that deal with a single variable, control all other
factors and isolate subjects and situation from the real world
(Collins, 1999; Collins, Joseph & Bielaczyc, 2004; Van den
Akker & et al., in press; Wang & Hannafin, 2005). The theories
of traditional research are metaphorically tossed over the walls
of schools and other contexts with little resultant improvement.
Design-based research, by virtue of being conducted in real
world context in collaboration with practitioners, is much more
likely to lead to effective application.
Third, in terms of research process, design-based research is
interactive, iterative and flexible.
Design-based research requires interactive collaboration among
researchers and practitioners. Without such collaboration,
interventions are unlikely to effect changes in the real world
context (DBRC, 2003; Reeves, Herrington, & Oliver, 2005;
Wang & Hannafin, 2005). Also, design-based research usually
takes a long period of time because theories and interventions
tend to be continuously developed and refined through an
iterative design process from analysis to design to evaluation
and redesign (Bannan-Ritland, 2003; Design-Based Research
Collective, 2003; Van den Akker & et al., in press; Wang &
Hannafin, 2005). This ongoing recursive nature of the design
process also allows greater flexibility than do traditional
experimental approaches.
Fourth, design-based research is integrative because researchers
need to integrate a variety of research methods and approaches
from both qualitative and quantitative research paradigms,
depending on the needs of the research.
The integrative use of multiple methods in the research process
results in data from multiple sources, which serves to confirm
and enhance the “credibility” of findings (Wang & Hannafin,
2005, p. 8). So called “gold standard” experiments such as those
used in medical research cannot be used in most educational
contexts. Instead, design-based researchers utilize multiple
mixed methods over time to build up a body of evidence that
supports the theoretical principles underlying a specific

16. innovation as well as refines the innovation itself in situ.
Fifth, design research is contextualized because research results
are “connected with both the design process through which
results are generated and the setting where the research is
conducted” (Wang & Hannafin, 2005, p. 11).
It is imperative that design-based researchers keep detailed
records during the design research process concerning how the
design outcomes (e.g., principles) have worked or have not
worked, how the innovation has been improved, and what kind
of changes have been made. Through this documentation, other
researchers and designers who are interested in those findings
can examine them in relation to their own context and needs. To
increase the “adaptability” of the findings in the new settings,
guidance on how to apply those findings is also required (Wang
& Hannafin, 2005, p.12).
Outcomes
As explained above, design - based research produces both
theories and practical educational interventions as its outcomes.
Edelson (2002) proposed three kinds of theories that can be
generated from the design:
· Domain Theories
Domain theories describe learning situations involving students,
teachers, learning environments and their interactions. Edelson
(2002) argued that theories about context and outcomes are
some of the theories that design research generates.
· Design Framework
A design framework is a “design solution” that provides a set of
“design guidelines for a particular class of design challenge” (p.
114).
· Design Methodologies
Design methodologies are prescriptive in nature, serving as
guidelines for how to implement a set of designs, what kind of
expertise is required and who should provide the expertise. As a
result of the iterative design process, researchers also
continuously refine design interventions to make them more
applicable to practice. The forms of interventions vary from

17. concrete artifacts (e.g., tools) to learning activities and
curricula (CDBR, 2003). These interventions are more usable
and applicable because they are developed and enacted based
upon theories that are elaborated and revised during the design
process.
Series 1
Category 1 Series 2
Category 1 Series 3
Category 1 1 3 5 7