BUSI 650General InstructionsYou will research a particular, au.docx

BUSI 650
General Instructions
You will research a particular, authentic company/industry or a
fabricated company/industry. Must be written in current APA
format and must include the following major elements:
· Title Page
· Table of Contents
· Abstract
· Organizational Setting
· Integration of Chapter Concepts to the Organizational Setting
· Select 8 different key concepts from the textbook that seem to
be most applicable to your organizational setting. Some
examples of key concepts include supply chain management,
Six Sigma, innovation, etc. Provide an in-depth discussion of
each of your chosen key concepts and its application to your
organizational setting.
· For each concept, provide a comprehensive description, what
benefit it may offer to your organization, and what needs to be
done in order to successfully implement this topic into your
organization.
· This section of your project requires at least 14 pages of
graduate-level content and analysis.
· References: You must include at least 15 scholarly sources
formatted in current APA style. Each reference must be current,
having been published within the last 3 years, or, if older, must
contribute important information relevant to historical
background.
· Appendices: Include at least 3 well-developed and
professional documents. Appendices often include information
that is somewhat confidential, detail-oriented, and/or tends to
change often. Some examples include:
· Action Planning: This specifies objectives, responsibilities,
and timelines for completion of objectives.
· Description of Strategic Planning Process Used: This

describes the process used to develop the plan, who was
involved, the number of meetings, any major lessons learned to
improve planning, etc.
· Strategic Analysis Data: This includes information generated
during the external analysis (e.g., environmental scan) and
internal analysis (e.g., SWOT analysis). It also includes a list of
strategic issues identified during these analyses.
·
Goals for Board and Chief Executive Officer: Goals of the
board and CEO must be directly aligned with goals identified
during strategic planning. This appendix will list goals for the
board and can also include recommendations for redesigning
board committees associated with strategic goals. These can be
used (along with the CEO job description) to form the basis for
performance evaluations of the CEO.
· Budget Planning: This depicts both the resources as well as
the required funding for obtaining and using the resources
needed to achieve the strategic goals. Budgets are often
depicted for each term of the year of the strategic plan.
· Operating Plan: This describes the major goals and activities
to be accomplished over the coming fiscal year.
· Financial Reports: These include last year's budget (with
estimated expenses and the actual amounts spent), this year's
current budget (again, with estimated amounts and actual
amounts spent), a balance sheet (or, in the case of a nonprofit
organization, a statement of financial position), an income
statement (or, in the case of a nonprofit organization, a
statement of financial activities), etc.
· Monitoring and Evaluation of Plan: This includes criteria for
monitoring and evaluating as well as the responsibilities and
frequencies of monitoring the implementation of the plan.
· Communication of Plan: This describes the actions that will be
taken to communicate the plan and/or portions of it and
describes to whom the plan will be communicated.
Page 2 of 2

Running head: ABBREVIATED TITLE OF YOUR PAPER 1
ABBREVIATED TITLE OF YOUR PAPER 11Full Title of
Your PaperLearner’s Full Name (no credentials)Capella
UniversityAbstract
Leave this blank until Chapter 4.
It is necessary to complete the abstract after the entire project
has been developed. The abstract contains an abbreviated
overview of the entire project. This overview will reference the
following elements of the project:
The Research Question_________________________________
The Research Problem:
_____________________________________
The Significance of the Study:
_______________________________
Theory or theories that apply to the concepts associated with the
RQ: ________________
A Narrative describing the qualitative approach planned,
implications for stakeholders, significance to the scientific
community, and a description of expected results. The abstract
is one concise paragraph.
Keywords: [Add keywords here.]
Table of Contents
CHAPTER 1. INTRODUCTION 1
Background of the Study 1
Statement of the Problem 1
Purpose of the Study 1
Significance of the Study 1
Research Question 1
Definition of Terms 1
Research Design 1

Summary 1
CHAPTER 2. LITERATURE REVIEW 1
Theoretical Orientation for the Study 1
Review of the Literature 1
Synthesis of the Research Findings 1
Critique of Previous Research Methods 1
Summary 1
CHAPTER 3. METHODOLOGY 1
Purpose of the Study 1
Research Question 1
Target Population 1
Recruitment Strategy 1
Sampling Design (purposive for qualitative) 1
Procedure 1
Analysis 1
Ethical Considerations 1
CHAPTER 4. EXPECTED FINDINGS/RESULTS 1
CHAPTER 5. DISCUSSION 1
Implications 1
Methodological Strengths and Weaknesses 1
Suggestions for Future Research 1
CHAPTER 1. INTRODUCTION
Does the reading of moral stories build character? This is the
question that will be answered in this paper. The purpose of this
paper is the study the above-mentioned claims. This paper
involves the use of qualitative research methods. Multiple forms
of data will be gathered (Narvaez, 2001). There exists a long-
standing assumption that children raise their moral literacy
level through the consuming content that are moral in nature is
highly questionable in light of what is currently known
concerning all the relevant fields, moral comprehension plus
text comprehension. The assumption pushed concerning
traditional character educators that children curate their moral
literacy from hearing and reading moral stories is challenged by
several research findings. Firstly, research regarding text

comprehension shows that readers do not necessarily process
texts the same way because of differences in reading skill as
well as background knowledge. Moreover, moral comprehension
research shows that moral arguments are processed in a
different manner due to differences in moral schema
development. Additionally, moral texts that are provided with
moral reasoning are understood and modified in a different
manner by readers who possess varying moral schemas. Lastly,
children do not derive the same moral story themes that were
intended by the writer. However, before delving into the
relevant research one must first examining what the traditional
character educators said about this topic. This is covered below
(Nash, 1997).
Background of the Study
What do we know so far about the area of the literature that you
reviewed?
For some morality ministers, interest in character education is
pushed by a general perception that cultural values are
decreasing in society and youth disorders are on the rise. Robert
Nash even branded traditional character education advocates as
declinists. According to his view, America is on its way to a
catastrophe of grand proportions if nothing is done to modify
the erosion of the country’s fundamental values. According to
supporters of traditional character education, the consumption
of virtue stories is one of the crucial pillars of moral education.
These advocates contend that visibility and exposure to virtue
stories possesses a formative impact on one’s moral character.
Nash (1997) elaborates how declinists point out the importance
of inspiring books and virtuous stories due t the fact that these
texts contain the aspirations and motivations of moral heroes
who are plagued with a wide array of moral conflicts. When
children read these texts, they begin to learn and understand
traditional moral values. This in turn leads them to latch onto
these heroes and start to emulate them (Narvaez, 2001).
What do you think we need to know to advance the knowledge
base?

Modern research has basically disconfirmed the theory of the
passive reader. Readers have actually been discovered to be
active learners. They tend to use their prior knowledge to allow
for the strategic construction of meaning from a text. Simply
put, whenever a child reads and recalls text, he/she will try to
devise a coherent understanding of the text through the
integration of text information with prior knowledge about the
environment/world (Gill, 2009). Reading theorists have
contended that schemas which are basically generalized
knowledge structures that are relevant to the discourse lead the
construction of the mental form of the text when one is reading.
A good example of this is when someone reads the following
text, “Owen looked both ways before he crossed the road”. In
order for one to understand this text, the reader has to first infer
several things from the common knowledge about the real
world. These inferences begin with the fact that cars are driven
on roads; Owen is crossed a road that has traffic on both sides;
there is a high likelihood that Owen is walking; cars can be
hazardous to pedestrians; Owen is crossing the road in order to
get to the other side, among other types of inferences. If one did
not possess such knowledge of the world then it would be hard
to understand them passage and it would be even more difficult
to imagine what was taking place. The set of inferences that are
taken from world knowledge can be linked in the reader’s mind
through a schema or an overall knowledge structure that
represents “crossing a road.” The schema is activated by a
stimulus configuration that is similar to previous stimuli or
one’s own personal experiences (Bebeau, Rest, & Narvaez,
1999).
How will this new knowledge serve the stakeholders (scientists,
care providers, families, patients, institutions) that may in turn
be served by implementation of new developments?
Stakeholders should take into account all the points that have
been made with the new research and relinquish their simplistic
understanding concerning the reading of moral stories to build
character. In addition to this, they should also reconsider their

view concerning character itself as a collection of traits to be
nurtured and developed. Such a way of viewing things does not
match with the current conceptualizations that personality has
or the new approaches to character education. The stakeholders
have to attend to the following points:
· Themes can be made up by the reader but not in an easy or
automatic manner.
· Active reading is a given.
· Reader acquire different types of information from a text
based on their specific background e.g. expertise.
· Readers do not technically understand the information or
message in the way the author intended it to be perceived.
· Moral messages are a specific kind of theme that the reader
put together. They are influenced by one’s reading skills as well
as their moral development.
Statement of the Problem
Identify the gap in research or the need for additional research
in your area.
Much is unknown concerning how students derive general
themes as well as how and why they do not succeed or fail.
Researchers have to examine the specific elements that are
required for the extraction of the moral theme and the manner in
which student use can be facilitated. If armed with such
knowledge then they will be able to study whether or not moral
theme extraction is a matter that can be taught (Lickona, 2004).
Purpose of the Study
The problem deserves new research as researchers and
traditional characters educators do not know how to make sure
that children end up with the proper moral message of the
stories they read. An inconsistency pushed by traditional
educators on this matter needs to be resolved. These individuals
are able to advocate for teaching character and even emphasize
its crucial characteristics but they are quiet on how it can be
properly taught. There is an assumption that if readers are
exposed to morality by way of an inspiring book then they will

latch onto the concept off contact alone.
Significance of the Study
The results of this study promise to advance the scientific
knowledge base demystifying theme extraction. This is matter
of particular difficulty for children and strategies that will help
children learn to generalize from a story need to be examined.
Researchers are still unaware of what happens at the most
fundamental levels. The elements that are used by a reader to
generalize a lesson are still not fully known (Bebeau, Rest, &
Narvaez, 1999).
Research Question
The research question, “Does the reading of moral stories build
character?” is a qualitative question. Research has shown that
children do not necessarily comprehend the theme of a story as
it was intended by the author. Although a large number of
children can generate and even select a theme after being
prompted., the choice is oftentimes wrong according to the
author perspective or an adult’s. This begs the questions, “What
sort of themes do children come up with/generate?”.
Definition of Terms
Readers are not passive adaptors or assimilators of textual data.
Rather, they are actively constructing meaning through the
application of their prior knowledge to the context of the text.
As a result of constructive and active, reader do not leave with
the same mental representation when they have read a text.
There exists no good reason to suppose that children will take
away the intended meaning from reading a story. Instead, it is
highly likely that children will devise the meaning of story
based on prior knowledge. This leads one to question whether or
not moral development research has any contributions to this
matter (Narvaez, 2001).
Research Design
Findings will be collected through a variety of ways/methods.
Content analysis will be used for analysis purposes to look at
how the words and images are used. Additionally, the context in
which these things are used to draw inferences concerning the

underlying culture. In-depth interviews and focus groups will
also be used too. All these methods will be used in accordance
with the APA code of ethics. Confidentiality Is paramount and
so is informed consent.
Summary
The purpose of this paper is to study the claims made by
traditional educators concerning this matter. The assumption
that children grow their moral literacy through the reading of
moral stories is highly questionable in light of what is already
known concerning all of the relevant fields plus text and moral
comprehension.
CHAPTER 2. LITERATURE REVIEW
Note, this is typically the entry point for beginning the project.
It is important to understand that the project is iterative. You
will work on, change and refine all elements of the project. You
will begin by understanding and synthesizing what is known so
far in the Literature Review, (Chapter 2). Theoretical
Orientation for the Study
The Literature Review provides detailed information about
theory that applies to the research topic, theory that applies to
the research method, population(s) studied and key concepts
under review. Seminal and current sources are analyzed and
evaluated thematically. The research problem is identified.
Review of the Literature
It is essential that the literature review be organized with
reference to themes identified in articles that you have read. It
is not acceptable to organize the literature review article by
article or one article at a time. You need to include 5 or more
current research articles for your literature review and review
the research design, the research question, the research
hypothesis, the sample demographics, the methodology and
what instruments were given and how, the data collection and
process, the data analysis procedures and the findings, the best
practices and guidelines related to diversity and ethical issues.
This is not an annotated bibliography. Synthesis of the Research

Findings
Synthesize the research reviewed in the review of the literature
section. Critique of Previous Research Methods
Critique the research reviewed in the review of the literature
section.
Summary
Add a brief summary
CHAPTER 3. METHODOLOGY
Purpose of the Study
The introductory paragraph addresses the research problem or
proposes to fill the gap in the literature. It includes the purpose
of the proposed research and presents formally the Research
Question. The purpose is to answer the research question.
State your Research Question in the form of a question in the
introductory paragraph for Chapter 3. As you prepare this
section of this chapter review the characteristics of Qualitative
Research Questions:
1. Qualitative Research questions ask for description and
interpretation of phenomena through the identification of
socially constructed themes and categories.
2. Qualitative questions address concepts associated with
thoughts, feelings, and actions that are not necessarily
accessible with empirical methods of measurement.
3. Qualitative data take the form of stories, narratives and
observations.
4. Qualitative questions identify the target population and
phenomena under consideration.
5. Qualitative questions do not test empirically measured data.
Research Question
Conclude the introductory paragraph to Chapter 3, by writing
out the Research Question. Add your constructs.
Target Population
As you describe the target population you will include:

Information about the number of participants.
Information about inclusion and exclusion criteria; describe
how you decide who can participate in the study and who
cannot.
Recruitment strategy
Sampling design (purposive for qualitative)
Procedure
As you describe the procedures you will include:
Information about materials used for data collection.
Information about the location where data collection takes place
Information about the time required for data collection
Information about the instruments used to collect data.
Instruments used vary widely and can include audio and video
recording equipment, pen and paper, interventions, observation
journals, member-checking documents and so on, depending on
the requirements indicated in the research question.
Information about the order of steps taken to obtain data.
Information about how data will be recorded and transferred
into a transcript or documents, audio or video, ready for
analysis.
When using an interview guide or observation check sheet that
is also included.
Analysis
Analysis describes strategies for analyzing the narratives
offered by participants. Once the data has been transcribed into
a format for interpretation, typically “words on the page”, and
then it can be interpreted. Analysis uses strategies that interpret
meaning components from words, phrases and narratives into
interpreted conceptual descriptions across transcripts.Ethical
Considerations
The APA Code of Ethics that apply to your study and research
design should be addressed, including both APA standard and
principles.
CHAPTER 4. EXPECTED FINDINGS/RESULTS

For the expected findings/results, use the literature reviewed in
Chapter 2 To anticipate findings that are likely to result from
the collection and interpretation of data. Note: that some results
that are not expected are possible and should be addressed in
this chapter.
CHAPTER 5. DISCUSSION
Implications
Implications of the potential results are discussed, implications
for wide range of potential stakeholders is addressed,
significance to the scientific community and the potential to
address the research problem is discussed, limitations of the
study are addressed, and suggestions for future research are
offered.
Methodological Strengths and Weaknesses
Suggestions for Future Research
The suggestions for future research should close the gap on the
methodological limitations.
References
Bebeau, M. J., Rest, J. R., & Narvaez, D. (1999). Beyond the
Promise: A Perspective on Research in Moral Education.
Educational Researcher.
Gill, D. W. (2009). Becoming Good: Building Moral Character.
Intervarsity Press.
Lickona, T. (2004). Character Matters: How to Help Our
Children Develop Good Judgement, Integrity and Other
Essential Virtues. Simon and Schuster.
Narvaez, D. (2001). Individual Differences That Inﬂuence
Reading Comprehension. Reading Comprehension Instruction,
158-175.
Nash, R. (1997). Answering the Virtuecrats: A Moral
Conversation on Character Education. Teachers College Press.

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