14
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be no longer than 6-10 pages, excluding the criteria tables and the appendices. The prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of the dissertation), which will, in turn, be expanded to become the complete dissertation (Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the prospectus, the 10 Strategic points should be reviewed with the chair and committee to ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic Points should be included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the very first draft. The most important consideration when writing the prospectus is using the required criteria specified in the criterion table below each section and writing specifically to each criterion! Also critical is for learners to follow standard paragraph structure: (1) contains a topic sentence defining the focus of the paragraph, (2) discusses only that single topic, (3) contains three to five sentences, and (4) includes a transition sentence to the next paragraph or section. The sentences should also be structurally correct, short, and focused. Throughout the dissertation process, learners are expected to always produce a well-written document as committee members and peer reviewers will not edit writing. If prospectus it is not well written, reviewers may reject the document and require the learner to address writing issues before they will review it again. Remove this page and the sample criterion table below upon submission for review.
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your prospectus. Each section contains a narrative overview of what should be included in the section and a table with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess the prospectus for overall quality and feasibility of your proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criterion table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criterion table as this is used by you and your committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair or methodologist, use the criteria table for each section to complete a realistic self-evaluation, inserting what you believe is your sco ...
2 Dissertation ProspectusInsert Prospectus Title .docxaryan532920
2
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your Prospectus. Each section contains a narrative overview of what should be included in the section and a table with criteria required for each section. These criteria will be used to assess the prospectus for overall quality and feasibility of the proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criteria table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criteria table as this is used by you and your Committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your Chair or Methodologist, use the criteria table for each section to complete a self-evaluation, inserting what you believe is your score for each listed criteria into the Learner Self-Evaluation column.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your Chair and Methodologist will also use the criteria tables to evaluate your work.
5. Your Prospectus should be between 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present, But Does Not Meet Expectations: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item Approaches Meeting Expectations, But Needs Revision: Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Meets Expectations: Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
2
Dissertation Prospectus
Introduction
The Prospectus is 6-10 page document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The Prospectus builds on the 10 Strategic Points (shown in Appendix A). The Prospectus will be expanded to become your dissertation proposal (Chapters 1, 2 and 3 of your dissertation), which will in turn, be expanded to become the complete dissertation (Chapters 1-5). Prior to developing the Prospectus, the 10 Strategic Points should be reviewed with the Chair and Committee to ensure the10 Strategic Points are aligned and that you have a clear, defined, and a doable study. Your 10 Strategic Points should be included in Appendix A of this Prospectus document.
The Introduction section broadly describes the research focus that will be addressed by the dissertation and why that focus i ...
TOPIC Write an original research report consisting of one of the .docxturveycharlyn
TOPIC: Write an original research report consisting of one of the following topic areas:
2) Network Organizations, 3) Spin-out Organizations, 4) Ambidextrous Organizations, 5) Front-Back Organizations, 6) Sense and Response Organizations.
.
4. Each student submission will be checked for plagiarism. Warning... Turnitin has a very good and historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English languages.
5. Only one submission attempt is permitted – BE SURE BEFORE YOU HIT ENTER. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation.
6. Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). Other formats are not acceptable.
7. The research paper must be at least 2,500 words supported by evidence (citations from peer-reviewed sources).
8. A minimum of four (4) peer-reviewed journal citations are required.
9. Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
10.Extra white space use to enhance page count will negatively affect student grade.
11.Focus for the research paper:
a. Describe, compare / contrast, and evaluate two (2) database implementations in your field of interest. You may also want to consider referencing journal case studies.
b. The first implementation should be a database that was essentially successful
c. The second implementation should be a database that had significant "challenges"
d. The databases may either be ones with which you are personally familiar or ones that are reported in the literature
e. Be sure to go well beyond just personal opinion in your analysis, synthesis and evaluation. Student submissions must be anchor in peer reviewed literature.
12.As a graduate student, you are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. As your professor, I will not provide remedial help for writing problems. If you are unable to write clearly and correctly, I urge you to contact the program office for sources of remedial help.
Some students have asked for a sample or recommended outline. While I cannot provide samples of previous work, I have provided a general outline that you may refer to. The outline below may only be used as a very general guide and is “NOT” a subject that can be selected. Also, keep in mind the research paper needs to be scholarly and derived from peer-reviewed literature. Citations are required.
The following outline (unrelated to the subject matter of the research report) may help in your understanding of the research report via analysis & synthesis ...
8The SBTM Prospectus TemplateThe SBTM Prospectus is a stepping.docxransayo
8
The SBTM Prospectus Template
The SBTM Prospectus is a stepping stone into the final process that students have been preparing for throughout their programs – the dissertation. Using this template, you will lay out the framework for the structure and content of your Dissertation Proposal, which, in turn, provides the framework for the Dissertation Manuscript. While the doctoral program of studies has been training you to be an independent researcher and expert in your field, you are not alone. If you have questions during this process please reach out to your professor. The Academic Success Center and your Advisor are also available to help you.
Your Prospectus will be presented as part of your portfolio in the Portfolio course. A grading rubric can be found within the Portfolio Handbook.
How to Use this Template
Milestone document templates are pre-formatted to conform to Northcentral University dissertation requirements. Templates include the required section headings for each milestone document. Refer to the corresponding Degree Guidebook for supplemental information for each chapter and section.
Northcentral Milestone Document Templates represent the standards of the research and academic communities for research writing. Because this Prospectus Paper Template (PPT) provides the framework for the structure and content of the Dissertation Proposal, it is important for students’ Prospectus Papers to adhere to the template in terms of content, organization, and format. In addition, the template serves as a valuable guide to the logical flow of the document, ensuring alignment among the problem, purpose, and methodological design and analysis, allowing the reason for, and the nature of, the study to be fully clarified. Adherence to the milestone template in terms of content, organization, and format will greatly facilitate the development of acceptable milestone documents throughout the dissertation process.
Enter text directly into the template. Eliminate template instructions and example text. Do not change the format, section headings, margins, page numbering, or font. Exceptions to APA 6th edition (e.g., 1.5 inch margin on the left, single-spaced references) unique to dissertations are reflected in the templates and take precedence over APA format. Refer to the Dissertation Center for current resources. Milestone documents submitted to the SBTM that are not formatted using the template will be returned without review.
DELETE THIS PAGE
Submission of a milestone document for SBTM Review indicates that the dissertation chair, student, and committee have read the Dissertation requirements described in the Doctoral Candidacy Resource Guide, guidebooks, and templates. Additionally, submission for SBTM Review indicates that the dissertation chair and committee have carefully read the student’s milestone document and attest that it meets all of the requirements set forth.
[Title]
Choose an item.
Submitted to Northcentral Univers.
This assignment provides the opportunity for the graduate nurse prac.docxadkinspaige22
This assignment provides the opportunity for the graduate nurse practitioner student to become familiar with research processes which are specific to quality improvement. The graduate nursing student will develop a State of the Science Evidence-Based Practice Project that is focused on quality improvement.
Note:
The process began in Week 2 with the formation of a PICO question. Week 4 was Part 1 of the paper which laid the ground work for the project. Part 2 of the Project in Week 6 adds the following elements: Abstract, Review of the Literature (State of the Science), strengths and limitations of current evidence, and development of a quality enhancement (improvement) plan that addresses limitations of current practice evidence.
Activity Learning Outcomes
Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings (CO1)
Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare outcomes (CO2)
Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies (CO4)
Due Date:
Sunday by 11:59pm MT at the end of
WEEK 6
Part 1 and 2 should be submitted as the final paper
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
Total Points Possible: 200pts
Requirements:
Preparing the Assignment: Part 2 Criteria for Content
Abstract:
The abstract should be succinct, comprehensive, and follow and include these APA components (accurate, non-evaluative, coherent, readable and concise).
A description of the problem under investigation (one sentence), participants, and essential features of the quality improvement project which include setting, supporting theory, stakeholders and outcome measurements that would be used to determine efficacy of quality improvement project are included.
(See APA 6th ed., for abstract examples and explanation; p. 25-26)
State-of-the-Science Review of the Literature (ROL)
:
See Polit & Beck, 2018, 9th ed., Ch. 7 for description of ROL.
This section will describe the state of the science related to the PICO question and problem statement, purpose of the quality project.
A minimum of
6
(six) appropriate
research-based scholarly references
(articles) must be used. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may be used but will
NOT
count as scholarly references for this assignment. For additional assistance regard ...
This assignment provides the opportunity for the graduate nurse prac.docxmichelle1011
This assignment provides the opportunity for the graduate nurse practitioner student to become familiar with research processes which are specific to quality improvement. The graduate nursing student will develop a State of the Science Evidence-Based Practice Project that is focused on quality improvement.
Note:
The process began in Week 2 with the formation of a PICO question. Week 4 was Part 1 of the paper which laid the ground work for the project. Part 2 of the Project in Week 6 adds the following elements: Abstract, Review of the Literature (State of the Science), strengths and limitations of current evidence, and development of a quality enhancement (improvement) plan that addresses limitations of current practice evidence.
Activity Learning Outcomes
Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings (CO1)
Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare outcomes (CO2)
Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies (CO4)
Due Date:
Sunday by 11:59pm MT at the end of
WEEK 6
Part 1 and 2 should be submitted as the final paper
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
Total Points Possible: 200pts
Requirements:
Preparing the Assignment: Part 2 Criteria for Content
Abstract:
The abstract should be succinct, comprehensive, and follow and include these APA components (accurate, non-evaluative, coherent, readable and concise).
A description of the problem under investigation (one sentence), participants, and essential features of the quality improvement project which include setting, supporting theory, stakeholders and outcome measurements that would be used to determine efficacy of quality improvement project are included.
(See APA 6th ed., for abstract examples and explanation; p. 25-26)
State-of-the-Science Review of the Literature (ROL)
:
See Polit & Beck, 2018, 9th ed., Ch. 7 for description of ROL.
This section will describe the state of the science related to the PICO question and problem statement, purpose of the quality project.
A minimum of
6
(six) appropriate
research-based scholarly references
(articles) must be used. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may be used but will
NOT
count as scholarly references for this assignment. For additional assistance regard.
Individual Assignment Briefing (Individual report, 3,000 words, excluding references)
Assessment Task
This is an applied assessment, based around a particular HRM problem scenario. The overall aim is to further develop your ability to apply your knowledge on the theory and practice of HRM.
What you are expected to do is very similar to the assignment that you carried out in Year 2 HRM. However the approach is slightly different. Although you are expected to draw on literature (academic papers and research reports, as well as more practitioner focused reports and features) there is not a standard literature review section in your report. Instead you will need to use these sources, together with other relevant organizational case examples, to support your recommendations for change.
You need to start by choosing one of the three case scenarios that are on Moodle. The cases are based on contemporary HRM issues that we will be covering in class this year: age diversity, international HRM (growth and resourcing) and employee wellbeing and work-life balance.
Structuring your report
1. Introduction
In this section you will need to summarise the key issues in the case scenario. If there is data contained in the case scenario comment on that – what is the data telling you about what the underlying organizational problems might be. This should help you focus on the recommendations section.
You then need to comment on the wider contextual factors that could be affecting the issues in the case study. For example, if you are looking at age diversity what are the wider social, economic and political factors that are making age diversity a growing area of concern for policy makers. What supporting evidence can you draw on e.g. feature in the economist, WERS data, CIPD research reports.
2. Proposed solutions (two/three max)
In this section you need to recommend and justify two/three key solutions for the key issues set out in your introduction.
For each recommendation, state clearly what the recommendation is. Then use a combination of academic sources, practitioner sources, and other case examples to support your recommendation. Remember managers will pay more attention to HR’s recommendations if these are supported with good evidence. For example, if you are looking at International expansion and resourcing in a technology-focused organization then look for comparable organizational examples. Who are the other well-respected technology companies that you could include. Try and find out how they dealt with International resourcing as they expanded.
3. Implementation plan, with key milestones and evaluation criteria
For any of you who have taken managing projects then you can apply your knowledge from that module to help with this section. Otherwise look for clues in other case examples, as well as research reports. Be careful not to be too ambitious, remember the SMART approach to objective setting.
This section should be .
2 Dissertation ProspectusInsert Prospectus Title .docxaryan532920
2
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the requirements for writing your Prospectus. Each section contains a narrative overview of what should be included in the section and a table with criteria required for each section. These criteria will be used to assess the prospectus for overall quality and feasibility of the proposed research study.
2. As you draft each section, delete the narrative instructions and insert your work related to that section. Use the criteria table for each section to ensure that you address the requirements for that particular section. Do not delete/remove the criteria table as this is used by you and your Committee to evaluate your prospectus.
3. Prior to submitting your prospectus for review by your Chair or Methodologist, use the criteria table for each section to complete a self-evaluation, inserting what you believe is your score for each listed criteria into the Learner Self-Evaluation column.
4. The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and thoughtful evaluation of your work. Your Chair and Methodologist will also use the criteria tables to evaluate your work.
5. Your Prospectus should be between 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present, But Does Not Meet Expectations: Not all components are present. Large gaps are present in the components that leave the reader with significant questions. All items scored at 1 must be addressed by learner per reviewer comments.
2
Item Approaches Meeting Expectations, But Needs Revision: Component is present and adequate. Small gaps are present that leave the reader with questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Meets Expectations: Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. No changes required.
2
Dissertation Prospectus
Introduction
The Prospectus is 6-10 page document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. The Prospectus builds on the 10 Strategic Points (shown in Appendix A). The Prospectus will be expanded to become your dissertation proposal (Chapters 1, 2 and 3 of your dissertation), which will in turn, be expanded to become the complete dissertation (Chapters 1-5). Prior to developing the Prospectus, the 10 Strategic Points should be reviewed with the Chair and Committee to ensure the10 Strategic Points are aligned and that you have a clear, defined, and a doable study. Your 10 Strategic Points should be included in Appendix A of this Prospectus document.
The Introduction section broadly describes the research focus that will be addressed by the dissertation and why that focus i ...
TOPIC Write an original research report consisting of one of the .docxturveycharlyn
TOPIC: Write an original research report consisting of one of the following topic areas:
2) Network Organizations, 3) Spin-out Organizations, 4) Ambidextrous Organizations, 5) Front-Back Organizations, 6) Sense and Response Organizations.
.
4. Each student submission will be checked for plagiarism. Warning... Turnitin has a very good and historical memory and is capable of accessing reports from both internal and external resources (i.e. Universities, Governments, etc.) including those originally written in non-English languages.
5. Only one submission attempt is permitted – BE SURE BEFORE YOU HIT ENTER. Plagiarism will result in a grade of zero (non-negotiable) for the assignment and may results in other university actions. The department chairperson will be notified of the violation.
6. Acceptable file formats for submissions include Microsoft Word (doc, docx) or Adobe Acrobat (PDF). Other formats are not acceptable.
7. The research paper must be at least 2,500 words supported by evidence (citations from peer-reviewed sources).
8. A minimum of four (4) peer-reviewed journal citations are required.
9. Formatting should be double-spaced, one-inch boarders, no extra space for headings, no extra white space, no more than two levels of heading, page numbers, front and back matter).
10.Extra white space use to enhance page count will negatively affect student grade.
11.Focus for the research paper:
a. Describe, compare / contrast, and evaluate two (2) database implementations in your field of interest. You may also want to consider referencing journal case studies.
b. The first implementation should be a database that was essentially successful
c. The second implementation should be a database that had significant "challenges"
d. The databases may either be ones with which you are personally familiar or ones that are reported in the literature
e. Be sure to go well beyond just personal opinion in your analysis, synthesis and evaluation. Student submissions must be anchor in peer reviewed literature.
12.As a graduate student, you are expected to be proficient in the use of the English language. Errors in grammar, spelling, or syntax will affect student grade. As your professor, I will not provide remedial help for writing problems. If you are unable to write clearly and correctly, I urge you to contact the program office for sources of remedial help.
Some students have asked for a sample or recommended outline. While I cannot provide samples of previous work, I have provided a general outline that you may refer to. The outline below may only be used as a very general guide and is “NOT” a subject that can be selected. Also, keep in mind the research paper needs to be scholarly and derived from peer-reviewed literature. Citations are required.
The following outline (unrelated to the subject matter of the research report) may help in your understanding of the research report via analysis & synthesis ...
8The SBTM Prospectus TemplateThe SBTM Prospectus is a stepping.docxransayo
8
The SBTM Prospectus Template
The SBTM Prospectus is a stepping stone into the final process that students have been preparing for throughout their programs – the dissertation. Using this template, you will lay out the framework for the structure and content of your Dissertation Proposal, which, in turn, provides the framework for the Dissertation Manuscript. While the doctoral program of studies has been training you to be an independent researcher and expert in your field, you are not alone. If you have questions during this process please reach out to your professor. The Academic Success Center and your Advisor are also available to help you.
Your Prospectus will be presented as part of your portfolio in the Portfolio course. A grading rubric can be found within the Portfolio Handbook.
How to Use this Template
Milestone document templates are pre-formatted to conform to Northcentral University dissertation requirements. Templates include the required section headings for each milestone document. Refer to the corresponding Degree Guidebook for supplemental information for each chapter and section.
Northcentral Milestone Document Templates represent the standards of the research and academic communities for research writing. Because this Prospectus Paper Template (PPT) provides the framework for the structure and content of the Dissertation Proposal, it is important for students’ Prospectus Papers to adhere to the template in terms of content, organization, and format. In addition, the template serves as a valuable guide to the logical flow of the document, ensuring alignment among the problem, purpose, and methodological design and analysis, allowing the reason for, and the nature of, the study to be fully clarified. Adherence to the milestone template in terms of content, organization, and format will greatly facilitate the development of acceptable milestone documents throughout the dissertation process.
Enter text directly into the template. Eliminate template instructions and example text. Do not change the format, section headings, margins, page numbering, or font. Exceptions to APA 6th edition (e.g., 1.5 inch margin on the left, single-spaced references) unique to dissertations are reflected in the templates and take precedence over APA format. Refer to the Dissertation Center for current resources. Milestone documents submitted to the SBTM that are not formatted using the template will be returned without review.
DELETE THIS PAGE
Submission of a milestone document for SBTM Review indicates that the dissertation chair, student, and committee have read the Dissertation requirements described in the Doctoral Candidacy Resource Guide, guidebooks, and templates. Additionally, submission for SBTM Review indicates that the dissertation chair and committee have carefully read the student’s milestone document and attest that it meets all of the requirements set forth.
[Title]
Choose an item.
Submitted to Northcentral Univers.
This assignment provides the opportunity for the graduate nurse prac.docxadkinspaige22
This assignment provides the opportunity for the graduate nurse practitioner student to become familiar with research processes which are specific to quality improvement. The graduate nursing student will develop a State of the Science Evidence-Based Practice Project that is focused on quality improvement.
Note:
The process began in Week 2 with the formation of a PICO question. Week 4 was Part 1 of the paper which laid the ground work for the project. Part 2 of the Project in Week 6 adds the following elements: Abstract, Review of the Literature (State of the Science), strengths and limitations of current evidence, and development of a quality enhancement (improvement) plan that addresses limitations of current practice evidence.
Activity Learning Outcomes
Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings (CO1)
Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare outcomes (CO2)
Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies (CO4)
Due Date:
Sunday by 11:59pm MT at the end of
WEEK 6
Part 1 and 2 should be submitted as the final paper
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
Total Points Possible: 200pts
Requirements:
Preparing the Assignment: Part 2 Criteria for Content
Abstract:
The abstract should be succinct, comprehensive, and follow and include these APA components (accurate, non-evaluative, coherent, readable and concise).
A description of the problem under investigation (one sentence), participants, and essential features of the quality improvement project which include setting, supporting theory, stakeholders and outcome measurements that would be used to determine efficacy of quality improvement project are included.
(See APA 6th ed., for abstract examples and explanation; p. 25-26)
State-of-the-Science Review of the Literature (ROL)
:
See Polit & Beck, 2018, 9th ed., Ch. 7 for description of ROL.
This section will describe the state of the science related to the PICO question and problem statement, purpose of the quality project.
A minimum of
6
(six) appropriate
research-based scholarly references
(articles) must be used. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may be used but will
NOT
count as scholarly references for this assignment. For additional assistance regard ...
This assignment provides the opportunity for the graduate nurse prac.docxmichelle1011
This assignment provides the opportunity for the graduate nurse practitioner student to become familiar with research processes which are specific to quality improvement. The graduate nursing student will develop a State of the Science Evidence-Based Practice Project that is focused on quality improvement.
Note:
The process began in Week 2 with the formation of a PICO question. Week 4 was Part 1 of the paper which laid the ground work for the project. Part 2 of the Project in Week 6 adds the following elements: Abstract, Review of the Literature (State of the Science), strengths and limitations of current evidence, and development of a quality enhancement (improvement) plan that addresses limitations of current practice evidence.
Activity Learning Outcomes
Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings (CO1)
Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare outcomes (CO2)
Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies (CO4)
Due Date:
Sunday by 11:59pm MT at the end of
WEEK 6
Part 1 and 2 should be submitted as the final paper
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
Total Points Possible: 200pts
Requirements:
Preparing the Assignment: Part 2 Criteria for Content
Abstract:
The abstract should be succinct, comprehensive, and follow and include these APA components (accurate, non-evaluative, coherent, readable and concise).
A description of the problem under investigation (one sentence), participants, and essential features of the quality improvement project which include setting, supporting theory, stakeholders and outcome measurements that would be used to determine efficacy of quality improvement project are included.
(See APA 6th ed., for abstract examples and explanation; p. 25-26)
State-of-the-Science Review of the Literature (ROL)
:
See Polit & Beck, 2018, 9th ed., Ch. 7 for description of ROL.
This section will describe the state of the science related to the PICO question and problem statement, purpose of the quality project.
A minimum of
6
(six) appropriate
research-based scholarly references
(articles) must be used. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may be used but will
NOT
count as scholarly references for this assignment. For additional assistance regard.
Individual Assignment Briefing (Individual report, 3,000 words, excluding references)
Assessment Task
This is an applied assessment, based around a particular HRM problem scenario. The overall aim is to further develop your ability to apply your knowledge on the theory and practice of HRM.
What you are expected to do is very similar to the assignment that you carried out in Year 2 HRM. However the approach is slightly different. Although you are expected to draw on literature (academic papers and research reports, as well as more practitioner focused reports and features) there is not a standard literature review section in your report. Instead you will need to use these sources, together with other relevant organizational case examples, to support your recommendations for change.
You need to start by choosing one of the three case scenarios that are on Moodle. The cases are based on contemporary HRM issues that we will be covering in class this year: age diversity, international HRM (growth and resourcing) and employee wellbeing and work-life balance.
Structuring your report
1. Introduction
In this section you will need to summarise the key issues in the case scenario. If there is data contained in the case scenario comment on that – what is the data telling you about what the underlying organizational problems might be. This should help you focus on the recommendations section.
You then need to comment on the wider contextual factors that could be affecting the issues in the case study. For example, if you are looking at age diversity what are the wider social, economic and political factors that are making age diversity a growing area of concern for policy makers. What supporting evidence can you draw on e.g. feature in the economist, WERS data, CIPD research reports.
2. Proposed solutions (two/three max)
In this section you need to recommend and justify two/three key solutions for the key issues set out in your introduction.
For each recommendation, state clearly what the recommendation is. Then use a combination of academic sources, practitioner sources, and other case examples to support your recommendation. Remember managers will pay more attention to HR’s recommendations if these are supported with good evidence. For example, if you are looking at International expansion and resourcing in a technology-focused organization then look for comparable organizational examples. Who are the other well-respected technology companies that you could include. Try and find out how they dealt with International resourcing as they expanded.
3. Implementation plan, with key milestones and evaluation criteria
For any of you who have taken managing projects then you can apply your knowledge from that module to help with this section. Otherwise look for clues in other case examples, as well as research reports. Be careful not to be too ambitious, remember the SMART approach to objective setting.
This section should be .
Final Paper and Presentation ARE 5245 Program Development .docxmydrynan
Final Paper and Presentation
ARE 5245: Program Development
DUE DATE FOR PAPER: Monday December 7th
DUE DATE FOR PRESENTATIONS: November 30
For this assignment, students will write a formal proposal for a therapeutic or educational
program that will serve as the final paper for the course. The paper should be written in APA
format, including a title page and reference pages (see sample papers on pages 41 – 59 in 6th ed.
of APA manual), and must follow the basic structure provided below. The subject matter is the
student’s choice only constricted by some congruity with the course theme of curriculums and
programs. The paper should be at least 15 pages long (excluding reference pages, title page, and
visual examples) with a minimum of eight sources.
Each student will deliver an accompanying semi-formal class presentation related to his or her
paper that should be about 20 minutes in duration and should include visuals. Presentation times
and dates will be assigned in class. A rubric outlining the criteria used for assessing the paper
and presentation is provided along with this evaluation packet. Please attach or print a copy of
this entire evaluation guide (all sides/sheets will be available on Blackboard) and attach it
as the LAST pages of your paper.
Basic Format Requirements (add sub headings as necessary):
I. Title Page with Author’s Name and Affiliation
II. Introduction (no heading necessary)
A. Purpose of the Therapeutic/Educational/Adminstrative/Museum Program
(Purpose Statement)
B. Identification of Your Audience: Identify the organization or people that
you are trying to convince to support/fund your proposed program. This can be
included along with your purpose statement, if that suits your sensibilities in
organizing your paper. While you should appropriately identify the audience that
you are making “your pitch” to, you do NOT need to dwell on other ways that
your program might be funded. This course is NOT about funding/grant writing.
C. Need for the Program (Justification): Why is there a need for the program
you are proposing; why should your audience support your proposal; why is it
important?
D. Definition of Terms: List and define any key terms that you think readers of
your proposal will need to know prior to reading its content
E. Brief Overview of the Proposed Program: In a brief paragraph, let the
audience/reader know what is coming in the pages ahead; what they should be
expecting
III. Background and Review of Literature Related to Chosen Topic
Using sub-headings as appropriate, discuss “just the facts, ma’am” about the existing
literature related to the purposes of your therapeutic/educational program. For the most
part, take a dispassionate stance in writing this section. You are merely introducing the
facts, and are not yet interjecting your voice in a significant manner. Your review of
literature should address, among othe ...
Research Report Guide A Guide for BA634 Students .docxgholly1
Research Report Guide
A Guide for BA634 Students
Table of Contents
The Research Report 4
Chapter 1- Background/Introduction (3 – 4 pages) 4
Introduction 4
Problem Statement and Purpose of Research 4
Relevance and Significance 4
Research Questions 5
Barriers and Issues 5
Chapter 2 - Review of the Literature (6-8 pages) 5
Chapter 3 - Approach/Methodology (1 - 2 pages) 5
Chapter 4: Findings, Analysis, and Summary of Results (2 - 4 pages) 5
Chapter 5: Conclusions (2 - 4 pages) 5
References 6
Research Report Structure 6
Front Matter 6
Chapter 1 through 5 (12 pages): 6
Back Matter: 6
Document Preparation – Form and Style 6
References and Citations 7
Margins 7
Line Spacing 7
Paragraph Spacing 7
Page Numbering 7
Type Style 8
Title Page 8
The Abstract 8
Chapter Title, Heading 1, Heading 2 8
Tables and Figures in the Text Body 9
Appendix 9
Additional Resources 9
Sample First Page of Table of Contents 10
Sample Reference List 11
The Research Report
The Research Report serves as the deliverable towards partial completion of the requirement for BA634. The requirement of your research is expected to be built and constitutes the five-chapter model. This document is not intended to be a one-time or static document. The Research Report needs to be at least 14 pages and is written in the past and present tense, as appropriate.
The Research Report should be a complete and concise document that establishes your credentials as a relative expert in the domain of your study. In all cases, a good understanding of the specific domain will be necessary for the successful completion of your study. It is vital that you stay current in the literature germane to the study you are conducting and update the chapters accordingly.
The following is the general structure of the Research ReportChapter 1- Background/Introduction (3 – 4 pages)
In this section, present enough information about the proposed work so that the reader understands the general context or setting. It is also helpful to include a summary of how this document is organized. Introduction
This section introduces the reader to the structural content of your Research Report Problem Statement and Purpose of Research
In this section, present a concise statement of a research-worthy problem to be addressed (i.e., why the work should be undertaken – don’t state “it was a requirement of the professor”). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem. Your problem statement must be clear, concise, to the point and able to be articulated in no more than three sentences.Relevance and Significance
This section provides the necessary support for both the problem statement of your study. Consider the following questions and support your discussion by citing the research literature:
· Why is.
IHP 340 Final Project Guidelines and Rubric Overview .docxwilcockiris
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
Organisational Leadership
UU-PSY703
Page 1 Organisational Leadership (UU-PSY703)
Organisational Leadership (UU-PSY703)
Assignment 2 Guidelines
Assignment Two: 50% of module marks
Research Proposal Assignment 2
Title: Develop a research proposal evaluating the impact of leadership and culture on the
sustainable development of the 21
st
century organizations.
Word Limit: 3000 words (absolute max 3500)
Assessment Point No: 2 (2 out of 2) 50% of final module mark
Online Submission: End of week 7 (Sunday)
Time: By 11:59 p.m. (23:59 hours) UTC time at the latest.
Important Note: If you miss the deadline, UNICAF rules on late submission/non-submission will
come into effect.
Learning outcomes assessed:
1. Illustrate the ability to evaluate the existing literature, identify potential gaps and propose a
research which examines the relationship between leadership and culture on the sustain how
you understand your research area
2. Demonstrate knowledge, critical evaluation and practical understanding of leadership.
3. Present critical and evidence-based arguments in written form.
Guidelines:
1. Add in depth evidence of advanced research and theories beyond the core readings which
have been provided in the module.
2. The essay should be reported by using the APA referencing format. Full and detailed
“References” section should be included at the end of the essay.
3. The essay should be within the indicated and appropriate word limit. Assignments that overly
exceed the absolute maximum will not be marked.
Organisational Leadership
UU-PSY703
Page 2 Organisational Leadership (UU-PSY703)
4. Your assignment should be word processed; Arial font size 11 or 12 and double- spaced and
numbered pages.
5. Headings (e.g., Introduction/Discussion/Conclusion) should not be included in your final
essay.
Note: Essential information must be included in the body of the essay and will be counted in the
word count. Extra illustrative information may be included in the appendices.
Your essay will be assessed using the Writing Rubric located at the top of the course shell.
Students will decide on the appropriate structure and content but we would expect to see the
following elements:
Introduction: Typically, research proposals are developed by scholars who aim to be funded
for a research project (or as the initial step for getting approval to develop a dissertation).
Despite this being a course assignment, in your introduction you should have a clear
statement of your idea and an examination of the significance of a research problem:
o What is the central research problem?
o What is the topic of study related to that problem?
o What methods should be used to analyse the research problem?
o Why this is an important research, what is its significance?
Literature review: introduce the area of research, review key publications, identify any gaps
in the kn.
ResearchReport Guide Table of Contents.docxronak56
ResearchReport Guide
Table of Contents
The Research Report 4
Chapter 1- Background/Introduction (3 – 4 pages) 4
Introduction 4
Problem Statement and Purpose of Research 4
Relevance and Significance 4
Research Questions 5
Barriers and Issues 5
Chapter 2 - Review of the Literature (6-8 pages) 5
Chapter 3 - Approach/Methodology (1 - 2 pages) 5
Chapter 4: Findings, Analysis, and Summary of Results (2 - 4 pages) 5
Chapter 5: Conclusions (2 - 4 pages) 5
References 6
Research Report Structure 6
Front Matter 6
Chapter 1 through 5 (12 pages): 6
Back Matter: 6
Document Preparation – Form and Style 6
References and Citations 7
Margins 7
Line Spacing 7
Paragraph Spacing 7
Page Numbering 7
Type Style 8
Title Page 8
The Abstract 8
Chapter Title, Heading 1, Heading 2 8
Tables and Figures in the Text Body 9
Appendix 9
Additional Resources 9
Sample First Page of Table of Contents 10
Sample Reference List 11
The Research Report
The Research Reportserves as the deliverable towards partial completion of the requirement for the course. The requirement of your research is expected to be built and constitutes the five-chapter model. This document is not intended to be a one-time or static document. The Research Reportneeds to be at least 14 pages and is written in the past and present tense, as appropriate.
The Research Report should be a complete and concise document that establishes your credentials as a relative expert in the domain of your study. In all cases, a good understanding of the specific domain will be necessary for the successful completion of your study. It is vital that you stay current in the literature germane to the study you are conducting and update the chapters accordingly.
The following is the general structure of the Research ReportChapter 1- Background/Introduction (3– 4 pages)
In this section, present enough information about the proposed work so that the reader understands the general context or setting. It is also helpful to include a summary of how this document is organized. Introduction
This section introduces the reader to the structural content of your Research ReportProblem Statement and Purpose of Research
In this section, present a concise statement of a research-worthy problem to be addressed (i.e., why the work should be undertaken – don’t state “it was a requirement of the professor”). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem. Your problem statement must be clear, concise, to the point and able to be articulated in no more than three sentences.Relevance and Significance
This section provides the necessary support for both the problem statement of your study. Consider the following questions and support your discussion by citing the research literature:
· Why is there a problem? What groups ...
1 Revision – July 2, 2019 Mastery Assignment FolloweTatianaMajor22
1
Revision – July 2, 2019
Mastery Assignment: Followership and Leadership Assessment and Development Plan
SECTION ONE: OVERALL GUIDELINES
Throughout your major program(s), you have developed knowledge and skills that relate to or contribute to your ability
to engage, encourage, and lead others and/or further the success of processes through the applicable knowledge, skills,
and expertise you have gained about them. Through collaboration activities, such as team or group activities, you have
furthered your knowledge and skills in followership and leadership. As you complete your major program(s), it is
important that you take stock of your strengths and areas for improvement in followership and leadership related to
your current or desired professional field and role, and develop a plan for continuous growth through cultivation of your
strengths and gaining the knowledge and skills necessary for growth in those areas requiring improvement. This project
is designed to help you accomplish this task in your capstone course.
Progressively, throughout Units 1 – 4, you will engage in the following research and assessment activities for which the
specific expectations are addressed later in the document:
Unit 1 – Relationship between Followership and Leadership Styles and their Traits
Unit 2 – Followership and Leadership Expectations in Your Major Degree Related Professional Field
Unit 3 – Followership and Leadership Assessment
Unit 4 – Followership and Leadership Development Plan
In Units 3 and 5, you will submit this assignment as follows:
Unit 3 – at the end of week 3 (Unit 3), you will submit a draft of Units 1 and 2 for grading and feedback.
Unit 5 – at the end of week 5 (Unit 5) you will submit your complete, final report for grading and feedback.
1. Prepare this report in APA format that details your research and assessment findings and conclusions, and your
development plan for each phase of this project. The sections (include the section titles in your paper according
to APA format) required for this report are as follows:
a) Title Page [unique title and not title of this assignment]
b) Abstract
c) Introduction
d) Relationship between Followership and Leadership Styles and their Traits
e) Followership and Leadership Expectations in [name of professional field]
f) Followership and Leadership Assessment
g) Followership and Leadership Development Plan
h) Conclusion
i) References
APA format resource: Purdue University Online Writing Lab (OWL) – APA Style Guide
This APA style guide is the standard reference for Southwestern College Professional Studies and is an excellent resource
to help guide you in the creation of your APA formatted Followership/Leadership mastery assignment.
Research:
You will research scholarly and professional journal articles on followership and leadership topics in Deets Library, from
Open Access Journals, your educational course m ...
1
RSCH 600 Research Proposal writing
RESEARCH PROPOSAL - PART 1: INTRODUCTION, REVIEW OF LITERATURE, PROBLEM STATEMENT,
RESEARCH QUESTIONS
Due at the end of week 7 (Sunday February 28, 2021 at midnight)
You need to conduct some research related to your own interests or to serve the interests of some organization
(employer/client/sponsor). Before you start writing a formal proposal, you (or your employer/client/sponsor) would like to
gather some information about the problem as well as understand its importance.
Choose your research topic thoughtfully and submit the topic of your research proposal for approval the latest by the end of
Week 3 (Sunday January 31, 2021 at midnight). You can find the submission box in Week 3.
This part of your research proposal should be roughly 7-9 pages (excluding cover page, references and annex) and written
in paragraphs, report format. All citations and references for this course are to be done in the APA style.
HERE ARE THE KEY PARTS OF THIS PART OF THE PROPOSAL (PART 1):
Title of your research
Make it intriguing – (BUT LESS THAN 120 CHARACTERS)
Introduction/Background
Provide a brief description of what the proposed research topic is about, why is it important and how you came to be
interested in it.
Literature Review
The purpose of this assignment is to develop skills in finding and analyzing valid literary resources for your research.
The review should be written in an integral / synthetic style, and NOT as an annotated bibliography.
Please note: Use in-text citations to reference all ideas, concepts, text, and data that are not your own. If you make a
statement, back it up with a reference!
• Research a minimum of 15 relevant business-related literature sources (focus on material available in digital
format only for this course). Carefully choose your 15 "keepers" that are clearly related to your study. (Note: you
might need to find 30 to “keep” only 15).
• Identify major common themes encountered in the selected literature sources. For each theme, create its own
subsection within the literature review.
• For each theme / subsection of the literature review, explain the opinions of the authors and show their
similarities, differences, methods of acquisition of data, methods of data analysis and other pertinent information.
State how the reviewed research results relate to your proposed study.
• Identify the gaps in the literature and explain what needs to be done to move forward in your research.
Statement of the Problem
Detail the problem that you are considering. Explain:
• How are you defining and delimiting the specific area of the research?
• What is the gap that will be addressed by this research?
• What it is that you hope to learn by conducting this research?
• Discuss the anticipated outcomes and benefits to the researcher, the organization, or society.
Research Questions
Provide focused ...
1 RSCH 600 Research Proposal writing RESEAAbbyWhyte974
1
RSCH 600 Research Proposal writing
RESEARCH PROPOSAL - PART 1: INTRODUCTION, REVIEW OF LITERATURE, PROBLEM STATEMENT,
RESEARCH QUESTIONS
Due at the end of week 7 (Sunday February 28, 2021 at midnight)
You need to conduct some research related to your own interests or to serve the interests of some organization
(employer/client/sponsor). Before you start writing a formal proposal, you (or your employer/client/sponsor) would like to
gather some information about the problem as well as understand its importance.
Choose your research topic thoughtfully and submit the topic of your research proposal for approval the latest by the end of
Week 3 (Sunday January 31, 2021 at midnight). You can find the submission box in Week 3.
This part of your research proposal should be roughly 7-9 pages (excluding cover page, references and annex) and written
in paragraphs, report format. All citations and references for this course are to be done in the APA style.
HERE ARE THE KEY PARTS OF THIS PART OF THE PROPOSAL (PART 1):
Title of your research
Make it intriguing – (BUT LESS THAN 120 CHARACTERS)
Introduction/Background
Provide a brief description of what the proposed research topic is about, why is it important and how you came to be
interested in it.
Literature Review
The purpose of this assignment is to develop skills in finding and analyzing valid literary resources for your research.
The review should be written in an integral / synthetic style, and NOT as an annotated bibliography.
Please note: Use in-text citations to reference all ideas, concepts, text, and data that are not your own. If you make a
statement, back it up with a reference!
• Research a minimum of 15 relevant business-related literature sources (focus on material available in digital
format only for this course). Carefully choose your 15 "keepers" that are clearly related to your study. (Note: you
might need to find 30 to “keep” only 15).
• Identify major common themes encountered in the selected literature sources. For each theme, create its own
subsection within the literature review.
• For each theme / subsection of the literature review, explain the opinions of the authors and show their
similarities, differences, methods of acquisition of data, methods of data analysis and other pertinent information.
State how the reviewed research results relate to your proposed study.
• Identify the gaps in the literature and explain what needs to be done to move forward in your research.
Statement of the Problem
Detail the problem that you are considering. Explain:
• How are you defining and delimiting the specific area of the research?
• What is the gap that will be addressed by this research?
• What it is that you hope to learn by conducting this research?
• Discuss the anticipated outcomes and benefits to the researcher, the organization, or society.
Research Questions
Provide focused ...
1. Analyze the case and determine the factors that have made KFC a s.docxaulasnilda
1. Analyze the case and determine the factors that have made KFC a successful global business.
2. Why are cultural factors so important to KFC’s sales success in India and China?
3. Spot the cultural factors in India that go against KFC’s original recipe.
4. Why did Kentucky Fried Chicken change its name to KFC?
5. What PESTEL factors contributed to KFC’s positioning?
6. How does the SWOT analysis of KFC affect the future of KFC?
Points to be considered:
1. Please follow 6th edition of the APA Format.
2. On separate page, the word "Abstract,' centered on paper followed by 75-100 word overview.
3. References needs to be Peer Reviewed Articles.
4. This assignment should be 15-20 pages excluding the title and reference pages. The paper should contain at least one graph, figure, chart, or table.
5. Please use the questions as Headings for the topics in the Paper.
I have attached the case study document below.
.
1. A.Discuss how the concept of health has changed over time. B.Di.docxaulasnilda
1. A.Discuss how the concept of "health" has changed over time. B.Discuss how the concept has evolved to include wellness, illness, and overall well-being. C.How has health promotion changed over time? D.Why is it important that nurses implement health promotion interventions based on evidence-based practice?
2. A.Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). B.Discuss how the levels of prevention help determine educational needs for a patient.
.
1. Abstract2. Introduction to Bitcoin and Ethereum3..docxaulasnilda
1.
Abstract
2.
Introduction to Bitcoin and Ethereum
3.
Background
a. How do we understand Ethereum and Smart Contracts?
b. Blockchain Cryptocurrency and Smart Contracts
c. What are Pros and Cons of using Ethereum?
d. Ethereum Virtual Machine
4.
Platforms or Programming for Smart Contracts
5.
Smart Contract Applications
6.
Research Methodology
a. Current Smart Contract Applications
b. Security Issues
c. Privacy Issues
d. Performance Issues
7.
Ethereum System and Solidity Smart Contracts
a. What do we understand about Ethereum and the Likes?
b. How does Ethereum and the likes work?
8.
Ethereum and Hyperledger in Smart Contracts
9.
What can we get by the term Scalability?
10.
Smart Contracting Programming and High-Level Issues
a. Usability
b. Ethical and Legal Issues
11.
Specifications and Implementations
12.
Pros and Cons of using Ethereum Smart Contracts
13.
Current Trends on Ethereum
14.
Future State of Ethereum Smart Contracts or Virtual Machines
15.
Conclusion
Note: Paper about Ethereum
20 pages
ppt 12-14 slides.
No plagiarism,
APA , Citations, and references.
.
More Related Content
Similar to 14Dissertation ProspectusInsert Prospectus Title Sub.docx
Final Paper and Presentation ARE 5245 Program Development .docxmydrynan
Final Paper and Presentation
ARE 5245: Program Development
DUE DATE FOR PAPER: Monday December 7th
DUE DATE FOR PRESENTATIONS: November 30
For this assignment, students will write a formal proposal for a therapeutic or educational
program that will serve as the final paper for the course. The paper should be written in APA
format, including a title page and reference pages (see sample papers on pages 41 – 59 in 6th ed.
of APA manual), and must follow the basic structure provided below. The subject matter is the
student’s choice only constricted by some congruity with the course theme of curriculums and
programs. The paper should be at least 15 pages long (excluding reference pages, title page, and
visual examples) with a minimum of eight sources.
Each student will deliver an accompanying semi-formal class presentation related to his or her
paper that should be about 20 minutes in duration and should include visuals. Presentation times
and dates will be assigned in class. A rubric outlining the criteria used for assessing the paper
and presentation is provided along with this evaluation packet. Please attach or print a copy of
this entire evaluation guide (all sides/sheets will be available on Blackboard) and attach it
as the LAST pages of your paper.
Basic Format Requirements (add sub headings as necessary):
I. Title Page with Author’s Name and Affiliation
II. Introduction (no heading necessary)
A. Purpose of the Therapeutic/Educational/Adminstrative/Museum Program
(Purpose Statement)
B. Identification of Your Audience: Identify the organization or people that
you are trying to convince to support/fund your proposed program. This can be
included along with your purpose statement, if that suits your sensibilities in
organizing your paper. While you should appropriately identify the audience that
you are making “your pitch” to, you do NOT need to dwell on other ways that
your program might be funded. This course is NOT about funding/grant writing.
C. Need for the Program (Justification): Why is there a need for the program
you are proposing; why should your audience support your proposal; why is it
important?
D. Definition of Terms: List and define any key terms that you think readers of
your proposal will need to know prior to reading its content
E. Brief Overview of the Proposed Program: In a brief paragraph, let the
audience/reader know what is coming in the pages ahead; what they should be
expecting
III. Background and Review of Literature Related to Chosen Topic
Using sub-headings as appropriate, discuss “just the facts, ma’am” about the existing
literature related to the purposes of your therapeutic/educational program. For the most
part, take a dispassionate stance in writing this section. You are merely introducing the
facts, and are not yet interjecting your voice in a significant manner. Your review of
literature should address, among othe ...
Research Report Guide A Guide for BA634 Students .docxgholly1
Research Report Guide
A Guide for BA634 Students
Table of Contents
The Research Report 4
Chapter 1- Background/Introduction (3 – 4 pages) 4
Introduction 4
Problem Statement and Purpose of Research 4
Relevance and Significance 4
Research Questions 5
Barriers and Issues 5
Chapter 2 - Review of the Literature (6-8 pages) 5
Chapter 3 - Approach/Methodology (1 - 2 pages) 5
Chapter 4: Findings, Analysis, and Summary of Results (2 - 4 pages) 5
Chapter 5: Conclusions (2 - 4 pages) 5
References 6
Research Report Structure 6
Front Matter 6
Chapter 1 through 5 (12 pages): 6
Back Matter: 6
Document Preparation – Form and Style 6
References and Citations 7
Margins 7
Line Spacing 7
Paragraph Spacing 7
Page Numbering 7
Type Style 8
Title Page 8
The Abstract 8
Chapter Title, Heading 1, Heading 2 8
Tables and Figures in the Text Body 9
Appendix 9
Additional Resources 9
Sample First Page of Table of Contents 10
Sample Reference List 11
The Research Report
The Research Report serves as the deliverable towards partial completion of the requirement for BA634. The requirement of your research is expected to be built and constitutes the five-chapter model. This document is not intended to be a one-time or static document. The Research Report needs to be at least 14 pages and is written in the past and present tense, as appropriate.
The Research Report should be a complete and concise document that establishes your credentials as a relative expert in the domain of your study. In all cases, a good understanding of the specific domain will be necessary for the successful completion of your study. It is vital that you stay current in the literature germane to the study you are conducting and update the chapters accordingly.
The following is the general structure of the Research ReportChapter 1- Background/Introduction (3 – 4 pages)
In this section, present enough information about the proposed work so that the reader understands the general context or setting. It is also helpful to include a summary of how this document is organized. Introduction
This section introduces the reader to the structural content of your Research Report Problem Statement and Purpose of Research
In this section, present a concise statement of a research-worthy problem to be addressed (i.e., why the work should be undertaken – don’t state “it was a requirement of the professor”). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem. Your problem statement must be clear, concise, to the point and able to be articulated in no more than three sentences.Relevance and Significance
This section provides the necessary support for both the problem statement of your study. Consider the following questions and support your discussion by citing the research literature:
· Why is.
IHP 340 Final Project Guidelines and Rubric Overview .docxwilcockiris
IHP 340 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of an introductory-level analysis of published research findings. Statistics play an integral role in the healthcare
industry. For those entering the health field, understanding statistics is a must. Evidence-based healthcare is the current theme and is leading us into the future.
For professionals in this field, seeking answers to health-related questions in scientific literature is common practice. While deciphering the information found in
these publications can be challenging, it all starts with learning basic statistical concepts. This course will help you develop a baseline understanding of statistics.
You will explore the areas of descriptive statistics and basic inferential statistics, along with variability and statistical significance. However, the ultimate goal is to
provide an introductory-level analysis of published research findings.
You will select an article from a list provided by your instructor. The articles in the list are all peer reviewed, published within the last three years, and related in
some way to the health professional programs at SNHU. Your analysis will be based on the statistical concepts you learn over the term and will include
identifying and interpreting statistical findings. You will discuss the hypothesis of the study, the methodology used to conduct the study, and the statistical
analysis used, including software. You will also discuss the study’s results, limitations, conclusions, and next steps. This assessment will showcase your ability to
read, comprehend, and interpret research done in the many fields of healthcare. Additionally, this assessment will demonstrate your ability to articulate
research findings to individuals who may not have the background necessary to understand basic healthcare research.
The project is divided into two milestones, which will be submitted prior to the final project submission to scaffold learning and ensure quality final submissions.
These milestone will be submitted in Modules Three and Five. The final project will be submitted in Module Seven.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Interpret data results from peer-reviewed healthcare research for determining the statistical significance of the findings
Analyze common research methods used in the collection of healthcare data for determining their advantages and disadvantages in data-collection
situations
Analyze healthcare research for its contributions to scientific literature and future investigations
Assess the impact of limitations within various healthcare studies on research conclusions
Prompt
Write an analysis of a peer-reviewed article published within the last three years that is related in some way to the health professional programs at SNHU. You
will select this article from a list provided by your instru.
Organisational Leadership
UU-PSY703
Page 1 Organisational Leadership (UU-PSY703)
Organisational Leadership (UU-PSY703)
Assignment 2 Guidelines
Assignment Two: 50% of module marks
Research Proposal Assignment 2
Title: Develop a research proposal evaluating the impact of leadership and culture on the
sustainable development of the 21
st
century organizations.
Word Limit: 3000 words (absolute max 3500)
Assessment Point No: 2 (2 out of 2) 50% of final module mark
Online Submission: End of week 7 (Sunday)
Time: By 11:59 p.m. (23:59 hours) UTC time at the latest.
Important Note: If you miss the deadline, UNICAF rules on late submission/non-submission will
come into effect.
Learning outcomes assessed:
1. Illustrate the ability to evaluate the existing literature, identify potential gaps and propose a
research which examines the relationship between leadership and culture on the sustain how
you understand your research area
2. Demonstrate knowledge, critical evaluation and practical understanding of leadership.
3. Present critical and evidence-based arguments in written form.
Guidelines:
1. Add in depth evidence of advanced research and theories beyond the core readings which
have been provided in the module.
2. The essay should be reported by using the APA referencing format. Full and detailed
“References” section should be included at the end of the essay.
3. The essay should be within the indicated and appropriate word limit. Assignments that overly
exceed the absolute maximum will not be marked.
Organisational Leadership
UU-PSY703
Page 2 Organisational Leadership (UU-PSY703)
4. Your assignment should be word processed; Arial font size 11 or 12 and double- spaced and
numbered pages.
5. Headings (e.g., Introduction/Discussion/Conclusion) should not be included in your final
essay.
Note: Essential information must be included in the body of the essay and will be counted in the
word count. Extra illustrative information may be included in the appendices.
Your essay will be assessed using the Writing Rubric located at the top of the course shell.
Students will decide on the appropriate structure and content but we would expect to see the
following elements:
Introduction: Typically, research proposals are developed by scholars who aim to be funded
for a research project (or as the initial step for getting approval to develop a dissertation).
Despite this being a course assignment, in your introduction you should have a clear
statement of your idea and an examination of the significance of a research problem:
o What is the central research problem?
o What is the topic of study related to that problem?
o What methods should be used to analyse the research problem?
o Why this is an important research, what is its significance?
Literature review: introduce the area of research, review key publications, identify any gaps
in the kn.
ResearchReport Guide Table of Contents.docxronak56
ResearchReport Guide
Table of Contents
The Research Report 4
Chapter 1- Background/Introduction (3 – 4 pages) 4
Introduction 4
Problem Statement and Purpose of Research 4
Relevance and Significance 4
Research Questions 5
Barriers and Issues 5
Chapter 2 - Review of the Literature (6-8 pages) 5
Chapter 3 - Approach/Methodology (1 - 2 pages) 5
Chapter 4: Findings, Analysis, and Summary of Results (2 - 4 pages) 5
Chapter 5: Conclusions (2 - 4 pages) 5
References 6
Research Report Structure 6
Front Matter 6
Chapter 1 through 5 (12 pages): 6
Back Matter: 6
Document Preparation – Form and Style 6
References and Citations 7
Margins 7
Line Spacing 7
Paragraph Spacing 7
Page Numbering 7
Type Style 8
Title Page 8
The Abstract 8
Chapter Title, Heading 1, Heading 2 8
Tables and Figures in the Text Body 9
Appendix 9
Additional Resources 9
Sample First Page of Table of Contents 10
Sample Reference List 11
The Research Report
The Research Reportserves as the deliverable towards partial completion of the requirement for the course. The requirement of your research is expected to be built and constitutes the five-chapter model. This document is not intended to be a one-time or static document. The Research Reportneeds to be at least 14 pages and is written in the past and present tense, as appropriate.
The Research Report should be a complete and concise document that establishes your credentials as a relative expert in the domain of your study. In all cases, a good understanding of the specific domain will be necessary for the successful completion of your study. It is vital that you stay current in the literature germane to the study you are conducting and update the chapters accordingly.
The following is the general structure of the Research ReportChapter 1- Background/Introduction (3– 4 pages)
In this section, present enough information about the proposed work so that the reader understands the general context or setting. It is also helpful to include a summary of how this document is organized. Introduction
This section introduces the reader to the structural content of your Research ReportProblem Statement and Purpose of Research
In this section, present a concise statement of a research-worthy problem to be addressed (i.e., why the work should be undertaken – don’t state “it was a requirement of the professor”). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem. Your problem statement must be clear, concise, to the point and able to be articulated in no more than three sentences.Relevance and Significance
This section provides the necessary support for both the problem statement of your study. Consider the following questions and support your discussion by citing the research literature:
· Why is there a problem? What groups ...
1 Revision – July 2, 2019 Mastery Assignment FolloweTatianaMajor22
1
Revision – July 2, 2019
Mastery Assignment: Followership and Leadership Assessment and Development Plan
SECTION ONE: OVERALL GUIDELINES
Throughout your major program(s), you have developed knowledge and skills that relate to or contribute to your ability
to engage, encourage, and lead others and/or further the success of processes through the applicable knowledge, skills,
and expertise you have gained about them. Through collaboration activities, such as team or group activities, you have
furthered your knowledge and skills in followership and leadership. As you complete your major program(s), it is
important that you take stock of your strengths and areas for improvement in followership and leadership related to
your current or desired professional field and role, and develop a plan for continuous growth through cultivation of your
strengths and gaining the knowledge and skills necessary for growth in those areas requiring improvement. This project
is designed to help you accomplish this task in your capstone course.
Progressively, throughout Units 1 – 4, you will engage in the following research and assessment activities for which the
specific expectations are addressed later in the document:
Unit 1 – Relationship between Followership and Leadership Styles and their Traits
Unit 2 – Followership and Leadership Expectations in Your Major Degree Related Professional Field
Unit 3 – Followership and Leadership Assessment
Unit 4 – Followership and Leadership Development Plan
In Units 3 and 5, you will submit this assignment as follows:
Unit 3 – at the end of week 3 (Unit 3), you will submit a draft of Units 1 and 2 for grading and feedback.
Unit 5 – at the end of week 5 (Unit 5) you will submit your complete, final report for grading and feedback.
1. Prepare this report in APA format that details your research and assessment findings and conclusions, and your
development plan for each phase of this project. The sections (include the section titles in your paper according
to APA format) required for this report are as follows:
a) Title Page [unique title and not title of this assignment]
b) Abstract
c) Introduction
d) Relationship between Followership and Leadership Styles and their Traits
e) Followership and Leadership Expectations in [name of professional field]
f) Followership and Leadership Assessment
g) Followership and Leadership Development Plan
h) Conclusion
i) References
APA format resource: Purdue University Online Writing Lab (OWL) – APA Style Guide
This APA style guide is the standard reference for Southwestern College Professional Studies and is an excellent resource
to help guide you in the creation of your APA formatted Followership/Leadership mastery assignment.
Research:
You will research scholarly and professional journal articles on followership and leadership topics in Deets Library, from
Open Access Journals, your educational course m ...
1
RSCH 600 Research Proposal writing
RESEARCH PROPOSAL - PART 1: INTRODUCTION, REVIEW OF LITERATURE, PROBLEM STATEMENT,
RESEARCH QUESTIONS
Due at the end of week 7 (Sunday February 28, 2021 at midnight)
You need to conduct some research related to your own interests or to serve the interests of some organization
(employer/client/sponsor). Before you start writing a formal proposal, you (or your employer/client/sponsor) would like to
gather some information about the problem as well as understand its importance.
Choose your research topic thoughtfully and submit the topic of your research proposal for approval the latest by the end of
Week 3 (Sunday January 31, 2021 at midnight). You can find the submission box in Week 3.
This part of your research proposal should be roughly 7-9 pages (excluding cover page, references and annex) and written
in paragraphs, report format. All citations and references for this course are to be done in the APA style.
HERE ARE THE KEY PARTS OF THIS PART OF THE PROPOSAL (PART 1):
Title of your research
Make it intriguing – (BUT LESS THAN 120 CHARACTERS)
Introduction/Background
Provide a brief description of what the proposed research topic is about, why is it important and how you came to be
interested in it.
Literature Review
The purpose of this assignment is to develop skills in finding and analyzing valid literary resources for your research.
The review should be written in an integral / synthetic style, and NOT as an annotated bibliography.
Please note: Use in-text citations to reference all ideas, concepts, text, and data that are not your own. If you make a
statement, back it up with a reference!
• Research a minimum of 15 relevant business-related literature sources (focus on material available in digital
format only for this course). Carefully choose your 15 "keepers" that are clearly related to your study. (Note: you
might need to find 30 to “keep” only 15).
• Identify major common themes encountered in the selected literature sources. For each theme, create its own
subsection within the literature review.
• For each theme / subsection of the literature review, explain the opinions of the authors and show their
similarities, differences, methods of acquisition of data, methods of data analysis and other pertinent information.
State how the reviewed research results relate to your proposed study.
• Identify the gaps in the literature and explain what needs to be done to move forward in your research.
Statement of the Problem
Detail the problem that you are considering. Explain:
• How are you defining and delimiting the specific area of the research?
• What is the gap that will be addressed by this research?
• What it is that you hope to learn by conducting this research?
• Discuss the anticipated outcomes and benefits to the researcher, the organization, or society.
Research Questions
Provide focused ...
1 RSCH 600 Research Proposal writing RESEAAbbyWhyte974
1
RSCH 600 Research Proposal writing
RESEARCH PROPOSAL - PART 1: INTRODUCTION, REVIEW OF LITERATURE, PROBLEM STATEMENT,
RESEARCH QUESTIONS
Due at the end of week 7 (Sunday February 28, 2021 at midnight)
You need to conduct some research related to your own interests or to serve the interests of some organization
(employer/client/sponsor). Before you start writing a formal proposal, you (or your employer/client/sponsor) would like to
gather some information about the problem as well as understand its importance.
Choose your research topic thoughtfully and submit the topic of your research proposal for approval the latest by the end of
Week 3 (Sunday January 31, 2021 at midnight). You can find the submission box in Week 3.
This part of your research proposal should be roughly 7-9 pages (excluding cover page, references and annex) and written
in paragraphs, report format. All citations and references for this course are to be done in the APA style.
HERE ARE THE KEY PARTS OF THIS PART OF THE PROPOSAL (PART 1):
Title of your research
Make it intriguing – (BUT LESS THAN 120 CHARACTERS)
Introduction/Background
Provide a brief description of what the proposed research topic is about, why is it important and how you came to be
interested in it.
Literature Review
The purpose of this assignment is to develop skills in finding and analyzing valid literary resources for your research.
The review should be written in an integral / synthetic style, and NOT as an annotated bibliography.
Please note: Use in-text citations to reference all ideas, concepts, text, and data that are not your own. If you make a
statement, back it up with a reference!
• Research a minimum of 15 relevant business-related literature sources (focus on material available in digital
format only for this course). Carefully choose your 15 "keepers" that are clearly related to your study. (Note: you
might need to find 30 to “keep” only 15).
• Identify major common themes encountered in the selected literature sources. For each theme, create its own
subsection within the literature review.
• For each theme / subsection of the literature review, explain the opinions of the authors and show their
similarities, differences, methods of acquisition of data, methods of data analysis and other pertinent information.
State how the reviewed research results relate to your proposed study.
• Identify the gaps in the literature and explain what needs to be done to move forward in your research.
Statement of the Problem
Detail the problem that you are considering. Explain:
• How are you defining and delimiting the specific area of the research?
• What is the gap that will be addressed by this research?
• What it is that you hope to learn by conducting this research?
• Discuss the anticipated outcomes and benefits to the researcher, the organization, or society.
Research Questions
Provide focused ...
1. Analyze the case and determine the factors that have made KFC a s.docxaulasnilda
1. Analyze the case and determine the factors that have made KFC a successful global business.
2. Why are cultural factors so important to KFC’s sales success in India and China?
3. Spot the cultural factors in India that go against KFC’s original recipe.
4. Why did Kentucky Fried Chicken change its name to KFC?
5. What PESTEL factors contributed to KFC’s positioning?
6. How does the SWOT analysis of KFC affect the future of KFC?
Points to be considered:
1. Please follow 6th edition of the APA Format.
2. On separate page, the word "Abstract,' centered on paper followed by 75-100 word overview.
3. References needs to be Peer Reviewed Articles.
4. This assignment should be 15-20 pages excluding the title and reference pages. The paper should contain at least one graph, figure, chart, or table.
5. Please use the questions as Headings for the topics in the Paper.
I have attached the case study document below.
.
1. A.Discuss how the concept of health has changed over time. B.Di.docxaulasnilda
1. A.Discuss how the concept of "health" has changed over time. B.Discuss how the concept has evolved to include wellness, illness, and overall well-being. C.How has health promotion changed over time? D.Why is it important that nurses implement health promotion interventions based on evidence-based practice?
2. A.Compare and contrast the three different levels of health promotion (primary, secondary, tertiary). B.Discuss how the levels of prevention help determine educational needs for a patient.
.
1. Abstract2. Introduction to Bitcoin and Ethereum3..docxaulasnilda
1.
Abstract
2.
Introduction to Bitcoin and Ethereum
3.
Background
a. How do we understand Ethereum and Smart Contracts?
b. Blockchain Cryptocurrency and Smart Contracts
c. What are Pros and Cons of using Ethereum?
d. Ethereum Virtual Machine
4.
Platforms or Programming for Smart Contracts
5.
Smart Contract Applications
6.
Research Methodology
a. Current Smart Contract Applications
b. Security Issues
c. Privacy Issues
d. Performance Issues
7.
Ethereum System and Solidity Smart Contracts
a. What do we understand about Ethereum and the Likes?
b. How does Ethereum and the likes work?
8.
Ethereum and Hyperledger in Smart Contracts
9.
What can we get by the term Scalability?
10.
Smart Contracting Programming and High-Level Issues
a. Usability
b. Ethical and Legal Issues
11.
Specifications and Implementations
12.
Pros and Cons of using Ethereum Smart Contracts
13.
Current Trends on Ethereum
14.
Future State of Ethereum Smart Contracts or Virtual Machines
15.
Conclusion
Note: Paper about Ethereum
20 pages
ppt 12-14 slides.
No plagiarism,
APA , Citations, and references.
.
1. A. Compare vulnerable populations. B. Describe an example of one .docxaulasnilda
1. A. Compare vulnerable populations. B. Describe an example of one of these groups in the United States or from another country. C.Explain why the population is designated as "vulnerable." Include the number of individuals belonging to this group and the specific challenges or issues involved. D. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.
2. A. How does the community health nurse recognize bias, stereotypes, and implicit bias within the community? B. How should the nurse address these concepts to ensure health promotion activities are culturally competent? C. Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. D. Include an evidence-based article that addresses the cultural issue. E. Cite and reference the article in APA format.
.
1. A highly capable brick and mortar electronics retailer with a l.docxaulasnilda
1. A highly capable brick and mortar electronics retailer with a loyal regional customer base (such as Fry's) should adopt which of the following medium term strategies?
"50% off" sale every month
Divest
Niche or harvest
Invest in R&D
2. Amazon's strategy involves offering expanded variety but at very competitive prices. This is primarily achieved through
Economies of scope
Focus on international markets
Economies of scale
Innovative products
3. Uber is an example of industry chaining in which of the following ways?
Economies of scale for service providers
Economies of scope for customers
Improving access and reduced search costs for customers and service providers
Lower wages for service providers and lower prices for customers
4. Shareholder returns are primarily derived from
Growth in share value and dividend payments
dividend payments only
Growth in company profits
Growth in the share value only
5. Strategy is defined best as:
A unique value proposition supported by sound financial decisions
A unique value proposition supported by synergies in operations
A unique value proposition supported by aggressive marketing
A unique value proposition supported by a complex supply chain
6. The cost of attracting new customers is the highest with which of the following groups?
Early adopters
Late majority
Laggards
Innovators
7. In the context of the Differentiation (Quality) vs Efficiency trade-off curve, the efficient frontier refers to:
The company that provides maximum quality for a given cost
The company that provides minimum cost
The company that provides maximum quality
The company that maximizes efficiency
8. Nike hiring sports stars to be brand ambassadors is an example of which of the following mechanisms?
Market development
Customer segmentation
Product development
Market penetration
9. Which of the following is an indication of strategic committment of a company in an industry
Lowering wages of the workforce
Increased technology investment
Acquiring real-estate in an urban location of demand
Increased divident payments for two years in a row
10. A pharma company with a deep roster of capable engineers and scientists and that is the market leader is best advised to begin development of a new drug as:
A partnership with smaller competitors
License its innovation from other laboratories
An independent venture
Smaller scale effort
11. The most valuable competency in the declining phase of an industry is:
Resposiveness
Innovation
Efficiency
Quality
12. There is often limited capacity relative to demand in the early growth period of an industry because:
Capacity is very expensive in the later stages of an industry
Only few companies have products or technologies in a budding industry
Prices tend to be low in the embryonic stage
Many companies compete for early advantage in an emerging industry
13. If the willingness to pay of .
1. A. Research the delivery, finance, management, and sustainabili.docxaulasnilda
1. A. Research the delivery, finance, management, and sustainability methods of the U.S. health care system.
B. Evaluate the effectiveness of one or more of these areas on quality patient care and health outcomes.
C.Propose a potential health care reform solution to improve effectiveness in the area you evaluated and predict the expected effect.
D. Describe the effect of health care reform on the U.S. health care system and its respective stakeholders.
E.Support your post with a peer-reviewed journal article.
2. The Affordable Care Act was signed into law by President Barack Obama in March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials:
"About the Affordable Care Act"
"Health Care Transformation: The Affordable Care Act and More"
What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law?
.
1. All of the following artists except for ONE used nudity as part.docxaulasnilda
1. All of the following artists except for ONE used nudity as part of her/ his work:
a) Ana Mendieta
b) Carolee Schneeman
c) Yoko Ono
d) Judy Chicago
e) Robert Mapplethorpe
2. All of the following except ONE are features of Conceptualism (though not all apply to every Conceptualist work)
a) Audience participation
b) Use of text/language within visual works
c) Direct criticism of the art museum
d) Very expensive artworks
e) Sets of instructions to follow
f) Temporary or fleeting projects
3. Please match the following description with correct art movement or tendency:
1) Minimalism
2) Fluxus
3) Abstract Expressionism
4) Feminist practices
5) Conceptualism
A. Created action paintings that blurred the line between art and life
B. Included works drawing attention to the unethical actions of art museums
C. An idealistic to recalibrate the human senses
D. A loose knit international group of artists that made performances and other unconventional works
E. Argued that the criteria for determining historical value in visual art has been too narrow
4. The following art movement or tendencies except for ONE can be considered to have been responses to Abstract Expressionism (through sometimes for very different reasons)
a) Conceptualism
b) Pop Art
c) Earthwork
d) Surrealism
e) Minimalism
.
1. According to the article, what is myth and how does it functi.docxaulasnilda
1. According to the article, what is myth and how does it function as a naturalizing agent?
2. What is a sign?What is its relation to myth?
3. If advertising “is not an attempted sale of products – evidence shows that consumers are able to resist ‘advertising in the imperative’(12.) – but a ‘clear expression of a culture’ and cultural beliefs” then what does the iPod advert express about current culture?
4. What does the iPod advert presented in the article “sell”?
Attachments have resources
.
1. 6 Paragraph OverviewReflection on Reading Assigbnment Due Before.docxaulasnilda
1. 6 Paragraph Overview/Reflection on Reading Assigbnment Due Before Class Commences
The Critical Theorists: Critical Legal Theory, Critical Race Theory, Critical Feminist Theory, & Critical Latinx Theory
Wacks Chapters 13 & 14
Bix Chapter 19
2.6 Paragraph Overview/Reflection on Reading Assigbnment Due Before Class Commences
Why Obey the Law & Why Punish?
Wacks Chapters 11 & 12
Bix Chapters 9 & 16
3.6 Paragraph Overview/Reflection on Reading Assigbnment Due Before Class Commences
Wacks Chapter 10
Bix Chapter 10
.
1. A.Compare independent variables, B.dependent variables, and C.ext.docxaulasnilda
1. A.Compare independent variables, B.dependent variables, and C.extraneous variables. D.Describe two ways that researchers attempt to control extraneous variables. E.Support your answer with peer-reviewed articles.
2. A.Describe the "levels of evidence" B. and provide an example of the type of practice change that could result from each.
.
1. According to the Court, why is death a proportionate penalty for .docxaulasnilda
1. According to the Court, why is death a proportionate penalty for child rape? Do you agree? Explain your reasons.
2. Who should make the decision as to what is the appropriate penalty for crimes? Courts? Legislatures? Juries? Defend your answer.
3. In deciding whether the death penalty for child rape is cruel and unusual, is it relevant that Louisiana is the only state that punishes child rape with death?
4. According to the Court, some crimes are worse than death. Do you agree? Is child rape one of them? Why? Why not?
THE RESPONSE TO THE FOUR QUESTIONS ALL TOGETHER SHOULD LEAD ADD UP TO 400 WORDS IN TOTAL.
.
1- Prisonization What if . . . you were sentenced to prison .docxaulasnilda
1- Prisonization?
What if . . . you were sentenced to prison? Do you believe you would become a more seasoned criminal or would learning criminal ways from those who were caught make you a worse criminal? Explain
2- Gangs of Prison?
What if . . . you were appointed as warden at a medium security prison which had a terrible problem with gang affiliations? What methods would you employ to combat the problem? Explain.
3-The solidarity of inmate culture (Big House era) developed through several characteristics. Name them?
.
1. 250+ word count What is cultural and linguistic competence H.docxaulasnilda
1. 250+ word count
What is cultural and linguistic competence? How does this competency apply to public health? Why is this important to the practice of public health?
2. 250+ word count
Reflect on your own cultural and linguistic competence. How confident are you in your ability to address the needs of diverse communities? How do you think you could improve your level of cultural and linguistic competence?
.
1. 200 words How valuable is a having a LinkedIn profile Provid.docxaulasnilda
1. 200 words How valuable is a having a LinkedIn profile? Provide example to support your statement.
2. 200 words What benefits does it add your academic and professional development? Provide example to support your statement.
3. 200 words How does having this profile contribute to networking as healthcare and public health professionals? Provide example to support your statement.
4. 200 words What other social media and networking platforms are available to network with other healthcare and public health professionals? Provide example to support your statement.
.
1. According to recent surveys, China, India, and the Philippines ar.docxaulasnilda
1. According to recent surveys, China, India, and the Philippines are the three most popular countries for IT outsourcing. Write a short paper (2-4 paragraphs) explaining what the appeal would be for US companies to outsource IT functions to these countries. You may discuss cost, labor pool, language, or possibly government support as your reasons. There are many other reasons you may choose to highlight in your paper. Be sure to use your own words.
2.) Many believe that cloud computing can reduce the total cost of computing and enhance “green computing” (environmental friendly). Why do you believe this to be correct? If you disagree, please explain why?
.
1. Addressing inflation using Fiscal and Monetary Policy tools.S.docxaulasnilda
1. Addressing inflation using Fiscal and Monetary Policy tools.
Scenario - The US economy is currently experiencing high rates of inflation. You
have Fiscal and Monetary policy tools available to address this problem:
a. To attack the problem of inflation you must select one Monetary Policy
tool and one Fiscal Policy tool. Write down the name of your Fiscal Policy
tool and your Monetary Policy tool.
i. Think the options through and write down your choices.
b. Please explain why you selected the tools that you selected and why you did
not select the other choices? Do this for both monetary and fiscal policy
tools!
i. Specifically, explain what is so good about the tool you selected and what is not so
good about the tools you did not select? Do this for both the Monetary Policy tool
and the Fiscal Policy tool. The key here is to use some decision criteria in making
your choice.
c. Thoroughly and completely explain how your solution (both the monetary
and the fiscal policy tool) would work to solve the problem of inflation, and
indicate the impact your solution would have on at least 5 key economic
variables. Be specific.
i. Present this using the chain of events format with up or down arrows to indicate the
direction of impact on each variable. I need to see the detail.
2. Addressing recession using Fiscal and Monetary Policy tools.
Scenario - The US economy is currently experiencing recession. You have Fiscal
and Monetary policy tools available to address this problem:
a. To attack the problem of recession, you must select at least one Monetary
Policy tool and one Fiscal Policy tool. Write down the name of your Fiscal
Policy tool and your Monetary Policy tool.
i. Think the options through and write down your choices.
b. Please explain why you selected the tools that you selected and why you did
not select the other choices? Do this for both monetary and fiscal policy
tools!
i. Specifically, explain what is so good about the tool you selected and what is not so
good about the tools you did not select? Do this for both the Monetary Policy tool
and the Fiscal Policy tool. The key here is to use some decision criteria in making
your choice.
c. Thoroughly and completely explain how your solution (both monetary and
fiscal policy tools) would work to solve the problem of recession, and
indicate the impact your solution would have on the key economic
variables. Be specific.
i. Present this using the chain of events format with up or down arrows to indicate the
direction of impact on each variable. I need to see the detail.
3. Please list and explain the 4 key supply side growth factors we discussed, and
discuss the viability (do-ability) of each in terms of getting our economy growing
again, given that today our economy is not growing.
a. The slides should provide you with what you need here.
b. The issue of viability – if the economy is growing slowly or not at all, do we have any chance
of achieving suc.
1. A vulnerability refers to a known weakness of an asset (resou.docxaulasnilda
1. A vulnerability refers to a
known
weakness of an asset (resource) that can be exploited by one or more attackers. In other words, it is a known issue that allows an attack to succeed.
For example, when a team member resigns and you forget to disable their access to external accounts, change logins, or remove their names from company credit cards, this leaves your business open to both intentional and unintentional threats. However, most vulnerabilities are exploited by automated attackers and not a human typing on the other side of the network.
Testing for vulnerabilities is critical to ensuring the continued security of your systems. Identify the weak points. Discuss at least four questions to ask when determining your security vulnerabilities.
2.
Topic:
Assume that you have been hired by a small veterinary practice to help them prepare a contingency planning document. The practice has a small LAN with four computers and Internet access. Prepare a list of threat categories and the associated business impact for each. Identify preventive measures for each type of threat category. Include at least one major disaster in the plan. 200-300 words.
.
1. According to the readings, philosophy began in ancient Egypt an.docxaulasnilda
1. According to the readings, philosophy began in ancient Egypt and then spread to Greece.
True/False
2. This question is based on the presentation of logical concepts in the first reading.
Consider the following argument: "All chemists are Lutheran. Rita is Lutheran. So, Rita must be a chemist."
Is the argument …
Deductive & Invalid
Inductive & Valid
Deductive & Strong
Inductive & Weak
3. Would Socrates agree or disagree with the following statement:
Each of us invents his or her own truth and if you feel it in your heart and really want it to be true then don't listen to those who criticize your belief.
He would agree
He would disagree
4. According to the first reading, Thales asked some important "gateway" questions. Which of the following is not one of the gateway questions discussed in the reading:
Does the diverse range of things we experience have a single common explanation or cause?
Does God exist?
Is the universe intelligible?
5. Scientism is the belief that science is one of many paths to truth about the world.
True/False
6. Deductive arguments always aim to show
The conclusion is probably true
The conclusion must be true
7. In the type of argument known as _____, we begin with premises about a phenomenon or state of affairs to be explained; then we reason from those premises to an explanation for that state of affairs.
deduction
inference to the best explanation
syllogism
anaological induction
8. In the online lecture, the multiverse hypothesis is put forward by Stenger in support of theism.
True/False
9. According to the reading, the cosmic coincidences were known in ancient times.
True/False
10. According to the reading, the problem with Darwin's claim that his theory of natural selection explains all the order in nature is that no evolutionary process of natural selection is possible unless a background system of amazing complexity already exists; but since it must exist prior to any evolutionary process, it cannot be explained as the result of an evolutionary process.
True/False
11. Suppose we have two highly improbable hypotheses: H1 and H2. Suppose H2 is slightly less improbable than H1, all else equal.
According to the presentation of best explanation arguments in the reading, H2 presents a more reasonable explanation than H1.
True/False
12. According to the reading, the fine tuning argument shows that we can know with certainty that an intelligent designer exists.
True/False
13. According to the readings, science cannot possibly explain the source of the order in the universe.
True/False
14. The design argument is presented in the readings as an analogical argument and it is also presented as an inference to the best explanation.
True/False
15. According to the online readings, Ockham's Razor favors the multiverse theory over theism,
True/False
16. The proposition that Mount Rainier has snow on its peak would be an example of a proposition known to be true a priori.
True/False
17. Which of the foll.
1-Explain what you understood from the paper with (one paragraph).docxaulasnilda
1-Explain what you understood from the paper with (one paragraph)
2-What is a Lorenze curve and how is it disputed by Paglin
3-What is the method used in the paper and what can you say about the data used and the empirical aspect of the paper.
4-What other common measurements out there for measuring income inequality, poverty, and development gap.
.
1-Explanation of how healthcare policy can impact the advanced p.docxaulasnilda
1-Explanation of how healthcare policy can impact the advanced practice nurse profession
2-Explanation of why advocacy is considered an essential component of the advance practice nurse's role
3- Discuss the four pillars of Transformational leadership and the effect it may have on influencing policy change
Description
Explanation of how healthcare policy can impact the advanced practice nurse profession
Research healthcare policy for APNs on a state and national level and the impact on the APN profession
Explanation of why advocacy is considered an essential component of the advance practice nurse's role
Describe advocacy in healthcare terminology.
Discuss how advocacy is an essential role of the APN and the impact on patient care.
Discuss the four pillars of Transformational leadership and the effect it may have on influencing policy change
Define Transformational leadership.
Discuss how Transformational Leadership may have an effect on influencing policy change
Critically analyze how healthcare systems and APRN practice are organized and influenced by ethical, legal, economic and political factors.
Demonstrate professional and personal growth concerning the advocacy role of the advanced practice nursing in fostering policy within diverse healthcare settings.
Advocate for institutional, local, national and international policies that fosters person-centered healthcare and nursing practice.
All writing submitted should reflect graduate student quality and APA writing rules. All writing informed by outside sources should include APA formatted citations and associated scholarly, current references. 1500 words
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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14Dissertation ProspectusInsert Prospectus Title Sub.docx
1. 14
Dissertation Prospectus
<Insert Prospectus Title >
Submitted by
<Insert Name>
<Insert Submission Date>
<Insert Chair Name>
The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for
the dissertation. It provides the essential framework to guide the
development of the dissertation proposal. The prospectus builds
on the 10 Strategic Points (shown in Appendix A) and should be
no longer than 6-10 pages, excluding the criteria tables and the
appendices. The prospectus will be expanded to become the
dissertation proposal (Chapters 1, 2 and 3 of the dissertation),
which will, in turn, be expanded to become the complete
dissertation (Chapters 1-5). In short, the prospectus is a plan for
the proposal. Prior to developing the prospectus, the 10
Strategic points should be reviewed with the chair and
committee to ensure the points are aligned and form a clear,
defined, and doable study. The10 Strategic Points should be
included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the
very first draft. The most important consideration when writing
the prospectus is using the required criteria specified in the
criterion table below each section and writing specifically to
each criterion! Also critical is for learners to follow standard
paragraph structure: (1) contains a topic sentence defining the
2. focus of the paragraph, (2) discusses only that single topic, (3)
contains three to five sentences, and (4) includes a transition
sentence to the next paragraph or section. The sentences should
also be structurally correct, short, and focused. Throughout the
dissertation process, learners are expected to always produce a
well-written document as committee members and peer
reviewers will not edit writing. If prospectus it is not well
written, reviewers may reject the document and require the
learner to address writing issues before they will review it
again. Remove this page and the sample criterion table below
upon submission for review.
Prospectus Instructions:
1. Read the entire Prospectus Template to understand the
requirements for writing your prospectus. Each section contains
a narrative overview of what should be included in the section
and a table with required criteria for each section. WRITE TO
THE CRITERIA, as they will be used to assess the prospectus
for overall quality and feasibility of your proposed research
study.
2. As you draft each section, delete the narrative instructions
and insert your work related to that section. Use the criterion
table for each section to ensure that you address the
requirements for that particular section. Do not delete/remove
the criterion table as this is used by you and your committee to
evaluate your prospectus.
3. Prior to submitting your prospectus for review by your chair
or methodologist, use the criteria table for each section to
complete a realistic self-evaluation, inserting what you believe
is your score for each listed criterion into the Learner Self-
Evaluation column. This is an exercise in self-evaluation and
critical reflection, and to ensure that you completed all sections,
addressing all required criteria for that section.
4. The scoring for the criteria ranges from a 0-3 as defined
below. Complete a realistic and thoughtful evaluation of your
3. work. Your chair and methodologist will also use the criterion
tables to evaluate your work.
5. Your Prospectus should be no longer than 6-10 pages when
the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are
Required: Not all components are present. Large gaps are
present in the components that leave the reader with significant
questions. All items scored at 1 must be addressed by learner
per reviewer comments.
2
Item is Acceptable. Meets Expectations.Some Revisions May Be
Required Now or in the Future. Component is present and
adequate. Small gaps are present that leave the reader with
questions. Any item scored at 2 must be addressed by the
learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component
is addressed clearly and comprehensively. No gaps are present
that leave the reader with questions. No changes required.
Dissertation Prospectus
Introduction
The Introduction section broadly describes the research topic
that will be addressed by the dissertation and why that focus is
worthy of further investigation. The introduction develops the
significance of the study by describing how the study is new or
different from other studies, how it addresses something that is
not already known or has not been studied before, or how it
extends prior research on the topic in some way. Using results,
4. societal needs, recommendations for further study, or needs
identified in three to five research studies (primarily from the
last 3-5 years), the learner identifies the stated need, or gap, for
the study. The reason it makes sense to focus on the last three
years at this stage is that those sources will still fall within the
five-year time frame when the dissertation has been completed.
Additionally, the most recent studies on the topic need to be a
focal point to show how the research is currently trending.
Learners and committee members should also note the following
information about the dissertation topic.
1. The College of Doctoral Studies recognizes the diversity of
learners in our programs and the varied interests in research
topics for their dissertations in the Social Sciences.
2. Dissertation topics must, at a minimum, be aligned to General
Psychology in the Ph.D. program, Leadership in the Ed.D.
Organizational Leadership program, Adult Instruction in the
Ed.D. Teaching and Learning program, Management in the DBA
program, and Counseling Practice, Counselor Education,
Clinical Supervision or Advocacy/Leadership within the
Counseling field in the Counselor Education Ph.D. program.
3. If there are questions regarding appropriate alignment of a
dissertation topic to the program, the respective program chair
will be the final authority for approval decisions.
4. Specifically, although the College prefers a learner’s topic
align with the program emphasis, this alignment is not
“required.” The College will remain flexible on the learner’s
dissertation topic if it aligns with the degree program in which
the learner is enrolled. The Ph.D. program in General
Psychology does not support clinically-based research.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair Evaluation Score
(0-3)
Reviewer Score
5. (0-3)
Introduction
This section briefly overviews the research focus or problem,
why this study is worth conducting, and how this study will be
completed.
The recommended length for this section is two to three
paragraphs.
1. Dissertation topic is introduced along with why the study is
needed.
2. Provides a summary of results from the prior empirical
research on the topic.
3. Using results, societal needs, recommendations for further
study, or needs identified in three to five research studies
(primarily from the last three years), the learner identifies the
stated need, called a gap.
4. Section is written in a way that is well structured, has a
logical flow, uses correct paragraph structure, uses correct
sentence structure, uses correct punctuation, and uses correct
APA format.
NOTE: This Introduction section elaborates on the Topic from
the 10 Strategic Points. This Introduction section provides the
foundation for the Introduction section in Chapter 1 of the
Proposal.
Reviewer Comments:
6. Background of the Problem
The Background of the Problem section of the prospectus uses
the literature to provide the reader with the identification and
statement of the research gap and problem the study will
address. The first part of the Background to the Problem section
includes a brief discussion demonstrating how the gap has been
established based on what is known, and not known, in the
literature. This should include a clear statement informing the
reader of the gap. The second part of this section presents a
brief historical perspective of when the problem started and how
it has evolved over time.
The gap. GCU defines the gap as a need or opportunity based on
the existing body of recent empirical literature. “Recent”
empirical literature refers to empirical research articles or
dissertations within five years from date of defense. In other
words, the gap for the dissertation is the difference between
what is known in a field of research and what is not yet known,
i.e., what researchers suggest ‘needs’ to be known (that is,
needs to be studied), but which is not yet known.
What is not a gap. A gap is not defined as research on a topic
for which there is no related research in the existing body of
literature (see Grand Canyon University [GCU], 2017). That is,
the absence of literature in and of itself does not constitute a
gap. Furthermore, a personal agenda or an interesting idea is not
sufficient rationale to establish a gap.
How to establish the gap. The gap is created by synthesizing the
literature related to a societal need and/or broad topic. The
stated need is defined from the literature from recent years,
usually within the last 3-5 years. There are a variety of ways to
synthesize the literature to define the gap. Below is a set of
steps that may be used:
First, explore original literature on this “societal” issue or big
problem to determine what researchers have discovered and
7. what still needs to be discovered. Then compare and contrast
the original literature on this problem and provide an
overarching summary of the current state of literature
surrounding this problem.
Second, while exploring the original literature, identify the
broad topics and problems researched. Explore the evolution of
the research on the problem. How did the focus change? What
findings emerged from these studies?
Third, describe the research from the past 2 to 3 years to
discover what has been discovered, and elaborate to discuss
what still needs to be researched or discovered. Discuss the
trends and themes that emerged. What has been discovered?
What do researchers say still needs to be researched or
discovered?
Fourth, define the proposed topic and problem statement, given
the syntheses of recent studies, trends, limitations, and defined
future research needs.
Once the learner has established a gap from recent empirical
literature, the gap then determines the research problem, which
will be covered in the Problem Statement section of the
prospectus. The research problem establishes how studying this
gap will benefit society and/or professional needs. That is, the
problem statement addresses the gap. The problem should be
discussed as applicable beyond the local setting and contributes
to societal, disciplinary, and/or professional needs. The studies
referenced should help to justify the need for the specific
research study. For further information see GCU (2017) and the
DC Network for resources on finding the gap.
Evolution of problem. The second part of the Background of the
Problem section should include a very short historical
description of when the problem started and how it has evolved
over time. This section will be further elaborated in Chapter 2
of the proposal, the literature review. This section must include
citations from the past 3-5 years of the literature that clearly
present evidence defining the current problem or opportunity
that needs to be further researched.
8. Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Background of the Problem
This section uses the literature to provide the reader with a
definition and statement of the research gap and problem the
study will address. This section further presents a brief
historical perspective of when the problem started and how it
has evolved over time.
The recommended length for this section is two-three
paragraphs.
1. Includes a brief discussion demonstrating how literature has
established the gap and a clear statement informing the reader
of the gap.
2. Discusses how the “need” or “defined gap” has evolved
historically into the current problem or opportunity to be
addressed by the proposed study (citing seminal and/or current
research).
3. ALIGNMENT: The problem statement for the dissertation
will be developed from and justified by the “need” or “defined
gap” that is described in this section and supported by the
empirical research literature published within the past 3-5 years.
9. 4. Section is written in a way that is well structured, has a
logical flow, uses correct paragraph structure, uses correct
sentence structure, uses correct punctuation, and uses correct
APA format.
NOTE: This Background of the Problem section uses
information from the Literature Review in the 10 Strategic
Points. This Background of the Problem section becomes the
Background of the Study in Note, this section develops the
foundation for Chapter 1 in the Proposal. It is then expanded to
develop the comprehensive Background to the Problem section
and Identification of the GAP sections in Chapter 2 (Literature
Review) in the Proposal.
Reviewer Comments:
Theoretical Foundations/Conceptual Framework and Review of
the Literature/Themes
The Theoretical Foundations section of the prospectus provides
a big picture of the theory(ies) or conceptual models that will
provide the foundation for the study and addressing the problem
statement. The preliminary Review of the Literature/Themes
section defines and describes the major topics or themes related
to the dissertation topic. The Theoretical Foundations, as well
as, the problem statement helps to define the Research
Questions.
Theoretical foundations/conceptual framework. This section
names and describes the theory(s) or model(s) that will provide
the Theoretical Foundation/Conceptual Framework for the
research study. Additionally, it describes their relevance to the
proposed study topic and the stated problem that came out of
the Background section. Citations from seminal and/or other
sources are provided to justify the selected theory(s) or
10. model(s). Seminal sources are ordinarily significantly older
than 5 years (consider, for example, such seminal thinkers as
Piaget or Vygotsky). For a quantitative study, it should provide
the theory or model for each variable as well the rationale for
studying the relationship between the variables. For a
qualitative study, it should discuss how the theories or models
are relevant to understanding the phenomenon.
Review of the literature/themes. This section on the Review of
the Literature/Themes provides a bulleted list of the major
themes you have synthesized from the literature related to the
research topic and problem statement for the dissertation. Each
theme should have a one-two sentence summary that describes
the theme and its relevance to the dissertation research problem.
Include at least two empirical research citations from the past 3-
5 years for each theme. The analysis of the literature review is
fundamental to identifying the gap (GCU, 2017). For example,
list the themes that will be used as organizers for the larger
literature review in Chapter 2. See below:
Theme 1. Write a few sentences here to describe the theme and
include appropriate citations.
Theme 2. Write a few sentences here to describe the theme and
include appropriate citations.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(s) or model(s) that provide the
foundation for the research. This section should present the
theory(s) or models(s) and explain how the problem under
investigation relates to the theory or model. The theory(s) or
models(s) guide the research questions and justify what is being
11. measured (variables) as well as how those variables are related
(quantitative) or the phenomena being investigated (qualitative).
Review of the Literature/Themes
This section provides a broad, balanced overview of the existing
literature related to the proposed
research topic. It describes the literature in related topic areas
and its relevance to the proposed research topic findings,
providing a short 3-4 sentence description of each theme and
identifies its relevance to the research problem supporting it
with at least two citations from the empirical literature from the
past 3-5 years.
The recommended length for this section is 1 paragraph for
Theoretical Foundations and a bulleted list for Literature
Themes section.
1. Theoretical Foundationssection identifies the theory(s),
model(s) relevant to the variables (quantitative study) or
phenomenon (qualitative study). This section should explain
how the study topic or problem coming out of the “need” or
“defined gap” in the as described in the Background to the
Problem section relates to the theory(s) or model(s) presented in
this section. (One paragraph)
2. Review of the Literature Themes section: This section is a
bulleted list of the major themes or topics related to the
research topic. Each theme or topic should have a one-two
sentence summary.
3. ALIGNMENT: The Theoretical Foundations models and
theories need to be related to and support the problem statement
or study topic. The sections in the Review of the Literature are
12. topical areas needed to understand the various aspects of the
phenomenon (qualitative) or variables/groups (quantitative)
being studied; to select the design needed to address the
Problem Statement; to select surveys or instruments to collect
information on variables/groups; to define the population and
sample for the study; to describe components or factors that
comprise the phenomenon; to describe key topics related to the
study topic, etc.
4. Section is written in a way that is well structured, has a
logical flow, uses correct paragraph structure, uses correct
sentence structure, uses correct punctuation, and uses correct
APA format.
NOTE: The two parts of this section use information about the
Literature Review and Theoretical Foundations/Conceptual
Framework from the 10 Strategic Points.
This Theoretical Foundations section is expanded upon to
become the Theoretical Foundations section in Chapter 2
(Literature Review). The Theoretical Foundations and the
Literature Review sections are also used to help create the
Advancing Scientific Knowledge/Review of the Literature
section in Chapter 2 (Literature Review).
Reviewer Comments:
Problem Statement
This section of the Prospectus evolves from the Background to
the Problem section above. The Problem Statement section
begins with a declarative statement of the problem under study,
such as “It is not known if and to what degree/extent/if there is
a difference...” (quantitative) or “It is not known how or why
…” (qualitative). Questions to consider when writing the
13. problem include:
1. What is the need in the world or gap in the literature that this
problem statement addresses?
What is the real issue that is affecting society, students, or
organizations?
At what frequency is the problem occurring?
What is the extent of human suffering that the problem
produces?
Why has the problem received lack of attention in the past?
What does the literature and research say about the problem that
can and should be addressed at this time?
What are the negative outcomes that this issue is addressing?
After the short declarative problem statement, this section then
describes the general population affected by the problem. Then,
the learner needs to address the importance, scope, or
opportunity for solving the problem and/or the importance of
addressing the problem. This section ends with a description of
the unit of analysis.
For qualitative studies, this describes how the phenomena will
be studied. The unit of analysis can be, for example,
individuals, group(s), case unit(s), community, organization(s),
processes, or institution(s). The unit of analysis bounds how the
researcher will study the phenomena.
For quantitative studies, the unit of analysis needs to be defined
in terms of the variable structure (conceptual, operational, and
measurement). At the operational level, the unit of analysis gets
determined and defined by (and must align with) the research
question/problem statement.
· The conceptual level of a variable in a school setting may be,
for example, student achievement. The operational level of the
variable may be student performance in social studies. The
measurement level for the variable may be individual student
scores on the high stakes test, or percentage of overall students
passing the test (at the school level).
Criteria
14. Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Problem Statement
This section includes the problem statement, the population
affected, and how the study will contribute to solving the
problem.
The recommended length for this section is one paragraph.
1. States the specific problem proposed for research with a clear
declarative statement.
Describes the population of interest affected by the problem.
The general population refers to all individuals that could be
affected by the study problem.
Describes the unit of analysis.
For qualitative studies this describes how the phenomenon will
be studied. This can be individuals, group, or organization
under study.
For quantitative studies, the unit of analysis needs to be defined
in terms of the variable structure (conceptual, operational, and
measurement).
Discusses the importance, scope, or opportunity for the problem
and the importance of addressing the problem.
15. The problem statement is developed based on the need or gap
defined in the Background to the Study section.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section elaborates on the Problem Statement from
the 10 Strategic Points. This section becomes the foundation for
the Problem Statement section in Chapter 1 and other Chapters
where appropriate in the Proposal.
Reviewer Comments:
Purpose of the Study
The Purpose of the Study provides a reflection of the problem
statement and identifies how the study will be accomplished.
The section begins with a declarative statement, “The purpose
of this study is….” Included in this statement are also the
research design, target population, variables (quantitative) or
phenomena (qualitative) to be studied, and the geographic
location. Further, the section clearly defines the variables,
relationship of variables, or comparison of groups for
quantitative studies. For qualitative studies, this section
describes the nature of the phenomena to be explored.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
16. (0-3)
PURPOSE OF THE STUDY
This section reflects what the study is about, connecting the
problem statement, methodology & research design, target
population, variables/phenomena, and geographic location.
The recommended length for this section is one paragraph.
1. Begins with one sentence that identifies the research
methodology and design, target population, variables
(quantitative) or phenomena (qualitative) to be studied and
geographic location.
Quantitative Studies: Defines the variables and relationship of
variables.
Qualitative Studies: Describes the nature of the phenomena to
be explored.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section elaborates on information in the Purpose
Statement from the 10 Strategic Points. This section becomes
the foundation for the Purpose of the Study section in Chapter 1
and other Chapters where appropriate in the Proposal.
Reviewer Comments:
Research Questions and/or Hypotheses
This section narrows the focus of the study and specifies the
17. research questions to address the problem statement. Based on
the research questions, it describes the variables or groups and
their hypothesized relationship for a quantitative study or the
phenomena under investigation for a qualitative study. The
research questions and hypotheses should be derived from, and
are directly aligned with, the problem statement and theoretical
foundation (theory(s) or model(s).
If the study is qualitative, state the research questions the study
will answer, and describe the phenomenon to be studied.
Qualitative studies require a minimum of two research
questions. If the study is quantitative, state the research
questions the study will answer, identify the variables, and state
the hypotheses (predictive statements) using the format
appropriate for the specific design. For quantitative studies, the
research questions align with the purpose statement. Note: GCU
requires a minimum of two research questions for a quantitative
study.
In a paragraph prior to listing the research questions or
hypotheses, include a discussion of the research questions,
relating them to the problem statement. Then, include a leading
phrase to introduce the questions such as: The following
research questions guide this qualitative study:
RQ1:This is an example of how to format a qualitative research
question should align within the text of the manuscript. Indent
.25 inches from the left margin. Text that wraps around to the
next line is indented using the Hanging Indent feature at 0.5”.
This style has been set up in this template and is called “List
RQ.” (It is the same as that in the proposal and dissertation
template v8.x).
RQ2:Add a research question here following the format above.
Additional research questions should follow the same format.
Or, for a quantitative study the research questions are formatted
as below. The following research question and hypotheses guide
this quantitative study:
RQ1:This is an example of how a quantitative research
questions and hypotheses should align within the text of the
18. manuscript. The style has already been set up and is called “List
RQ.” The preferences for that style are: Indent .25 inches from
the left margin. Text that wraps around to the next line is
indented using the Hanging Indent feature at .5”.
H10:The null hypothesis that aligns to the research question is
listed here. The null hypotheses always precede the alternative
hypothesis.
H1a:The alternative hypothesis that aligns to the research
question and null hypothesis is listed here. Repeat this pattern
for each quantitative research question and associated
hypotheses.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
Research Question(s) and/or Hypotheses
· The recommendation is a minimum of two research questions
along with related hypotheses and variables is required for a
quantitative study.
· Also recommended is a minimum of two research questions
along with the phenomenon description is required for a
qualitative study.
· Put the Research Questions in the appropriate Table in
Appendix B based on whether the study is qualitative or
quantitative.
The recommended length for this section is a list of research
questions and associated hypotheses (quantitative)
1. Qualitative Studies: States the research question(s) the study
will answer and describes the phenomenon to be studied.
Quantitative Studies: States the research questions the study
will answer, identifies and describes the variables, and states
the hypotheses (predictive statements) using the format
19. appropriate for the specific design and statistical analysis.
Alignment: The research questions are based on both the
Problem Statement and Theoretical Foundation model(s) or
theory(s). There should be no research questions that are not
clearly aligned to the Problem Statement.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section elaborates on the information about
Research Questions) & Hypothesis/variables or Phenomena
from the 10 Strategic Points. This section becomes the
foundation for the Research Question(s) and/or Hypotheses
section in Chapter 1 in the Proposal.
Reviewer Comments:
Advancing Scientific Knowledge and Significance of the Study
The Advancing Scientific Knowledge and Significance of the
Study section reiterates the “gap” or “need” in the literature that
was used to define the problem statement and develop the
research questions. Further, it describes how the study will
address the “gap” or “identified need.” The section describes
how the research fits with, or will build on/add to the results of
other studies on the topic and how those results will contribute
to or advance the current literature or body of research.
Although this advancement may be a small step forward in a
line of current research, it must add to the current body of
knowledge and align to the learner’s program of study. The
20. section also discusses the implications of the potential results
based on the research questions and problem statement,
hypotheses, or the investigated phenomena. Further, it describes
the potential practical applications from the research for the
community of interest. The section identifies the theory(ies) or
model(s) that provide the theoretical foundations or conceptual
frameworks for the study. Finally, it connects the study directly
to the theory and describes how the study will add or extend the
theory or model.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
ADVANCING SCIENTIFIC KNOWLEDGE and
SIGNIFICANCE OF THE STUDY
This section reiterates the gap or need in the literature and
states how the study will address the gap or need and how the
research will contribute to the literature, practical implications
to the community of interest, and alignment with the program of
study.
The recommended length for this section is one to two
paragraphs, providing a brief synopsis of each criteria listed
below which will be expanded in the proposal.
1. Clearly identifies the “gap” or “need” in the literature that
was used to define the problem statement and develop the
research questions. (citations required)
Describes how the study will address the “gap” or “identified
need” defined in the literature and contribute to /advance the
body of literature. (citations required)
21. Describes the potential practical applications from the research.
(citations required)
Identifies and connects the theory(ies) or model(s) that provide
the theoretical foundations or conceptual frameworks for the
study. (citations required)
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section builds on information about the Literature
review and Theoretical Foundations sections in the 10 Strategic
Points. This section becomes the foundation for the Theoretical
Foundations section in Chapter 2
Reviewer Comments:
Rationale for Methodology
The Rationale for Methodology section clearly justifies the
methodology the researcher plans to use for conducting the
study. It argues how the methodological choice (quantitative or
qualitative) is the best approach to answer the research
questions and address the problem statement. Finally, it
contains citations from textbooks and articles on research
methodology and/or articles on related studies to provide
22. evidence to support the argument for the selected methodology.
For qualitative designs, this section describes the phenomenon
to be studied. For quantitative designs, this section identifies
and describes the variables, and states the hypotheses
(predictive statements) using the format appropriate for the
specific design. Finally, this section includes a discussion of the
research questions, relating them to the problem statement. This
section should illustrate how the selected methodology is
aligned with the problem statement, providing additional
context for the study.
Note, learners often confuse this section with the research
design for their study. The methodology section focuses on the
key attributes of the methodology (qualitative and quantitative)
cited from research sources, and the reason it is best suited to
answer the research questions. After describing the critical
attributes of the methodology, the learner should then discuss
how those attributes align with the proposed study. Justification
of the methodology requires the learner to go beyond listing the
attributes of the methodology, but to also tell why those
attributes are a best or appropriate fit for their stated problem
and research questions in the study. The discussion must
include why one methodology is well suited to the study and the
other is not.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Rationale for Methodology
The Rationale for Methodology section clearly justifies the
methodology the researcher plans to use for conducting the
study. It argues how the methodological choice (quantitative or
qualitative) is the best approach to answer the research
questions and address the problem statement. Finally, it
23. contains citations from textbooks and articles on research
methodology and/or articles on related studies to provide
evidence to support the argument for the selected methodology.
The recommended length for this section is one paragraph.
1. Identifies the specific research methodology for the study.
Justifies the methodology to be used for the study by discussing
why it is an appropriate approach for answering the research
question(s) and addressing the problem statement.
Quantitative Studies: Justify in terms of problem statement and
the variables for which data will be collected.
Qualitative Studies: Justify in terms of problem statement and
phenomenon.
Uses citations from seminal (authoritative) sources (textbooks
and/or empirical research literature) to justify the selected
methodology. Note:Introductory or survey research textbooks
(such as Creswell) are not considered seminal sources.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section elaborates on the Methodology and Design
in the 10 Strategic Points.This section becomes the foundation
24. for the Research Methodology in Chapter 1 of the Proposal and
the basis for developing Chapter 3, Research Methodology.
Reviewer Comments:
Nature of the Research Design for the Study
This section describes the specific research design to answer the
research questions and why that approach to the design of the
study was selected. Here, the learner discusses why the selected
design is the best design to address the problem statement and
research questions as compared to other designs. This section
contains a description of the research sample being studied, as
well as, the process that will be used to collect the data on the
sample. This means that the learner briefly describes the data
collection instruments/sources or materials and how they will be
administered.
The design section succinctly conveys the particular design
research approach to answer the research questions and/or test
the hypotheses. Note, learners often confuse this section with
the research methodology for their study. This section focuses
on the key attributes of the design, which is a subset of the
methodology. Here the learner needs to discuss 3 to 5 key
attributes of the design, cited from research sources. After
describing the critical attributes of the design, the learner
should then discuss how these attributes align with the proposed
study. Justification of the design requires the learner to go
beyond listing the attributes of the design, but to also tell why
those attributes are a best or appropriate fit for their stated
problem and study. In addition, the learner needs to discuss why
other designs (also subsets of the methodology) were not
selected, and why those were not best suited to answering the
research questions and the problem statement.
Criterion Score
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
25. (0-3)
Nature of the Research Design for the Study
This section describes the specific research design to answer the
research questions and why this approach was selected. Here,
the learner discusses why the selected design is the best design
to address the problem statement and research questions as
compared to other designs. This section contains a description
of the research sample being studied, as well as, the process that
will be used to collect the data on the sample.
The recommended length for this section is two to three
paragraphs and must address each criterion.
1. Identifies and describes the selected design for the study.
Justifies why the selected design addresses the problem
statement and research questions.
Quantitative Studies: Justifies the selected design based on the
appropriateness of the design to address the research questions
and data for each variable.
Qualitative Studies: Justifies the selected design based on
appropriateness of design to address research questions and
study the phenomenon.
Briefly describes the target population and sample for the study.
Identifies the sources and instruments that will be used to
collect data needed to answer the research questions.
26. Briefly describes data collection procedures to collect data on
the sample.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section also elaborates on the Design portion of the
Methodology and Design section in the 10 Strategic Points. This
section provides the foundation for Nature of the Research
Design for the Study in Chapter 1.
Reviewer Comments:
Research Materials, Instrumentation, OR Sources of Data
This section identifies and describes the types of data that will
be collected, as well as the specific research materials,
instruments, and sources used to collect those data (tests,
questionnaires, interviews, data bases, media, etc.). Use the
“Instrumentation” heading for a quantitative study. Use the
“Sources of Data” heading for qualitative research. Use the
“Research Materials” heading is using materials for experiments
that use materials other than instruments.
Quantitative instruments or research materials. For quantitative
studies, make sure to discuss, in detail, the specific research
materials, instrument(s), or source (such as databases) to collect
data for each variable or group. Discuss how the instrument was
developed and constructed, the validity and reliability of the
instrument, the number of items or questions included in the
survey, the calculation of the scores, and the scale of
measurement of data obtained from the instrument. Learners
must also obtain all appropriate use permissions from
instrument authors. Please note that GCU strongly recommends
27. against developing or modifying instruments for quantitative
studies, because modifications can change the validation of the
instrument. Permission to make modifications must be obtained
from the assistant dean.
For quantitative studies, distinguish between the validated
instruments and the questions added by the researcher. The
latter have to be justified as (1) data for one or more variables
of interest in the study (included in the analysis), or (2) data
needed for the sample profile (must be relevant to the topic), or
(3) combination of both. Separate appendices required for each
instrument; the validated instruments (or watermarked samples
thereof) have to be accompanied by authors' or vendors'
permission to use.
Information required for quantitative validated instruments:
1. Number and labels of scales (and subscales);
1. Number or items per scale (and subscale);
1. Type of scale / data (e.g., Likert scales produce technically
ordinal data--ONLY SOME have a format that allows for
APPROXIMATION to continuous data--required justification of
approximation, with references);
1. Method of data aggregation (e.g., for continuous scales: sum
vs. mean vs. other mathematical formula).
Learners doing a quantitative study should refer to the
dissertation template for further details.
Qualitative sources of data. For qualitative studies, the learner
often uses data sources other than instruments. Learners will
most likely develop their own interview or focus group guide,
observation checklist, or other protocol when conducting a
qualitative study. Sources of data may also include databases,
journals, participant drawings, questionnaires, surveys,
photographs, documents, artifacts, and media. Learners must
describe in detail the process and information used to develop
the qualitative protocols or instrument, including the research
literature, theory(ies), or expert in the field used to develop and
justify the questions. Additionally, learners must describe how
the validity and reliability of the instrument were established if
28. using a validated instrument as a source of data for a qualitative
study, and demonstrate trustworthiness for researcher-developed
interview protocols, questionnaires, and observations forms,
which should include an expert panel review (the expert panel
to be identified by the learner to include people knowledgeable
in qualitative methodology and the domain of study). Finally,
learners should field test the interview protocol(s). Field testing
means that the learner should select 2-3 individuals who match
the selection criteria of the target population, but who will not
be in the sample; the information collected during the field test
may not be included in the results of the study. The outcome of
the field test is to edit or tweak the questions in the protocol.
Field tests differ from pilot tests, the latter requires full IRB
approval.
Criterion Score
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
RESEARCH MATERIALS, INSTRUMENTATION, OR
SOURCES OF DATA
This section identifies and describes the types of data that will
be collected, as well as the specific research materials,
instruments, and sources used to collect those data (tests,
surveys, validated instruments, questionnaires, interview
protocols, databases, media, etc.).
The recommended length for this section is one to two
paragraphs. Note: this section can be set up as a bulleted list.
Quantitative- Instruments/Research Materials:
Provides a bulleted list of the instrumentation and/or materials
for data collection.
Describes the survey instruments or equipment/materials used
(experimental research), and specifies the type and level of data
29. collected with each instrument.
Includes citations from original publications by instrument
developers (and subsequent users as appropriate) or related
studies.
Qualitative - Sources of Data:
Describes the structure of each data collection instrument and
data sources (tests, questionnaires, interview protocols,
observations databases, media, etc.).
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section elaborates on the Data Collection from the
10 Strategic Points.
This information is summarized high level in Chapter 1 in the
Proposal in the Nature of the Research Design for the Study
section. This section provides the foundation for Research
Materials,Instrumentation (quantitative) or Sources of Data
(qualitative) section in Chapter 3.
Reviewer Comments:Data Collection
This section details the process and procedures used to collect
the data. In this section, learners should describe the step-by-
step procedures used to carry out all the major steps for data
collection for the study in a way that would allow another
researcher to conduct or replicate the study. Note: Learners
often do not develop this section adequately. Start with site
authorization from the organization where data will be
collected, then move to IRB approval. Consider how you will
30. gain initial contact with the site and participants, how you will
explain the purpose and participation requirements for the
study, how you will get informed consent all the way to actual
data collection. Include specific steps and the sequence for
collecting data for each variable, source of data, or research
material.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
DATA COLLECTION AND MANAGEMENT
This section details the data collection process and procedures
so that another researcher could conduct or replicate the study.
It includes authorizations and detailed steps.
The recommended length for this section is a bullet or numbered
list of data collection steps that should not exceed one page.
Quantitative Studies: Lists steps for the actual data collection
that would allow replication of the study by another researcher,
including how each instrument or data source was used, how
and where data were collected, and recorded. Includes a linear
sequence of actions or step-by-step of procedures used to carry
out all the major steps for data collection. Includes a workflow
and corresponding timeline, presenting a logical, sequential,
and transparent protocol for data collection that would allow
another researcher to replicate the study.
Data from different sources may have to be collected in parallel
(e.g., paper-and-pen surveys for teachers, corresponding
students, and their parents AND retrieval of archival data from
the school district). A flow chart is ok—"linear" may not apply
to all situations
Qualitative Studies: Provides detailed description of data
collection process, including all sources of data and methods
used, such as interviews, member checking, observations,
31. surveys, field tests, and expert panel review. Note: The
collected data must be sufficient in breadth and depth to answer
the research question(s) and interpreted and presented correctly,
by theme, research question, and/or source of data.
Describes the procedures for obtaining participant informed
consent and for protecting the rights and well-being of the study
sample participants.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE:This section elaborates on the Sample and Location and
Data Collection in the 10 Strategic Points. This section provides
the foundation for the Data Collection Procedures section in
Chapter 3 in the Proposal. And it is summarized high level in
Chapter 1 in Nature of the Research Design for the Study in the
Proposal.
Reviewer Comments:
Data Analysis Procedures
This section provides a step-by-step description of the
procedures to be used to conduct the data analysis. The key
elements of this section include the process by which raw data
will be prepared for analysis and then subsequently analyzed.
Criteria
32. Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
DATA ANALYSIS PROCEDURES
This section provides detailed steps for the analytic procedures
to be used to conduct data analysis.
The recommended length for this section is one to two
paragraphs, can also be presented in bulleted format.
Describes in detail the relevant data collected for each stated
research question and/or each variable within each hypothesis
(if applicable).
Quantitative Studies: "In detail" means scales (and subscales) of
specified instruments AND type of data for each variable of
interest. IMPORTANT: For (quasi) experimental studies,
provide detailed description of all treatment materials per
treatment condition, as part of the description of the
independent variable corresponding to the experimental
manipulation.
What: Describes, in detail, statistical and non-statistical
analysis to be used and procedures used to conduct the data
analysis.
Quantitative Studies: (1) describe data file preparation
(descriptive statistics used to check completeness and accuracy;
for files from different sources, possibly aggregating data to
obtain a common unit of analysis in all files, necessarily
merging files (using the key variable defining the unit of
analysis); (2) computation of statistics for the sample profile;
(3) computation of (subscales and) scales; (4) reliability
analysis for all scales and subscales; (5) computation of
33. descriptive statistics for all variables of interest in the study
(except those already presented in the sample profile); (6) state
and justify all statistical procedures ("tests") needed to generate
the information to answer all research questions; and (7) state
assumptions checks for all those statistical procedures
(including the tests and / or charts to be computed).
Qualitative Studies: This section begins by identifying and
discussing the specific analysis approach or strategy, followed
by a discussion of coding procedures to be used. Note: coding
procedures may be different for Thematic Analysis, Narrative
Analysis, Phenomenological Analysis, or Grounded Theory
Analysis.
Why: Provides the justification for each of the (statistical and
non-statistical) data analysis procedures used in the study.
Show Steps that Support Evidence
Quantitative Analysis - states the level of statistical
significance for each test as appropriate, and describes tests of
assumptions for each statistical test.
Qualitative Analysis - evidence of qualitative analysis
approach, such as coding and theming process, must be
completely described and included the analysis /interpretation
process. Clear evidence from how codes moved to themes must
be presented.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
34. format.
NOTE: This section elaborates on the Data Analysis from the 10
Strategic Points.This section provides the foundation for Data
Analysis Procedures section in Chapter 3 in the Proposal.
Reviewer Comments:
Ethical Considerations
This section of the prospectus discusses the anticipated ethical
issues surrounding the research including how human subjects
and data will be protected. This section should also reference
how site authorization will be obtained and the necessary IRB
approval(s) required to conduct the research, the subject
recruiting and informed consent processes. Read the criterion
table carefully for required components to be included in this
section.
Criteria
Learner Self-Evaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
Ethical Considerations
This section discusses the potential ethical issues surrounding
the research, as well as how human subjects and data will be
protected. It identifies how any potential ethical issues will be
addressed.
The recommended length for this section is one paragraph.
1. Describes site authorization process, subject recruiting, and
35. informed consent processes.
2. Describes how the identities of the participants in the study
and data will be protected.
3. Discusses potential ethical concerns that might occur during
the data collection process.
4. ALIGNMENT: Ethical considerations are clearly aligned
with, and relate directly to the specific Data Collection
Procedures. This section also identifies ethical considerations
related to the target population being researched and
organization or location as described in the Purpose Statement
section.
Section is written in a way that is well structured, has a logical
flow, uses correct paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses correct APA
format.
NOTE: This section does not include information from any of
the 10 Strategic Points.
This section provides the foundation for Ethical Considerations
section in Chapter 3 in the Proposal.
Reviewer Comments:
36. References
Russell, B.H., Wutich, A.Y., & Ryan, G.W. (2017). Analyzing
qualitative data: Systematic approaches (second edition).
Thousand Oaks, CA: Sage Publications.
Grand Canyon University (Ed.). (2017). GCU doctoral research:
Writing the research prospectus. Retrieved from:
http://lc.gcumedia.com/res880/gcu-doctoral-research-writing-
the-research-prospectus/v1.1/
Appendix A
The 10 Strategic Points for the Prospectus, Proposal, and
Dissertation
Introduction
In the Prospectus, Proposal and Dissertation there are 10 key or
strategic points that need to be clear, simple, correct, and
aligned to ensure the research is doable, valuable, and credible.
These points, which provide a guide or vision for the research,
are present in almost any research. They are defined within this
10 Strategic Points document. You should include an updated,
aligned 10 Strategic Points in this appendix for your chair and
methodologist to reference. Below are the instructions for
constructing a 10 Strategic Points for your reference.
The 10 Strategic Points
The 10 strategy points emerge from researching literature on a
topic that is based on, or aligned with, the defined need in the
literature as well as the learner’s personal passion, future career
purpose, and degree area. The 10 Strategic Points document
includes the following 10 key or strategic points that define the
research focus and approach:
1. Topic—Provides a board research topic area/title.
1. Literature review—Lists primary points for four sections in
the Literature Review: (a) Background of the problem/gap and
the need for the study based on citations from the literature; (b)
Theoretical foundations (models and theories to be foundation
for study); (c) Review of literature topics with key theme for
each one; (d) Summary.
37. 1. Problem statement—Describes the problem to address
through the study based on defined needs or gaps from the
literature.
1. Sample and location—Identifies sample, needed sample size,
and location (study phenomena with small numbers and
variables/groups with large numbers).
1. Research questions—Provides research questions to collect
data to address the problem statement.
1. Hypothesis/variables or Phenomena—Provides hypotheses
with variables for each research question (quantitative) or
describes the phenomena to be better understood (qualitative).
1. Methodology and design—Describes the selected
methodology and specific research design to address problem
statement and research questions.
1. Purpose statement—Provides a one-sentence statement of
purpose including the problem statement, methodology, design,
population sample, and location.
1. Data collection—Describes primary instruments and sources
of data to answer research questions.
1. Data analysis—Describes the specific data analysis
approaches to be used to address research questions.
The Process for Defining the Ten Strategic Points
The order of the 10 strategic points listed above reflects the
order in which the work is done by the learner. The first five
strategic points focus primarily on defining the focus for the
research based on a clearly defined need or gap from the
literature as well as the learner’s passion, purpose and specialty
area focus. First, a learner identifies a broad topic area to
research for their dissertation based on a clearly defined need or
gap from the literature—that they are interested in because it is
based on their personal passion, future career purpose, and
degree being pursued. Second, the learner completes a review of
the literature to define the need or gap they will address, the
theories and models that will provide a foundation for their
research, related topics that are needed to demonstrate their
expertise in their field, and define the key strategic points
38. behind their proposed research. Third, the learner develops a
clear, simple, one- sentence problem statement that defines the
problem, or gap, that will be addressed by the research. Fourth,
the learner identifies some potential population samples they
would have access to in order to collect the data for the study,
considering the fact the quantitative study sample sizes need to
be much larger than those for qualitative studies. Fifth, the
learner develops a set of research questions that will define the
data needed to address the problem statement.
Based on the above five strategic points the learner now defines
the key aspects of the research methodology through the last
five strategic points. Sixth, the learner either describes the
phenomena to be studied (if it is a qualitative study), or
develops a set of hypotheses (matching the research questions)
that defines the variables that will be the focus for the research
(if it is a quantitative study). Seventh, the learner determines if
the study will be qualitative, quantitative based on (a) the best
approach for the research, (b) the size of the sample they can
get permission to access, (c) availability of data collection tools
and sources, and (d) time and resources to conduct the study.
Additionally, they select the best design approach considering
these same factors. Eighth, the learner develops a purpose
statement by integrating the problem statement, methodology,
design, sample, and location. Ninth, the learner identifies the
data they will need to collect to address the research questions
or hypotheses and how they will collect the data (e.g.,
interviews, focus groups, observations, tested and validated
instruments or surveys, data bases, public media, etc.) Tenth,
they identify the appropriate data analysis, based on their
design, to be used to answer their research questions and
address their problem statement.
Criteria for Evaluating the Ten Strategic Points: Clear, Simple,
Correct and Aligned
When developing research, it is important to define the 10
strategic points so they are simple,clear, and correct in order to
ensure anyone who reviews them will easily understand them. It
39. is important to align all of the 10 strategic points to ensure it
will be possible to conduct and complete the research. The
problem statement must come out of the literature. The research
questions must collect the data needed to answer the problem
statement. The methodology and design must be appropriate for
the problem statement and research questions. The data
collection and data analysis must provide the information to
answer the research questions (qualitative) or test the
hypotheses (quantitative). Developing the 10 Strategic Points as
a two to three-page document can help ensure clarity,
simplicity, correctness, and alignment of each of these ten key
or strategic points in the prospectus, proposal, and dissertation.
Developing these 10 strategic points on a two to three-page
document also provides an easy-to-use use template to ensure
the 10 strategic points are always worded the same throughout
the prospectus, proposal, and dissertation.
Appendix B
Variables/Groups, Phenomena, and Data Analysis
Instructions: Complete the applicable table to assist with your
research design. Use Table 1 for quantitative studies. Use Table
2 for qualitative studies. This table is intended to define how
you will collect and analyze the specific data for each research
question (qualitative) and each variable (quantitative). Add
additional rows to your table if needed.
Table 1
Quantitative Studies
Research Questions:
State the research Questions
Hypotheses:
State the hypotheses to match each Research question
List of Variables/Groups to Collect Data For:
Independent and Dependent Variable(s)
Instrument(s)
To collect data for each variable
40. Analysis Plan
Data analysis approach to (1) describe data and (2) test the
hypothesis
1.
2.
3.
Table 2
Qualitative Studies
Research Questions: State the Research Questions that will be
used to collect data to understand the Phenomenon being
studied
Phenomenon:
Describe the overall phenomenon being studied by the research
questions
Sources of Data:
Identify the specific approach (e.g., interview, observation,
artifacts, documents, database, etc.) to be used to collect the
data to answer each Research Question
Analysis Plan: Describe the specific approach that will be used
to (1) summarize the data and (2) analyze the data.
1.
42. Closing the Gap for
Women.pdf
4 | THE NEW REPUBLIC
ONE DAY IN 2012, Aileen Rizo, a math consultant in
the Fresno, California, education system, overheard
a recently hired male colleague talking about his
salary. Rizo was “floored,” she said, to learn that
although she had the same job title as he did, was
better educated, and had more experience, he
was paid more. After asking around, Rizo learned
that this was no coincidence: Several of her male
colleagues were earning significantly more than
her as well.
“I felt like I was part of a picture and someone cut
me out of the picture,” she said, describing what it
was like to realize she was being paid so much less.
“It was almost surreal.”
Still, Rizo figured it was a mix-up that could be
remedied. When she complained to Human Res-
ources, though, she was told that the county had relied
on her contract with her previous employer— she’d
been a schoolteacher in Arizona—to set her pay. “I
thought it was being used to confirm my employment
43. and years of experience,” she said. “I didn’t know
they were using the number for my salary.” When the
county refused to change her pay, Rizo sued, saying
the policy discriminated against women. In April
2017, the U.S. Court of Appeals for the Ninth Circuit
ruled against her, saying that companies could use
Closing the Wage Gap for Women
The case against employers asking what you made at your last
job
BY BRYCE COVERT
ILLUST R AT IO NS BY ALEX NABAU M
U.S. & THE WORLD
JULY/AUGUST 2018 | 5
prior salary to determine wages as long as it “was
reasonable and effectuated a business policy.”
There is nothing new about using previous salary
information to set pay. “That’s been around probably
as long as the job interview,” said Deborah Vagins,
a senior vice president at the American Association
of University Women. In a survey earlier this year,
80 percent of hiring managers and recruiters said
they relied on past salary to come up with an offer.
It might seem like a neutral practice, but it can per-
petuate the inequities that mean women and people
of color are paid less, on average, than white men.
Even women fresh out of college make less than
their male peers in their first jobs. If future pay is
44. based on previous earnings, then the original sin of
an initial hire taints a woman’s entire working life.
“If this disparity can begin from the moment you
go to your first job, and it follows you throughout
your career, it will never be rectified, and the wage
gap itself will never be rectified,” the District of
Columbia’s Representative Eleanor Holmes Norton,
a leading advocate to end the practice, told me.
Rizo wasn’t the first woman to challenge salary-
history policies in court. In 2000, 37 female employ-
ees at Boeing’s Puget Sound headquarters filed a class
action lawsuit against the company, alleging that its
use of pay history to determine their salaries was
among the factors that stopped them from advancing
within the company. (Boeing settled the suit and
agreed to use new methods to determine starting sal-
aries.) Within the last few years, the issue has made its
way into legislatures. In 2016, Massachusetts became
the first state to forbid employers from requesting
salary histories before they make an official job offer.
Since then, Connecticut, Delaware, Oregon, Vermont,
and Rizo’s home state of California have all passed
similar laws, while versions have been introduced in
Maine, New York, and Washington, D.C. New York
City and Salt Lake City have passed their own bills.
Major corporations have joined in: Amazon, Amer-
ican Express, Bank of America, Facebook, Google,
Starbucks, and Wells Fargo have all announced that
they will stop using prior pay to set compensation.
IT HAS BEEN illegal to pay women less than men
since 1963. So are salary-history statutes and new
hiring practices a solution to a problem that has
already been solved? Far from it. Women who work
full time still make, on average, 80 percent of what
45. men make, and women of color make even less. It
often falls to them to fix the gap by driving a harder
bargain with their bosses and, if that fails, to sue
employers if they aren’t paid fairly. Lawsuits take
time and cost money, however, and women often
lose. Salary-history bans, on the other hand, not
only give them more power in a negotiation, they
place the responsibility for ensuring fair pay where
it belongs: not on women and people of color, but
on the employers who perpetuate inequality.
This approach hasn’t always been successful. Illi-
nois’s governor, Bruce Rauner, last summer vetoed
a salary-history ban passed by the state legislature.
In Philadelphia, the first city to pass a salary-history
ban, a federal judge struck the law down because he
said it violated employers’ First Amendment rights.
Federal solutions, including proposed bills from
Representative Norton, which she introduced in
2016 and again in 2017, and the oft-revisited Pay-
check Fairness Act, have gone nowhere in Congress.
Critics, including commentators and academics,
draw a parallel between salary-history bans and the
shortcomings of laws that prevent employers from
asking about criminal histories. Studies have shown
that in places that have banned criminal history
questions, employers may simply assume that all
black men have records and end up offering them
fewer jobs as a result. The concern is that companies
will likewise undercut women in salary negotiations
based on the assumption that they all earn low pay.
One study found that women who refused to disclose
their salary histories during the hiring process did
indeed get lower offers than those who did.
46. But that study looked at a scenario where there was
no ban in place. A recent field experiment found that
employers who couldn’t see salary histories actually
did more individualized research into candidates, and
candidates were better able to bargain for higher start-
ing salaries. This suggests that the value of preventing
employers from asking about salary history extends
beyond women and people of color. All workers are
placed at a disadvantage when an employer knows
what they are already willing to work for—in other
words, how low they’ll go. Employers “can drive
the [salary] conversation down,” said Hannah Riley
Bowles, an expert in how gender influences pay ne-
gotiations at the Harvard Kennedy School.
The debate may be ongoing, but Rizo has won her
argument. In April, the Ninth Circuit reversed its earlier
decision. “Women are told they are not worth as much
as men,” Judge Stephen Reinhardt wrote. “Allowing
prior salary to justify a wage differential perpetuates
Number of states
with no equal pay
protections
2 (Mississippi, Alabama)
Number that have
passed salary-history
bans:
6 (California,
Connecticut, Delaware,
Massachusetts, Oregon,
Vermont)
47. Change in the amount
of money candidates
were able to get in
salary negotiations:
+9 percent
For every dollar a white
man makes, women
make:
87 cents (Asian)
79 cents (white)
63 cents (black)
54 cents (Hispanic)
Source: AAUW; Georgetown and
NYU Stern
The laws place the responsibility for ensuring fair
pay where it belongs: not on women and people of
color, but on employers who perpetuate inequality.
6 | THE NEW REPUBLIC
ROYALIST MANIA TRANSCENDS traditional political
divisions in the United States. Liberals, who decry
entrenched privilege at home, seem strangely OK
with a British aristocracy that conveys titles and
estates through bloodlines. Fox News talking heads,
who denounce coastal “elites” and the Ivy League,
nonetheless carried breathless live coverage of Prince
Harry and Meghan Markle’s wedding in May. A 2015
YouGov poll found that Americans, Republicans and
Democrats alike, held more favorable opinions of the
British queen, Prince William, Prince Harry, and
48. the Duchess of Cambridge than of their own politi-
cians. Even the most popular American politician,
Barack Obama, had a favorability that fell below their
net rating by a considerable 34 points.
Donald Trump, with his penchant for Versailles-
style gilded furniture and his predilection for stamp-
ing the family crest on his properties, seems to have
a particularly bad case of this national affliction. In
April 2017, The Times of London reported that White
House staffers had demanded the full Cinderella
treatment for his planned state visit: a gold- plated
carriage ride to meet the queen at Buckingham
Palace. (Alas, Trump will have to make do with a
more subdued meeting with Theresa May in July,
and British officials have hedged on committing to
a royal audience, concerned about the possibility
of mass protests.)
Very little seems to unite Americans these days—
except, apparently, their enjoyment in fawning over
the rulers the Founding Fathers waged war to over-
throw. Once, the United States claimed egalitarian-
ism as a central ideal. What happened?
It’s not difficult to see how nostalgia for a system
that finds dignity in stasis could take hold. American
social mobility, depending on which economist you
favor, has either been in steady decline for decades
or has at the very least failed to keep up with widen-
ing inequality. Today, those born without privilege
face daunting barriers to wealth and advancement.
And even in the privileged upper class, the scale of
competition—plummeting acceptance rates at elite
universities, for example—makes it hard to live up to
49. the assumption, hammered into American children
from an early age, that they are “special.” Sleep depri
vation, which affected 11 percent of Americans in the
1940s, is now a “public health epidemic,” according to
the Centers for Disease Control and Prevention. The
percentage of people who “worry a lot,” Pew Research
analysis shows, has been rising for all income levels
since 2003. And prescriptions for both stimulant
medications, to keep up in an increasingly chaotic
and distracting world, and sedatives, to unwind when
it overwhelms, have jumped accordingly.
“This permanent struggle—between the instincts
inspired by equality and the means it supplies to
satisfy them—harasses and wearies men’s minds,”
Alexis de Tocqueville wrote of the United States in
the early 1800s. Americans may believe in equality
and meritocracy, but if their obsession with the
royal family is any guide, they yearn for a time when
fulfillment wasn’t quite so much work.
THE WESTERN WORLD has long seen upticks in
nostalgia and reactionism when people are frustrated,
this message, entrenching in salary systems an obvious
means of discrimination.” When Jerry Brown signed
California’s Fair Pay Act into law in 2015, Rizo and
her nine-month-old daughter were there with him.
“Sometimes I think things are too hard and never going
to change, but it did,” she said. Today, Rizo is running
Americans may believe in meritocracy, but if their
obsession with the royals is any guide, they yearn
for a time when fulfillment wasn’t so much work.
U.S. & THE WORLD
50. for the state legislature—against an incumbent who
has voted against bills that would have forbidden em-
ployers from asking questions about salary history. a
Bryce Covert is a contributing writer at The New
York Times and The Nation.
Wet, Hot, Aristocratic Summer
Donald Trump, Meghan Markle, and America’s enduring
obsession with the British royals
BY HEATHER SOUVAINE HORN
Copyright of New Republic is the property of TNR II, LLC and
its content may not be copied
or emailed to multiple sites or posted to a listserv without the
copyright holder's express
written permission. However, users may print, download, or
email articles for individual use.
Equal Pay
Protections.pdf
Student Loan Repayment W ind Energy Production
Many Americans have outstanding undergraduate stu-dent loans
with interest rates of 7 percent or higher;
however, those who took out loans during the 2013-2014
school year pay a rate of 3.86 percent under the Biparti-
san Student Loan Certainty Act, passed by Congress in
2013.
51. On March 18, 2014, Senator Elizabeth Warren (MA-
D) and Representative Joe Courtney (CT-D) introduced the
Bank on Students Emergency Loan Refinancing Act. The
legislation would allow those with college loan debt to refi-
nance at the lower interest rates. The rates would be slightly
higher for graduate student loans. The cost would be paid
for by requiring millionaires to pay at least a 30 percent ef-
fective Federal tax rate.
A similar bill came to the floor in the last Congress, but
fell short of breaking a Republican filibuster.
“Since last year, nearly a million more borrowers have
fallen behind on their student loan payments,” said Sena
tor Warren. “The Bank on Students Emergency Loan Re
financing Act would give much-needed to relief to millions
of borrowers, help boost our economy, and strengthen
America’s middle class.”
On March 25, Senator Warren offered the bill on the
Senate floor as an amendment to the budget resolution, but
senators rejected it by a vote of 46 to 53.
Senate Budget C om m ittee C hair Mike Enzi (WY-
R) objected to the mechanism for considering the bill,
saying, “Addressing college costs and the burden of
high stu d en t debt loans has to be done, b ut it can’t be
done on a budget bill. You can’t have policy on a b u d
get resolution.”
Instead, the Senate approved, by voice vote, an amend-
ment introduced by Senator Richard Burr (NC-R) that
would consolidate various Federal student loan programs
and give students a choice of accepting a payment plan over
10 years or repaying loans based on income. Senator Burr
explained that, with his legislation, “students will know,
52. prior to entering college, based on the amount that they
borrow, what options will be available to them once they
graduate from college.”
Senator Mark Warner (VA-D), a cosponsor of the
amendment, said, “It’s time to replace our complicated ar
ray of loans, subsidies, deferments, and forbearances with
streamlined, improved repayment options where graduates
repay what they borrow based on what they earn.”
For more background and legislative history, see the
November 2009 issue of Congressional Digest on “Federal
Student Loans.” ■
Federal subsidies for wind production began under the
Administration of President Jimmy Carter with passage
of the Public Utility Regulatory Policy Act and the Energy
Tax Act. When these subsidies failed to make the industry
competitive, Congress, in 1992, created the Production Tax
Credit (PTC) to give it a boost. The PTC gives wind en-
ergy producers a tax credit of 2.2 cents per kilowatt hour of
electricity generated.
Although originally intended as a temporary measure,
the PTC has been continually extended by Congress un-
der pressure from the wind industry and renewable energy
advocates.
A setback occurred on January 29, 2015, however, when
the Senate defeated, 47 to 51, an amendment by Senator
Heidi Heitkamp (ND-D) to extend the PTC for another
five years. The proposal was considered as an amendment
to a bill to approve the Keystone XL pipeline, which was
passed but later vetoed by the President.
Following the vote, Senator Heitkamp stated:
53. There are a lot of Senators that talk about support-
ing an all-of-the-above energy strategy, but clearly
many don’t actually mean it. As we continue to cal
culate a path forward for our energy infrastructure,
and for fossil fuels like oil, gas, and coal... we sim-
ply cannot leave wind power out of the equation.
Opponents argued that after more than 20 years of
being subsidized by taxpayers, it was time for the wind in-
dustry to stand on its own.
Meanwhile, in his 2015 budget proposal, President
Obama called for a permanent extension of the PTC as well
as the solar energy Investment Tax Credit (ITC). While the
President’s proposals are unlikely to become law, they may
serve as a high starting point for negotiating an extension
of subsidies for renewal energy.
For more background, see the February 2013 issue of
Congressional Digest on “Wind Energy.” ■
Equal Pay Protections
The Equal Pay Act of 1964 made it illegal to pay em-ployees
different wages based on their sex. In addi-
tion, the National Labor Relations Act says that employ-
ers cannot prevent employees from discussing wages and
other issues. And in 2009, Congress passed, and President
Obama signed, the Lilly Ledbetter Fair Pay Act, which
14 C o n g re s s io n a l D ig e s t ■ w w w .C o n g re s s io n
a lD ig e s t.c o m ■ M a y 2 0 1 5
http://www.CongressionalDigest.com
54. amends the 1964 Civil Rights Act to state that the 180-
day statute o f lim itations for fding an equal pay lawsuit
resets w ith each new paycheck affected by that discrim i-
natory action.
Nevertheless, the gap between men’s and women’s wages
has persisted. Although the wage gap varies by State and
race, women are nationally estimated to earn 78 cents for
every dollar earned by a man. (That figure was about 59
cents when the Equal Pay Act became law.) As a result, pro-
posals have been put forth to reaffirm and better enforce
laws that are already on the books.
T he Senate budget resolution passed in M arch 2015
included an am endm ent clarifying that employees should
n o t be penalized for discussing wages. D uring the same
debate, senators rejected a proposal offered by Senator Bar-
bara M ikulski (M D -D ) requiring stronger penalties for
unequal pay.
O n March 26, Senator Deb Fischer (NE-R) introduced
S. 875, to make it illegal for employers to retaliate against
employees who discuss or ask about comparative compen-
sation. T he bill would also prohibit pay discrim ination
unless the differential could be justified by seniority, merit,
or some other factor.
O ne year ago, President O bam a took two Executive
actions aimed at narrowing the wage gap:
• An Executive order prohibiting Federal contractors
from retaliating against workers who discuss their sala-
ries with one another.
• A m em orandum requesting new rules to require Fed
55. eral contractors to submit data on employee compen-
sation by race and gender.
T he um brella bill currently supported by equal pay
advocates is S. 862, the Paycheck Fairness Act, sponsored
by Senator M ikulski. T he measure is designed to help
those who believe th at they have experienced pay dis-
crim ination by m aking wages m ore transparent, requir-
ing th at employers prove th at wage discrepancies are tied
to legitim ate business qualifications, and p ro h ib itin g
companies from taking retaliatory action against employ-
ees who raise concerns.
O pponents o f the bill argue that the statistic that
women earn 78 cents for every dollar a man earns is mis-
leading and misapplied because it is based on the wrong
comparisons. They point to studies showing that when the
job itself, experience, and hours o f work are taken into ac-
count, women make about the same am ount as men. They
also say that there are already sufficient laws under which
women can seek justice for wage discrimination.
For more background, see the May 2014 issue o f Con-
gressional Digest on “Women’s Pay Equity.” ■
Dietary Guidelines
In February, the Dietary Guidelines Advisory Com m it tee
subm itted its Scientific Report to the Secretary of
Health and H um an Services and the Secretary o f Agricul-
ture. The committee was charged with examining where
sufficient “new scientific evidence is likely to be available
that may inform revisions to the current guidance or sug-
gest new guidance.”
Based on their research, the committee concluded that
56. ... a healthy dietary pattern is higher in vegetables,
fruits, whole grains, low- or non-fat dairy, seafood,
legumes, and nuts; moderate in alcohol (among
adults); lower in red and processed meat; and low in
sugar sweetened foods and drinks and refined grains.
The report continued:
Consistent evidence indicates that, in general, a
dietary pattern that is higher in plant-based foods
... and lower in animal-based foods is more health
promoting and is associated with a lesser environ-
mental impact (G H G [greenhouse gas] emissions
and energy, land, and water use) than is the current
average U.S. diet.
T he emphasis on lower red and processed meat con-
sum ption provoked a strong negative response from the
meat industry, and a request that the public com m ent pe-
riod for the report be extended from 45 days to 120 days.
T he deadline has since been moved to May 8.
N orth American Meat Institute (NAMI) Vice Presi-
dent o f Scientific Affairs Betsy Booren argued that meat and
poultry products are an im portant com ponent o f a health-
ful American diet. NAM I has announced a petition drive
opposing the recommendations.
Meanwhile, Senate Agriculture C om m itte Chair Pat
Roberts (KS-R) has said that he supports the industry po-
sition and that the recommendations “make a certain seg
m ent of agriculture a target.”
Concerns on both sides were voiced at a House Agri-
culture Appropriations Subcommittee on March 17.
57. T he Agriculture and Health and H um an Services D e-
partments will review the report, along with public com-
ments and input from other agencies, before beginning the
process o f updating the guidelines. ■
C o n g r e s s io n a l D ig e st ■ w w w .C o n g re s s io n a
lD ig e s t.c o m ■ M a y 2 0 1 5 15
http://www.CongressionalDigest.com
Copyright of Congressional Digest is the property of
Congressional Digest and its content
may not be copied or emailed to multiple sites or posted to a
listserv without the copyright
holder's express written permission. However, users may print,
download, or email articles for
individual use.
Gender Equality in
Academia, Business, Technology and Health Care.pdf
International Journal of Caring Sciences September-
December 2017 Volume 10 | Issue 3| Page 1224
www.internationaljournalofcaringsciences.org
Original Article
Gender Equality in Academia, Business, Technology and Health
Care: A
WomEnPower view in Cyprus
58. Christiana Kouta, PhD
Associate Professor, Department of Nursing, Cyprus University
of Technology, Limassol, Cyprus
Antigoni Parmaxi, PhD
Research Associate, Cyprus Interaction Lab, Department of
Multimedia and Graphic Arts, Cyprus
University of Technology, Limassol, Cyprus
Irene Smoleski, MSc
Research Assistant, Department of Nursing, Cyprus University
of Technology, Limassol, Cyprus
Correspondence: Christiana Kouta, Associate Professor,
Department of Nursing, Cyprus University of
Technology, 15 Vragadinou str, 3041, Limassol, Cyprus E-
mail: [email protected]
Abstract
The aim of this article is to present the findings of a qualitative
study aiming at understanding women’s
perceptions with regard to a) gender equality at workplace; b)
experiences at workplace with regard to gender;
c) gender wage gap; d) use of technology for addressing issues
of inequality and e) suggestions for the
development of an e-mentoring community platform.
This study sketches the current situation of gender equality in
the fields of academia, business, technology and
health care, and provides deep understanding of the difficulties
that women with different levels of experience
and expertise encounter in their workplace as well as how
technology could help them overcome these issues.
59. Data collected demonstrate a variety of challenges faced by
women in workplace as well as the need for role
models that will allow young women to overcome the
stereotypical woman profile as excluded from economic,
political and professional life.
Key words: Gender, technology, discrimination, empowerment,
perceptions, qualitative
Introduction
Gender inequality can be defined as the lack of
“discrimination in relation to opportunities,
allocation of resources or benefits and access to
services for women or men” (Elwer et al., 2012,
p.1). In all EU Member States, female
employment rates are lower than those for males.
When employment is measured in full-time
equivalent, the picture is even worse (OECD,
2012).
Despite the efforts made for shrinking the gap
between men and women, the
underrepresentation of women in higher
positions still exists. Across the European
economy women earn on average 16.4% less
than men, whilst in USA working women earn
77 cents for every dollar earned by men (EU
Equality Challenge Unit, 2014; Smith, 2014;
Bryant et al., 2015). Neyer et al. (2013b)
conceptualize gender equality beyond ‘‘sameness
of distribution’’, providing three dimensions of
gender inequality related to employment,
economic resources and the division of
60. housework and family care. Gender equality is
achieved when one is able to access and enjoy
the same resources, opportunities and rewards
regardless their gender (Workplace, Gender
Equality Agency, Australian Government, 2013).
This is a complex matter, involving economical,
demographic and behavioral factors that may
contribute to increase gender-based gaps in the
labor market (ILO, 2012). The newly adopted
UN agenda for 2030 highlights the importance of
women’s empowerment in employment, salaries
and working environment as a basic human right
(UN news center, 2015).
Research studies demonstrated that women suffer
from low rates of participation in the workforce,
decision making and unequal value of their work
(Monroe, et al. 2008; Loscocco & Bird, 2012;
International Journal of Caring Sciences September-
December 2017 Volume 10 | Issue 3| Page 1225
www.internationaljournalofcaringsciences.org
Blackburn, Jarman, & Racko, 2015). Yet,
missing women from professional careers affects
both the workforce, as it misses women’s
perspective and expertise; and women
themselves. Further, most technology is designed
by men and one need to consider that technology
then reflects those who make it (IGNITE, 2014).
Despite the emphasis given in high level political
61. decisions for encouraging women to reach
equality, researchers and practitioners often lack
understanding of women’s perspective with
regard to gender equality and value of their work.
This paper aims at portraying the current
situation in gender inequality by taking a
snapshot on the way women experience and
ascribe meaning to it in the fields of academia,
business, technology and health care. The paper
presents a qualitative study that brought together
women from different areas of work with
different levels of experience to voice their views
regarding to the status of women in their work
area, obstacles that they encounter as well as how
they perceive technology as a means for
overcoming obstacles in their professional
development. Authors provide an overview of
the state-of-the art of gender equality in the
workforce; methodology follows. The article
concludes by linking the empirical results to the
existing literature.
Gender equality in the workforce
The under-representation of women in high-
ranked positions is a pattern that occurs across
several occupations across the globe including
health care, academia, entrepreneurship,
business; Science, Technology, Engineering and
Math (STEM). Although the number of women
in authority positions increases, there is still a
continuation of discrimination and women
experience with regard to downplaying (Monroe
et al. 2008). Loscocco and Bird (2012)
demonstrated that women are more likely to
work in part time works because of childcare, so
62. there is a limited chance to have a director
position due to reduced work’s hours. According
to Kogut et al. (2014) this is the case in Norway,
where, one woman to seven men holds a director
position and a percentage of 20% retain
structural equality. As indicated by Beede et al.
(2011, p. 1), “although women fill close to half
of all jobs in the U.S. economy, they hold less
than 25 percent of STEM jobs. This has been the
case throughout the past decade, even as college
educated women have increased their share of
the overall workforce”. Similarly, recent research
evidence points systemic gender discrimination
and inequality in health workforce. Health care
professionals’ work is traditionally associated to
femininity as women constitute the majority of
health care workers (WHO, 2002; 2008), yet
women’s salary in such positions is devaluated in
the labor market (Tijdens, De Vries & Steinmetz,
2013). As pointed out by Newman (2014) more
attention needs to be paid by governance and
human resource for health (HRH) leaders on
understanding inequality in the health care
domain. Newman (2014) provides a number of
specific actions to be carried out which include a
unified conceptual framework for gender
inequality in the health workforce, research
guidance and improvement of HRH policies and
practices.
Women’s’ representation in the workforce is
decisive to a country’s social, economic and
innovation competitiveness. Higher capacity
innovation, financial and political growths are
amongst the benefits reported for drawing
63. policies that promote equal opportunities. It is a
rather constricted view to believe that increase of
women’s participation in workforce will reveal
novel economic and political growth. However,
encouraging and supporting women in the
organizational agenda will allow for a different
perspective to be heard in social, political and
economic discussions.
Womenpower platform
In an attempt to give women a voice in the arena
of workplace, Womenpower (WE-ME) was
developed. Womenpower is a community
platform aiming to connect different generations
of women for addressing issues related to women
equality in workplace. It embarks to assist young
women to receive support and solidarity from
women with expertise in their area. Ultimately,
through Womenpower a network of women will
be developed that will enable women to join
forces for achieving their goals.
For the development of Womenpower platform a
user-centered design (UCD) approach was
followed which aspired to contribute towards a
user-friendly system that will encourage young
women to receive support for breaking the
unseen barriers in their professional
development, and eventually reach higher levels
in the corporate ladder. UCD is a framework for
hardware and software development that ensures
maximum involvement of key players (Norman
64. International Journal of Caring Sciences September-
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& Draper, 1986). Thus, users will be an integral
part of any software or hardware development.
For the development of Womenpower platform
the research engaged in state-of-the-art-research
in the area of gender equality in academia,
business, technology and health care. Data from
research manuscripts formed an interview
protocol that was used for elucidating
information from women in lower and higher
ranks in academia, health care, technology and
business throughout three focus groups that were
held (Chen et al., 2013; Elwer et al., 2012; Ding
et el., 2006) These data enabled the research
team to depict the current situation in academia,
business and health care as well as to elucidate
different views with regard to the use of
technology for mentoring and support.
Mentoring provides opportunities for women for
professional development as well as personal
achievements (Mentoring Women’s Network,
2015). Moreover, building on women’s views, a
working prototype of the platform was developed
that enabled users to provide feedback on how
the e-mentoring platform would work (Parmaxi
& Vasiliou, 2015).
Methodology
Study Design
65. To gain an in-depth understanding of
participants’ views of the role of women in the
workplace a qualitative methodology was
employed.
Sampling
Three focus groups were implemented. The focus
groups involved both women in senior and junior
positions in the areas of academia, business and
health care. Three focus groups took place, two
with junior participants (focus group 1, n=10;
focus group 2, n=6) and one with senior
participants (focus group 3, n= 8). The aim was
for all four workplaces (health care, academia,
business and technology) to be represented in
both senior and junior participants. A
convenience sample was used. Participants were
recruited though researchers’ personal and
professional contacts with key people in these
fields. Researchers contacted the interviews
though did not know the participants personally
and no conflicting interest or relation existed.
Participants’ ages and career stage varied among
the groups. The inclusion criteria were the
participants to be females, from the fields of
business, health care, academia and technology.
In addition for seniors to have a managerial,
decision making position for more than 5 years.
Moreover, for the junior participants other
criteria were to enter the profession the past 5
years and not to have a managerial or an
authority position.
66. Tool
A focus group guide was designed based on the
literature review (Ritchie, 2013). The following
thematic areas were revealed: a) gender equality
at workplace; b) experiences at workplace with
regard to gender; c) gender wage gap; d) use of
technology for addressing issues of inequality
and e) suggestions for the development of an e-
mentoring community platform.
Data Collection
The focus groups were conducted in three
different dates in agreement with participants.
All authors facilitated the focus group
discussion; two authors participated in each
discussion. Each focus group lasted
approximately 60-80 minutes. The facilitators
followed the focus group guide with the thematic
areas mentioned above. Discussion was recorded
with the permission of the participants.
Data Analysis
Thematic analysis was performed in order to
extract key themes related to the areas mentioned
earlier. Although thematic analysis is generally
understood as an analytic technique used in the
context of different qualitative methodological
approaches e.g. grounded theory,
phenomenology etc., it can also be used
independently as a flexible method of analyzing
qualitative data guiding the search for themes or
patterns within the data (Braun & Clarke, 2006).
67. Further, this kind of research involves that the
research team studies the data in their natural
settings in order to interpret the results and
ascribe meaning to them to make sense (Denzin
& Lincoln 2005, 2009). The analysis was based
on six thematic analysis steps: Familiarizing
researcher with data, generating codes, searching
for themes and reviewing themes, defining
themes and produce the report (Braun & Clarke,
2006). The recorded focus groups were
transcribed verbatim by the research team. To
guide the systematic analysis the topics guiding
the interviews were used thematic categories.
Data were repeatedly read and no other
categories were developed.
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Ethical Considerations
All participants were informed about the research
study in person verbally and in writing. Each
participant signed a consent form. It was also
explained that participants had the right to
withdraw at any time of the study. During the
focus groups all principles of Belmont report
were followed and applied. The principles of
confidentiality, anonymity and personal data
were also taken in consideration.
68. Results
Data collected indicated similarities as well as
discrepancies between women in different areas
and different years of expertise. Figure 1
provides an overview of the stances voiced by
participants in the areas of gender equality at
workplace, experiences at workplace in regards
to gender, gender wage gap, and use of
technology. Participants in mentors’ focus group
expressed similar views regarding gender
equality articulating equal opportunities in their
workplace. On the other hand, junior participants
from the field of health care had a different view
of gender equality at workplace. In the following
section we present the analysis of the data
categorised in the five areas mentioned earlier:
Gender equality at workplace, experience at
workplace in regards to gender, gender wage gap
and the use of technology for addressing gender
equality issues.
1. Gender equality at workplace
Most of the participants in the senior focus group
expressed similar views with regard to gender
equality. They stated that they were given equal
opportunities and employers did not discriminate
due to gender. However, it was noted from some
senior participants the general feeling end
experience that sometimes things are not as equal
as they seem.
“It is obvious that our directors believes that
men can do better management than us.”
(Participant health - senior 3)
69. Junior participants from the health field had a
different view of gender equality at workplace.
2. Experiences at workplace in regards to gender
Participants from the senior focus group
expressed the influence of Cypriot culture at
work place in association to gender equality. A
senior participant from the field of business
expressed the feeling that Cypriot societal and
cultural influences are strong and men hold most
managerial positions.
“… I realized that as a woman I could never
hold a managerial position. I think that our
society is one of the communities in which men
are thought to be remarkable and capable
enough to hold managerial positions.”
(Participant business - senior 3)
Junior participants agreed that there is inequality
at workplace, however there was a strong
discussion with regard to woman’s role at work
and family. The “glass ceiling” appears in the
Cypriot society, as women seem incapable of
reaching high level positions in their workplace.
In such a society, unseen barriers prevent women
to claim higher positions. For example, a junior
participant from the field of business noted that
in a company aiming at the greatest possible
profit, men are preferred since women are more
emotional and may not be able to cope with
difficult situations or hard decisions. Sometimes,
70. even women employers are been more suspicious
towards women employees.
“…Every problem we have with machines we are
looking for a man to fix it. We find a male
colleague to do it…we believe that we are not
good in engineering. And I wonder if women do
not have the inclination to technology or if we
prefer not to deal with.” (Participant health -
junior 10)
Participants seemed to agree that women face
challenges at work, however in a different
degree.
“I often feel that not only my boss, but staff also,
expect me to do something more to prove my
abilities to manage difficult tasks …”
(Participant business- senior 3)
Participants also voiced pregnancy as a barrier
that women need to address in their workplace:
“In some cases if you are pregnant and you take
sick leaves/time off for breastfeeding the baby,
they will fire you...or cut off a large part of your
salary…There are companies that have in their
requirements that the woman needs to sign that
she will not get pregnant for 3 years.”
(Participant health - junior 11)
International Journal of Caring Sciences September-