20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the assignment, you will use the original Cla ...
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
Final ExamFocus of the Final ExamThe purpose of the Final .docxssuser454af01
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
Essay 1
Essay 2
Essay 3
Part II: Research Study Critique
Introduction
Methods
Results
Discussion
Your complete Word document must include a title page with the following:
Student’s name
Course name and number
Instructor’s name
Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
Describe the research question for this experiment.
What were the null and alternative hypotheses?
Were the results of this test statistically significant?
If so, why were they significant?
Would the researchers reject or fail to reject the null hypothesis?
Do the results provide sufficient evidence to support the alternative hypothesis?
Was the sample appropriate for this study? Explain your answer.
What are some possible limitations to this study?
Discuss how you would conduct a follow up study to this one. Explain your answe ...
Research Topics in Health AdministrationAssignment 1 Final Proj.docxmackulaytoni
Research Topics in Health Administration
Assignment 1: Final Project Part II: Reading a Study.
Using this checklist read and evaluate the article
“Diagnosed with Breast Cancer While on a Family History Screening Programme: An Exploratory Qualitative Study.”
Research Evaluation Checklist
Complete the checklist below for the study/article you are to evaluate.
Definetopicand
need.
·
Whatphenomenon does the study investigate?
·
Isthe phenomenon a problem, an opportunity, or a dilemma?
·
Whatsymptoms (easily observable signs) indicate thatit is a problem, opportunityor a dilemma?
·
How do people who know this organ
i
zation ex
p
l
ain these symptoms? Whatdo administrators wanttoknow about the phenomenon?
·
How can it be expres
s
ed in manageable terms?
Assessrelevant
kn
o
w
ledge.
·
How much is already known?
·
Isadditional background information neces
s
ary? Should this
r
esearch be conducted?
·
Isthe topic a special
c
ase ofa broader, more fundamental and important problem?
Identify
variables
and
measures,
a
ndresearch
questions
and
h
y
potheses.
·
Whatvariables associated with the phenomenon arein
v
estigated? How are the variables measured?
·
Whatare the research question
s
?
·
Whatspecific hypotheses are formulated?
Identify
and
ana
l
y
ze
t
heresearch
design.
·
Whatis the research design—explorato
r
y,d
e
scriptive, or causal research? Isthis non-experimental, quasi-experimental, or experimental research? Whatis the nature ofdata—primary or secondary?
·
Whatis the source ofdata—interviews,questionnaires,existi
n
g databases? Are answers obtained through interviews and questionnaires objective?
Ana
l
yzethe
sample.
·
Whatis the population from which the respondents have been sele
ct
ed? How large is the sample?
·
Isit random, stratif
i
ed,or other sample?
Gather
data
.
·
How are data gathered?
·
Does the procedure ofgathe
r
ing data ensure objectivity?
Ana
l
yze
d
a
ta.
·
Are the data words (qualitativedata) or numbers (quantitative)? How are qualitative da
t
a analyzed?
·
How are quantitative data rec
o
rded and checked foraccuracy? Whatstatistical methods are used toanalyze data?
Assess
results.
·
Whatare the answerstoresearch question
s
? Are hypotheses supported?
·
Whatevidence did the study produce thathelps answer research questions or support/refute hypotheses?
Evaluate
recomme
n
dations
.
Whatrecommendations can be made on the basis ofresults?
Whatrecommendations are made thatcannot be supported with results?
Evaluatethe
stu
d
y
.
·
Whatlimitations does the study have?
·
Whatimprovements in research design can be recommended?
Assignment 2: Final Project Part III: Designing a Study
You are the hospital administrator in a medium-sized, urban, for-profit hospital that caters to middle-income groups. You wonder if patients' satisfaction with the hospital stay will increase significantly if they are given better and more flexible meal options. You decide to conduct .
Framework for Program Development and EvaluationReference.docxhanneloremccaffery
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
Highlight
Constance
Highlight
Constance
Highlight
Constance
Highlight
[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
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.
Career PlanStudent Name HereWalden University.docxjasoninnes20
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur ...
College of Doctoral StudiesBackground Inform.docxadkinspaige22
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark.
College of Doctoral StudiesBackground Inform.docxhallettfaustina
College of Doctoral Studies
Background Information
Clark and Springer (2007) conducted a qualitative study to examine the perceptions of faculty and students in a nursing program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to incivility in nursing education?
· What are some of the causes of incivility in nursing education?
· What remedies might be effective in preventing or reducing incivility?
They gathered responses from the Incivility in Nursing Education Survey (INE), which included both Likert-scale and open-ended questions from 36 nursing faculty and 168 nursing students. Each of the researchers reviewed all comments and organized them by themes.
For this PSY-850 class, you will design a “mock” replication of the Clark and Springer (2007) study on student and faculty perceptions of incivility in a university nursing program. However, the doctoral students will investigate student and faculty perceptions in undergraduate psychology classes in one university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey, developed by Clark (2007; 2011) for the purposes of this study. Questions on the survey measure faculty and student perceptions of uncivil actions (disruptive and threatening), how often those behaviors occur and strategies for improving civil behaviors in university settings. The IHE was adapted from the INE, with minor rewording, is similar in structure to the survey used by Clark and Springer, but is appropriate for any academic discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic information, such as major, gender, age, and years of teaching experience for faculty. Part 2 asks individuals to rank 16 different behaviors exhibited by students that both students and faculty may perceive as disruptive. Part 3 focuses on 20 faculty behaviors that may be perceived as disruptive. Both parts 2 and 3 also investigate how often the faculty has experienced the behavior in the past 12 months (often to never on Likert scale), and if the faculty members have experienced any of the 13 threatening behaviors (yes or no) by students or other faculty respectively. Five open-ended questions give the faculty member the opportunity to add contributing factors related to student and faculty incivility, and how students or faculty in particular contribute to incivility. A final question asked if the faculty member would like to add comments. The survey is designed in a manner that allows for gathering data from faculty and students or from only faculty or only students (C. Clark, personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a 10 key points document.)
GCU doctoral learners use the 10 Key Strategic Points document to outline the key components of a research study. For the Week 2 assignment, you will use the original Clark ...
Final ExamFocus of the Final ExamThe purpose of the Final .docxssuser454af01
Final Exam
Focus of the Final Exam
The purpose of the Final Exam is to assess your understanding of the main statistical concepts covered in this course and to evaluate your ability to critically review a quantitative research article. The exam will consist of two parts: Part I includes three essay questions and Part II includes a research critique. All of your responses should be included in a single Word document for submission.
Please include the following general headings for each section of the written exam within your Word document:
Part I: Essay Questions
Essay 1
Essay 2
Essay 3
Part II: Research Study Critique
Introduction
Methods
Results
Discussion
Your complete Word document must include a title page with the following:
Student’s name
Course name and number
Instructor’s name
Date submitted
Part I: Essay Questions
There are three essay questions in this section. You must answer all three questions. The length of each essay should be one to two double-spaced pages (excluding title and reference pages). Use 12-point font and format your paper with regular 1-inch margins. Do not include the essay prompt in your document. It will not count toward the length requirement for your essays.
Essay 1
A group of researchers conducted an experiment to determine which vaccine is more effective for preventing getting the flu. They tested two different types of vaccines: a shot and a nasal spray. To test the effectiveness, 1000 participants were randomly selected with 500 people getting the shot and 500 the nasal spray. Of the 500 people were treated with the shot, 80 developed the flu and 420 did not. Of the people who were treated with the nasal spray, 120 people developed the flu and 380 did not. The level of significance was set at .05. The proportion of people who were treated with the shot who developed the flu = .16, and the proportion of the people who were treated with the nasal spray was .24. The calculated p value = .0008.
For this essay, describe the statistical approaches (e.g., identify the hypotheses and research methods) used in this excerpt from a research study. Interpret the statistical results and examine the limitations of the statistical methods. Finally, evaluate the research study as a whole and apply what you have learned about hypothesis testing and inferential statistics by discussing how you might conduct a follow-up study.
Your essay must address the following points:
Describe the research question for this experiment.
What were the null and alternative hypotheses?
Were the results of this test statistically significant?
If so, why were they significant?
Would the researchers reject or fail to reject the null hypothesis?
Do the results provide sufficient evidence to support the alternative hypothesis?
Was the sample appropriate for this study? Explain your answer.
What are some possible limitations to this study?
Discuss how you would conduct a follow up study to this one. Explain your answe ...
Research Topics in Health AdministrationAssignment 1 Final Proj.docxmackulaytoni
Research Topics in Health Administration
Assignment 1: Final Project Part II: Reading a Study.
Using this checklist read and evaluate the article
“Diagnosed with Breast Cancer While on a Family History Screening Programme: An Exploratory Qualitative Study.”
Research Evaluation Checklist
Complete the checklist below for the study/article you are to evaluate.
Definetopicand
need.
·
Whatphenomenon does the study investigate?
·
Isthe phenomenon a problem, an opportunity, or a dilemma?
·
Whatsymptoms (easily observable signs) indicate thatit is a problem, opportunityor a dilemma?
·
How do people who know this organ
i
zation ex
p
l
ain these symptoms? Whatdo administrators wanttoknow about the phenomenon?
·
How can it be expres
s
ed in manageable terms?
Assessrelevant
kn
o
w
ledge.
·
How much is already known?
·
Isadditional background information neces
s
ary? Should this
r
esearch be conducted?
·
Isthe topic a special
c
ase ofa broader, more fundamental and important problem?
Identify
variables
and
measures,
a
ndresearch
questions
and
h
y
potheses.
·
Whatvariables associated with the phenomenon arein
v
estigated? How are the variables measured?
·
Whatare the research question
s
?
·
Whatspecific hypotheses are formulated?
Identify
and
ana
l
y
ze
t
heresearch
design.
·
Whatis the research design—explorato
r
y,d
e
scriptive, or causal research? Isthis non-experimental, quasi-experimental, or experimental research? Whatis the nature ofdata—primary or secondary?
·
Whatis the source ofdata—interviews,questionnaires,existi
n
g databases? Are answers obtained through interviews and questionnaires objective?
Ana
l
yzethe
sample.
·
Whatis the population from which the respondents have been sele
ct
ed? How large is the sample?
·
Isit random, stratif
i
ed,or other sample?
Gather
data
.
·
How are data gathered?
·
Does the procedure ofgathe
r
ing data ensure objectivity?
Ana
l
yze
d
a
ta.
·
Are the data words (qualitativedata) or numbers (quantitative)? How are qualitative da
t
a analyzed?
·
How are quantitative data rec
o
rded and checked foraccuracy? Whatstatistical methods are used toanalyze data?
Assess
results.
·
Whatare the answerstoresearch question
s
? Are hypotheses supported?
·
Whatevidence did the study produce thathelps answer research questions or support/refute hypotheses?
Evaluate
recomme
n
dations
.
Whatrecommendations can be made on the basis ofresults?
Whatrecommendations are made thatcannot be supported with results?
Evaluatethe
stu
d
y
.
·
Whatlimitations does the study have?
·
Whatimprovements in research design can be recommended?
Assignment 2: Final Project Part III: Designing a Study
You are the hospital administrator in a medium-sized, urban, for-profit hospital that caters to middle-income groups. You wonder if patients' satisfaction with the hospital stay will increase significantly if they are given better and more flexible meal options. You decide to conduct .
Framework for Program Development and EvaluationReference.docxhanneloremccaffery
Framework for Program Development and Evaluation
Reference: Comeau, J. (2011). Framework for program development and evaluation.Unpublished, Capella University, Minneapolis, MN.
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i b u t i o n 3 . 0 L i c e n s e .
1. Understand and analyze qualitative program evaluation design.
2. Compare and contrast experimental and quasi-experimental designs.
3. Analyze pretest-posttest designs.
4. Communicate through writing that is concise, balanced, and logically organized.
Unit 3 - Program Evaluation: Qualitative Research Design
INTRODUCTION
This unit focuses on qualitative evaluation design, data collection methods, and evaluating program
effectiveness. Additionally, you will apply this knowledge to a real-world program evaluation.
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
U03S1] Studies - Multimedia and Readings (Complete the following):
• Framework for Program Development and Evaluation view the flow chart/transcript
• Writing an Action Research Dissertation: Part One view the media/transcript
• Writing an Action Research Dissertation: Part Two view the media/transcript
The Writing an Action Research Dissertation media pieces will help you to understand the
academic writing standards for your doctoral program. You are expected to be proficient in this
type of writing by the end of your program. By using the advice and guidance of the media, you can
refine your academic writing and improve your success in this course and throughout your
program.
• Read Chapter 5 - Program Evaluation and Performance Measurement text
o Pay attention to question 7 on page 221. The content this question addresses will be
releant for the first discussion in this unit.
• Read Moore and Tananis's 2009 article, "Measuring Change in a Short-Term
Educational Program Using a Retrospective Pretest Design," from American Journal of
Evaluation, volume 30, issue 2, pages 189–202.
o Pay attention to the research design and data collection methods in this study. You
will be analyzing them for two upcoming assignments, one in this unit and the
other in Unit 5.
Constance
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[U03A1] Unit 3 Assignment 1 - Program Evaluation: Analysis of Study Design
Using what you have learned through the readings and discussions up to this point in the course, read and analyze the 2009
journal article "Measuring Change in a Short-Term Educational Program Using a Retrospective Pretest Design" by Moore
and Tananis. After you have finished your reading of the article, formalize your analysis by addressing the following:
• Identify the research design that was employed in the Moore and Tananis study.
• Explain whether the research design is experimental or quasi-experimental. Support your explanation by
comparing and contrasting characteristics between the two types of designs.
◦ Make sure ...
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.
Career PlanStudent Name HereWalden University.docxjasoninnes20
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur ...
Career PlanStudent Name HereWalden University.docxdewhirstichabod
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur.
Career PlanStudent Name HereWalden Universityogglili
Career Plan
Student Name Here
Walden University
Career Plan
Provide a brief introduction to your paper here. The title serves as your introductory heading, so there is no need for a heading titled “Introduction.” Here you will briefly discuss the purpose of the paper. Start first by writing a sentence or two on the topic in general; that is, the career planning in your desired population or setting. Then, follow up with a statement of the specific purpose or argument of this particular assignment (i.e., to illustrate a career plan designed to assist clients or students with identifying options for meaningful and desirable work). Remember, you need a minimum of three sentences to make a paragraph. At the end of your introduction, include a sentence outlining which topics will be discussed and in which order.
Case Study
In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
Career Plan
Stage 1: Exploration
In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur ...
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
Research Proposal The articles for this proposal is attach.docxgholly1
Research Proposal
The articles for this proposal is attached to this assignment.
The origin of my research question comes from the impact of school counseling character education counseling lessons have on students’ academic achievement and social-emotional health. Many students, especially 3rd grade students are failing reading, writing, and language due to frustrations that have at home, school, and community.
Research question: What is the impact of character education counseling lessons on increasing academic achievement in Reading, Writing, and Literacy?
Students come to school with an array of concerns and teaching character education, reviewing data, working as a team with the teachers, administrators, etc. will increase student achievement.
Instructions for assignment below:
The culminating project for the course is a research proposal that will be structured for conducting an authentic research study for improving the current counseling program at your school or enhancing school counseling practice in your school system. The following questions must be answered in the paper. Plagiarism 15% or more will receive a grade of “0”.
Submissions must be in APA format. Do not use outline form.
1. A brief description of the current situation and an intervention or research intended to change it or clarify the phenomena in terms of efficacy or lack of efficacy.
2. Literature Review
1. (One sentence only.) The purpose of this study is to ____________.
2. What study or studies or literature review has most directly inspired your study? (Give citation(s).)
3. How does your study build on previous research? (No more than 3 sentences.)
4. How will your study contribute to knowledge about school counseling or defend an implementation of your efforts to refine/develop your school counseling program. (No more than 3 sentences.)
5. Research Questions, Hypotheses, and Objectives
1. In what form are you stating your research purposes? (Check one or more.)
Create a log (a list) of the searches used initially in your searches for literature. If you use a library other than your schools, your lists should be specific to each library. The more detailed you keep your search log the more your professors can help you hone your research and your literature review.
2. Create an abbreviated literature review or annotated bibliography. This should support your intervention or investigation, the need for the research or program change, and the gap in the literature or program that your research could possibly explore.
3. Purpose of the Study
______Questions _______Hypotheses _______Objectives
1. List your research questions/hypotheses/objectives.
2. What is the particular research theory and or counseling theory do you intend to use?
3. Research Design
1. If your study is quantitative in nature, describe the characteristics of the population that you will study. If your study is qualitative in nature, describe the phen.
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
CRM 321 Substantive Criminal Law Case Brief FormatSam.docxannettsparrow
CRM 321
Substantive Criminal Law
Case Brief Format/Sample Case Brief
Richard BRETON, Margaret Mary Breton, Plaintiffs,
v.
CENTRAL PACIFIC SUPPLY CORPORATION, Defendant.
Hawaii Supreme Court (1986)
Parties: [Parties to the case]
Breton’s (Plaintiff) v. Central Pacific Supply Corporation (CPS) (Defendant)
Facts: [Briefly state the relevant facts of the case that the court relied upon to reach their decision –
normally 1-2 paragraphs]
The Bretons are sought to cancel the Agreement of Sale of a leasehold interest and for damages. The
Bretons alleged that CPS had breached the Agreement by defaulting on the payment due thereon and
by vacating the premises.
Prior Proceedings: [Briefly describe the circumstances that have occurred in the case to this point]
This case was originally brought before the Land Court of the City and County of Honolulu, State of
Hawaii. The land court, after the trial, found in favor of the Bretons against CPS. Thereafter, CPS filed a
motion to set aside the findings of fact, conclusions of law and judgment, and to set the matter for a jury
trial. The land court denied the motion.
Issues Presented or Questions of Law: [What was the legal issue presented to the court?]
Does the land court have jurisdiction over the subject matter?
Arguments or Objectives of the Parties: [What were the arguments or objections presented to the
court?]
In answer to the Breton’s petition to cancel Agreement of Sale, one of CPS’s defenses was that the land
court lacked jurisdiction over the subject matter. Therefore any judgment rendered is invalid.
Holding/Rule of Law: [What was the legal rule(s) or principle(s) the court applied to the case?]
“The land court is a court of limited jurisdiction, created for a special purpose, that of carrying into effect
what is known as the Torrens title scheme, derives all of its power from the statutes relating to it, and
can exercise no power not found within those statutes.” The Bretons’ petition and CPS’s counterclaim
both are breach of contract actions over which the land court does not have jurisdiction.
Saint Leo Core Values Displayed: [Discuss the Saint Leo Core Value(s) that were displayed or violated
by the key players in this case] The law enforcement officers violated the Saint Leo Core Values of
Integrity and Respect when they violated the rights of the suspect by using excessive physical force at
the time of the arrest.
Rationale: [Explain the court’s reasoning in deciding the case]
“The lack of jurisdiction over the subject matter cannot be waived by the parties.” If the parties do not
raise the issue, a court will, ...”
Conclusion: [What was the final outcome/ruling in the case?]
The judgment of the land court is void for lack of jurisdiction. The appeal is dismissed.
Note from instructor:
Most case briefs will be about 1-2 pages in length. For the purposes of your creating case briefs, this
document .
Chapter 1 IntroductionBackgroundIntroductionIn this section, .docxketurahhazelhurst
Chapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader understands the general context or setting. It is also helpful to include a summary of how the rest of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the work should be undertaken – don’t say required for the class). 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.
Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish). Aim to define a goal that is measurable.
Research Questions
Research questions are developed to help guide the authors through the literature for a given problem area. What were the open-ended questions asked and why did the student find (or not find) them adequate.
Relevance and Significance
The student should consider the following questions as they read through an article stating how the author(s) supported, or left unsupported the evidence, relevance, and significance of their research literature:
Why is there a problem? What groups or individuals are affected?
How far-ranging is the problem and how great is its impact? What’s the benefit of solving the problem?
What has been tried without success to correct the situation? Why weren’t those attempts successful? What are the consequences of not solving the problem?
How does the goal of the study address the research problem and how will the proposed study offer promise as a resolution to the problem?
How will the research add to the knowledge base?
What is the potential for generalization of the results?
What is the potential for original work?
Barriers and Issues
In these paragraphs, identify how the problem is inherently difficult to solve. How did the solution the author(s) propose address the difficulties?
Chapter 2 Literature Review
In this section, it is important to clearly identify the major areas on which the student will need to focus the student research in order to build a solid foundation for the study in the existing body of knowledge. The literature review is the presentation of quality literature in a particular field that serves as the foundation and justification for the research problem, research questions or hypothesis, and methodology. The student will develop a more comprehensive review of the literature as part of the research.
Chapter 3 Approach/Methodology
This chapter includes a summary of how the student are going to proceed with the evaluation of the problem statement and associated research question(s). Given the short time of this course, a compare / contrast or advantage / disadvantage analysis is recommended that
Chapter 4: Findings, ...
Course Code EDU7702-8Course Start Date 02152016Sec.docxvanesaburnand
Course Code: EDU7702-8
Course Start Date: 02/15/2016
Section: Synthesis: Research problem, method, design
Week: 7
Activity: Develop Research Methodology for Hypothetical Research Study
Activity Due Date: 04/03/2016
Activity Description
For Week 6, you developed the research problem, purpose, and questions for both a qualitative and a quantitative research study. For this task, choose one of the research problems and questions that
you developed in Week 6 (either the qualitative or the quantitative) and develop the methodology for the chosen study.
Then, next week you will develop the methodology for the second study and then combine the methodology section with other elements of the study to create a concept paper. (Thus, you may want to
choose the study of most interest to you and develop the methodology for that study as part of the assignment for Week 8).
There are several documents in the NCU dissertation center that will be helpful in developing the research methodology for your Week 7 and Week 8 assignments. These include the concept paper
templates and the proposal templates. Details regarding the research methods for the dissertation are explained in Chapter 3 of the dissertation proposal. The dissertation proposal template shows the
sections that should be included in Chapter 3 of the dissertation proposal. These sections include the following:
1. Research Methods and Design(s)
2. Population
3. Sample
4. Materials/Instruments
5. Operational Definitions of Variables (Quantitative/Mixed Studies Only)
6. Data Collection, Processing, and Analysis
7. Assumptions
8. Limitations
9. Delimitations
10. Ethical Assurances
11. Summary
In developing the methodology section for this week’s assignment, you will want to address Sections 1-6 and Section 10. You will find a discussion of these sections below that will help you develop
these sections of the research methodology.
(1) Research Methods and Design: Explain the methodology and design that you will use to address the research purpose and questions. Will you use the qualitative methodology or the quantitative
methodology? Explain your reasoning for the methodology that you will use to answer the research questions. Why is the specific methodology appropriate for answering the research questions? Which
of the designs is appropriate for your study? Refer to Section 5 for a review of the qualitative and quantitative designs. Then, explain the design that you will use. When is this design appropriate for use
and why is the design appropriate for your research purpose and questions? You will want to cite sources for your reasoning to use the methodology that you use. Be sure to explain why the
methodology and design is appropriate for your study.
Potential sources for defending the methodology and design include the following:
Cozby, P. & Bates, S. (2012). Methods in behavioral research. Boston, MA: McGraw Hill Higher Education.
Creswell, J. W. (2014). Research design: Qu.
Task Description Developing CapabilityAssessment details for .docxssuserf9c51d
Task Description: Developing Capability
Assessment details for ALL STUDENTS
Length: 2500 words
Format: Report Format
Weighting 30%
Task Required:
The aim of this assignment is to allow participants to explore and develop key capabilities in one of the two key managing others capabilities addressed in the course.
Students are to choose either:
1 Conflict and Negotiation, or
2 Empathy and Trust, or
3 Teams and Groups.
During the Saturday workshops, diagnostic tools and mini-simulation activities will be undertaken for each topic that serves as the experiential basis for individual reflection about current practice. These are compulsory activities for students enrolled in the on-campus delivery mode. Students who do not attend and participate in these activities will be deemed not to have completed this component of the assessment task and will receive a penalty.
Students are then to prepare a literature review about the chosen topic that defines the key terms and outline key theories or models and application.
Students enrolled in MGMT20124 must utilise a number of diagnostic tools undertaken during the workshops (such as the Johari Window, Thomas Kilmann Conflict Questionnaire, The Big 5, ESCI, Belbin Team Inventory etc.) that provide insights into current capabilities or preferences. Students are to contrast the results of the diagnostics tests and compare these to the literature so as to identify key strengths and weakness in their managing others capabilities.
(See the note below for students enrolled in MGMT20124 & MGMT20129)
Students are then to identify two areas for improvement. Using your learnings from the literature review and diagnostic tools, develop a realistic plan of activities designed to improve your knowledge and skills over a 6-month period.
Research Requirements: A minimum of 15 scholarly references are to be used that includes at least 6 peer reviewed journal articles included as citations within the report. These must also be listed in the reference list which is in alphabetical order-
Keep in mind that the external sources (outside the textbooks) must be peer reviewed journal articles or scholarly book chapters. If you are in doubt of what constitutes a journal articleor scholarly book chapter you need to ask your lecturer/professor or tutor.
If you are uncertain about how to reference correctly and how to draft a reference list please access student support through CQU.
Marks will be deducted for poor referencing!
PLEASE NOTE:
Students enrolled in MGMT20124 have a slightly higher word limit and are expected to undertake at least 5 diagnostic tools compared to students enrolled in MGMT 20129 who are expected to undertake a minimum of 3 diagnostic tools. This is to reflect the higher credit point value of MGMT20124. However the more diagnostic tools you use the greater the insights into your preferences.
The world limits provided are guidelines/approximate limits.
Section
Description
Additional Infor ...
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
Business UsePractical Connection WorkThis work is a writte.docxfelicidaddinwoodie
Business Use
Practical Connection Work
This work is a written assignment where students will demonstrate how this course research has connected and been put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words of how the knowledge, skills, or theories of this course, to date, have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, then this is where you can be creative and identify how you THINK this could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
You should NOT provide an overview of the assignments given in the course. Reflect and write about how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
.
Business System Analyst
SUMMARY:
· Cognos Business In experience intelligence with expertise in Software Design, Development, and Analysis, Teradata, Testing, Data Warehouse and Business Intelligence tools.
· Expertise in Cognos 11/10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
· Expertise in Installation and Configuration of Cognos BI Products in Distributed environment on Windows
· Expertise with Framework Manager Modeling (Physical Layer, Business Layer, Packages) and Complex Report building with Report Studio.
· Expertise developing complex reports using drill-through reports, prompts, dashboards, master-detail, burst-reports, dynamic filtering in Cognos.
· Expertise in creating Dashboard reports using Java Script in Report studio.
· Expertise in building scorecard reports and dashboard reports using metric studio.
· Expertise with Transformer models and cubes that were used in Power play analysis and also these cubes were used in various Analysis Studio reports.
· Expertise with MDX Functions in Report Studio using Multi-dimensional Sources.
· Expertise with Cognos security (LDAP, Active Directory, Access manager, object level security, data security).
· Expertise with Tabbed Inter-phases and with Interactive Behavior of value based chart highlighting.
· Sound Skills in developing SQL Scripts, PL/SQL Stored Procedures, functions, packages.
· Expertise on production support and troubleshoot/test issues with existing reports and cubes.
· Experienced with MS SQL Server BI Tools like SSIS, SSRS and SSAS.
· Expertise in creation of packages, Data and Control tasks, Reports and Cubes using MS SQL Server BI Tools.
· Ability to translate business requirements into technical specifications and interact with end users to gather requirements for reporting.
· Good understanding of business process in Financial, Insurance and Healthcare areas.
· Expertise in infrastructure design for the cognos environment and security setup for different groups as per business requirement.
· Creating training material on all the Ad-Hoc training
· Expertise in all the basic administrative tasks like deployments, routing rule setup’s , user group setup , folder level securities etc.
· Have deployment knowledge of IBM Cognos report in Application servers like WAS.
· Have knowledge on handling securities and administration functionalities on IBM Cognos 10.x
· Good work ethics, detail oriented, fast learner, team oriented, flexible and adaptable to all kinds of stressful environments. Possess excellent communication and interpersonal skills.
Technical Skills:
BI Platform
Cognos 11,10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
Data Base
MS Access, MS SQL Server, Orac.
Business StrategyOrganizations have to develop an international .docxfelicidaddinwoodie
Business Strategy
Organizations have to develop an international Human Resources Management Strategy, when they expand globally. Which do you think is more critical for international Human Resource Management:
Understanding the cultural environment, or
Understanding the political and legal environment?
Please choose 1 position and give a rationale; examples are also a way to demonstrate your understanding of the learning concepts.
.
Business StrategyGroup BCase Study- KFC Business Analysis.docxfelicidaddinwoodie
Business Strategy
Group B
Case Study- KFC Business Analysis
Abstract
Introduced in 1952 by Colonel Sanders
Second largest restaurant chain today in terms of popularity
Annual revenue of $23 billion
Diversified its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism
Introduction
KFC was born in 1952 and its founder was Colonel Sanders
First franchise to grow globally over international market
By the 1960s – 1980s the market was booming in countries like England, Mexico, China
Management and ownership transferred over the years to Heublin, Yum Brands and PepsiCo.
Annual revenue of $23 billion in 2013
KFC had expanded its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism, logistic management issue in UK, cultural differences in Asian countries towards accepting the fried chicken menu.
Factors contributing to KFC’s global success
The core reason for KFCs success is it’s mandate to follow strict franchise protocols that have continuously satisfied customers demands:
The quality of the chicken cooked in KFC has certain specific guidelines
The size of the restaurant should be 24x60 feet.
The restaurant washrooms and ktichen has certain cleanliness standards
Food that is not sold off needs to be trashed
The workers need to have a specific clothing and uniform.
A certain % of the gross earnings should be used for advertisement and R&D
Air conditioning is mandatory in the outlets
Global number of KFC restaurants in the past decade
Importance of cultural factors to KFC’s sales success in India and China
Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values
“Culture is everything that people have, think, and do as members of their society”, which demonstrating that culture is made up of (1) material objects; (2) ideas, values, attitudes and beliefs; and (3) specified, or expected behavior.
Many scholars have theorized and studied the notion of cross-cultural adaptation, which tends to move from one culture to another one, by learning the elements such as rules, norms, customs, and language of the new culture (Oberg 1960, Keefe and Padilla 1987, Kealey 1989). According to Ady (1995),
“Cultural adaptation is the evolutionary process by which an individual modifies his personal habits and customs to fit into a particular culture. It can also refer to gradual changes within a culture or society that occur as people from different backgrounds participating in the culture and sharing their perspectives and practices.”
Cultural factors in India that go against KFC’s original recipe.
.
Business Strategy Differentiation, Cost Leadership, a.docxfelicidaddinwoodie
Business Strategy:
Differentiation, Cost Leadership,
and Integration
Lina Deng
Business Strategy and Competitive Advantage
• A business-level strategy is an integrated and
coordinated set of commitments and actions designed
to provide value to customers and to gain a competitive
advantage by utilizing core competencies in specific
individual product markets.
6–2
Business-Level Strategy:
How to Compete for Advantage?
• Answer the “Who, What, Why, and How”
Ø Who - which customer segments to serve?
Ø What needs, wishes, desires will we satisfy?
Ø Why do we want to satisfy them?
Ø How will we satisfy customers’ needs?
• Details actions that managers take in the quest
for competitive advantage
Ø Single product or group of similar products
6–3
Industry and Firm Effects Jointly Determine
Competitive Advantage
6–4
Business Strategy and Competitive Advantage
• Two fundamental questions:
Ø How do you generate advantage?
Ø How do you sustain advantage?
• Key idea for sustainability is “barriers to imitation.”
Ø How long will it be before the first rival
imitates the first mover?
Ø How fast does new imitation occur
once it starts?
v These two factors determine appropriability.
6–5
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø The computer industry is an excellent example of the lack
of correspondence between market share and profit rates.
IBM was a clear market leader in terms of market share
but had only mediocre economic performance relative to its
rivals. High market share is no guarantee of high rates
of profitability.
6–6
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø Perhaps high market share causes high profit rates.
Ø But it could equally well be that there is a third factor
(e.g., good service capabilities, such as those of
Caterpillar), either not considered or unobserved by us,
that causes both high profitability and high market share.
v In this case, we would see a correlation
between profitability and market share
but there is no causal explanation.
Business Strategy and Competitive Advantage
• When can market share work to generate and sustain
an advantage?
Ø Scale economies (to generate cost leadership advantage)
combined with high exit costs (to sustain the advantage)
may make market share a defensible advantage.
6–8
Business Strategy and Competitive Advantage
• An organization’s knowledge or expertise can lead to
sustainable advantage if:
Ø The knowledg.
Business RequirementsReference number Document Control.docxfelicidaddinwoodie
Business Requirements
Reference number:
Document Control
Change Record
Date
Author
Version
Change Reference
Reviewers
Name
Position
Table of Contents
2Document Control
1
Business Requirements
4
1.1
Project Overview
4
1.2
Background including current process
4
1.3
Scope
4
1.3.1
Scope of Project
4
1.3.2
Constraints and Assumptions
5
1.3.3
Risks
5
1.3.4
Scope Control
5
1.3.5
Relationship to Other Systems/Projects
5
1.3.6
Definition of Terms (if applicable)
5
1 Business Requirements
1.1 Project Overview
Provide a short, yet complete, overview of the project.
1.2 Background including current process
Describe the background to the project, (same section may be reused in the Quality Plan) include:
This project is
The project goal is to
The IT role for this project is
1.3 Scope
1.3.1 Scope of Project
The scope of this project includes a number of areas. For each area, there should be a corresponding strategy for incorporating these areas into the overall project.
Applications
In order to meet the target production date, only these applications will be implemented:
Sites
These sites are considered part of the implementation:
Process Re-engineering
Re-engineering will
Customization
Customizations will be limited to
Interfaces
the interfaces included are:
Architecture
Application and Technical Architecture will
Conversion
Only the following data and volume will be considered for conversion:
Testing
Testing will include only
Funding
Project funding is limited to
Training
Training will be
Education
Education will include
1.3.2 Constraints and Assumptions
The following constraints have been identified:
The following assumptions have been made in defining the scope, objectives and approach:
1.3.3 Risks
The following risks have been identified as possibly affecting the project during its progression:
1.3.4 Scope Control
The control of changes to the scope identified in this document will be managed through the Change Control, with business owner representative approval for any changes that affect cost or timeline for the project.
1.3.5 Relationship to Other Systems/Projects
It is the responsibility of the business unit to inform IT of other business initiatives that may impact the project. The following are known business initiatives:
1.3.6 Definition of Terms (if applicable)
List any definitions that will be used throughout the duration of the project.
5
A working structure is the fundamental programming that bargains with all the mechanical social affair and other programming on a PC. It other than pulls in us to visit with the PC without perceiving how to talk the piece PC programs language's. A working structure is inside theory of programming on a contraption that keeps everything together. Working systems visit with the's contraption. They handle everything from your solace and mice to the Wi-Fi radio, gathering contraptions, and show. Symbolically, a worki.
Business ProposalThe Business Proposal is the major writing .docxfelicidaddinwoodie
Business Proposal
The Business Proposal is the major writing assignment in the course. You are to create and submit a formal proposal that suggests how to change something within an organization. This organization can be large or small, a place of employment now or in the past, or an organization to which the students belong. From past experiences, it is best to use a business with fewer than 200 employees, and one with which you have personal experience. It could be a place where you currently work or a place you have worked or volunteered in the past.
The change can be specific to a unit or can apply to the whole organization; it can relate to how important information is distributed, who has access to important information, how information is accessed, or any other change in practices the students see as having a benefit. The proposal should be directed to the person or committee with the power to authorize the change. However, if you are working within a large organization, and asking for a small organizational change, communicating with a CEO or president may not make the most sense. You need to think about who within the organization might be the best person for the type of change suggested.
For the submission, you are to follow the guidelines for formal proposals available in Chapter 10 of the text. You can review 10.1, 10.4, and 10.19 for more information about specific components for a well-written formal business proposal. A complete proposal must have all required sections of a formal report excluding the copy of an RFP and the Authorization. The final draft of the proposal should be 1500–2000 words, and include the following necessary formal proposal components:
Letter of transmittal
Executive summary
Title page
Table of contents
List of illustrations
Introduction
Background: Purpose/problem
Proposal: plan, schedule, details
Staffing
Budget
Appendix
Formatting does matter for this assignment, and you are to check the text for details about how to format and draft the different proposal segments. Proposals don't just have text; graphics and charts are necessary, too. In addition, research is important, and footnotes and references must be included. All content should be concise, clear, and detailed. The proposal should be well-written with appropriate grammar, spelling, and punctuation.
This is a scaffolded writing project that consists of four assignments.
.
Business ProjectProject Progress Evaluation Feedback Form .docxfelicidaddinwoodie
Business Project
Project Progress Evaluation
Feedback Form Week 3
Date:
__________________________________________________
Student Name:
__________________________________________________
__________________________________________________
Project Title: Effect Of Increasing Training Budget
Project Type: Business Research
Researchers:
Has a topic been chosen and a problem statement created?
Yes { } NO { }
Was the problem statement submitted in a 1-4 page paper that includes an introduction to the topic with appropriate documentation?
Yes { } No { }
Specifically, if any, needs additional content or rewriting to create more clarity? What specific recommendations do you have to help in this process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is your workable timetable that states specific objectives and target completion dates for completing the final draft of the plan? Write the timetable below:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Feedback Form #3 – Project Proposal and Plan
▼
THE UK’S LEADING PROVIDER OF EXPERT SERVICES FOR IT PROFESSIONALS
NATIONAL COMPUTING CENTRE
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
IT Governance
Developing a successful governance strategy
A Best Practice guide for decision makers in IT
The effective use of information technology is now an accepted organisational imperative - for
all businesses, across all sectors - and the primary motivation; improved communications and
commercial effectiveness. The swift pace of change in these technologies has consigned many
established best practice approaches to the past. Today's IT decision makers and business
managers face uncertainty - characterised by a lack of relevant, practical, advice and standards
to guide them through this new business revolution.
Recognising the lack of available best practice guidance, the National Computing Centre has
created the Best Practice Series to capture and define best practice across the key aspects of
successful business.
Other Titles in the NCC Best Practice series:
IT Skills - Recruitment and Retention ISBN 0-85012-867-6
The New UK Data Protection Law ISBN 0-85012-868-4
Open Source - the UK opportunity ISBN 0-85012-874-9
Intellectual Property Rights - protecting your intellectual assets ISBN 0-85012-872-2
Aligning IT with Business Strategy ISBN 0-85012-889-7
Enterprise Architecture - underst.
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In this section of your final project, you will develop a case study from which you will base your career plan. Do not use “Darren” from the resources. In your case study, you should briefly describe your client’s/student’s presenting problem or career concern, as well as relevant sociocultural factors that influence the case. Be sure to include all relevant information such as the client’s demographic variables (consider use of the ADDRESSING model of identity), the client’s specific career difficulties (e.g., problems maintaining adequate work/life balance, discrimination in the workplace, layoff/termination, relocation, dislike of job duties, etc.), and his or her goals for counseling. For example, in a clinical mental health setting, you might describe a 40-year-old African American woman who is seeking to explore new career options due to interpersonal difficulties at her current place of employment. In a school counseling setting, you might describe work with a 17-year-old high school senior whose parents emigrated from Mexico and is having difficulty deciding between college and the military. This section of your paper should be at least two paragraphs.
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In this section of your final project, begin the explanation of your career plan for the case you developed above, following the Hill and O’Brien (1999) Helping Skills Model located in this week’s learning resources. For this stage, you should describe the activities you would engage in to facilitate career exploration with your client (Exploration, pp. 231–232). Be sure to provide a rationale for the activities you identify, using specific career theories as a framework. For example, if using a Holland-type career assessment, be sure to explain Holland’s ideas on the connection between personality characteristics and job titles, and how the assessment would promote career exploration in this case. Additionally, be sure to also consider other questions such as: “What techniques would you use to develop rapport, express empathy, and encourage your client/student to tell his or her story?” and “How would you broach the role of sociocultur.
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Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
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· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
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Research Proposal The articles for this proposal is attach.docxgholly1
Research Proposal
The articles for this proposal is attached to this assignment.
The origin of my research question comes from the impact of school counseling character education counseling lessons have on students’ academic achievement and social-emotional health. Many students, especially 3rd grade students are failing reading, writing, and language due to frustrations that have at home, school, and community.
Research question: What is the impact of character education counseling lessons on increasing academic achievement in Reading, Writing, and Literacy?
Students come to school with an array of concerns and teaching character education, reviewing data, working as a team with the teachers, administrators, etc. will increase student achievement.
Instructions for assignment below:
The culminating project for the course is a research proposal that will be structured for conducting an authentic research study for improving the current counseling program at your school or enhancing school counseling practice in your school system. The following questions must be answered in the paper. Plagiarism 15% or more will receive a grade of “0”.
Submissions must be in APA format. Do not use outline form.
1. A brief description of the current situation and an intervention or research intended to change it or clarify the phenomena in terms of efficacy or lack of efficacy.
2. Literature Review
1. (One sentence only.) The purpose of this study is to ____________.
2. What study or studies or literature review has most directly inspired your study? (Give citation(s).)
3. How does your study build on previous research? (No more than 3 sentences.)
4. How will your study contribute to knowledge about school counseling or defend an implementation of your efforts to refine/develop your school counseling program. (No more than 3 sentences.)
5. Research Questions, Hypotheses, and Objectives
1. In what form are you stating your research purposes? (Check one or more.)
Create a log (a list) of the searches used initially in your searches for literature. If you use a library other than your schools, your lists should be specific to each library. The more detailed you keep your search log the more your professors can help you hone your research and your literature review.
2. Create an abbreviated literature review or annotated bibliography. This should support your intervention or investigation, the need for the research or program change, and the gap in the literature or program that your research could possibly explore.
3. Purpose of the Study
______Questions _______Hypotheses _______Objectives
1. List your research questions/hypotheses/objectives.
2. What is the particular research theory and or counseling theory do you intend to use?
3. Research Design
1. If your study is quantitative in nature, describe the characteristics of the population that you will study. If your study is qualitative in nature, describe the phen.
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CRM 321
Substantive Criminal Law
Case Brief Format/Sample Case Brief
Richard BRETON, Margaret Mary Breton, Plaintiffs,
v.
CENTRAL PACIFIC SUPPLY CORPORATION, Defendant.
Hawaii Supreme Court (1986)
Parties: [Parties to the case]
Breton’s (Plaintiff) v. Central Pacific Supply Corporation (CPS) (Defendant)
Facts: [Briefly state the relevant facts of the case that the court relied upon to reach their decision –
normally 1-2 paragraphs]
The Bretons are sought to cancel the Agreement of Sale of a leasehold interest and for damages. The
Bretons alleged that CPS had breached the Agreement by defaulting on the payment due thereon and
by vacating the premises.
Prior Proceedings: [Briefly describe the circumstances that have occurred in the case to this point]
This case was originally brought before the Land Court of the City and County of Honolulu, State of
Hawaii. The land court, after the trial, found in favor of the Bretons against CPS. Thereafter, CPS filed a
motion to set aside the findings of fact, conclusions of law and judgment, and to set the matter for a jury
trial. The land court denied the motion.
Issues Presented or Questions of Law: [What was the legal issue presented to the court?]
Does the land court have jurisdiction over the subject matter?
Arguments or Objectives of the Parties: [What were the arguments or objections presented to the
court?]
In answer to the Breton’s petition to cancel Agreement of Sale, one of CPS’s defenses was that the land
court lacked jurisdiction over the subject matter. Therefore any judgment rendered is invalid.
Holding/Rule of Law: [What was the legal rule(s) or principle(s) the court applied to the case?]
“The land court is a court of limited jurisdiction, created for a special purpose, that of carrying into effect
what is known as the Torrens title scheme, derives all of its power from the statutes relating to it, and
can exercise no power not found within those statutes.” The Bretons’ petition and CPS’s counterclaim
both are breach of contract actions over which the land court does not have jurisdiction.
Saint Leo Core Values Displayed: [Discuss the Saint Leo Core Value(s) that were displayed or violated
by the key players in this case] The law enforcement officers violated the Saint Leo Core Values of
Integrity and Respect when they violated the rights of the suspect by using excessive physical force at
the time of the arrest.
Rationale: [Explain the court’s reasoning in deciding the case]
“The lack of jurisdiction over the subject matter cannot be waived by the parties.” If the parties do not
raise the issue, a court will, ...”
Conclusion: [What was the final outcome/ruling in the case?]
The judgment of the land court is void for lack of jurisdiction. The appeal is dismissed.
Note from instructor:
Most case briefs will be about 1-2 pages in length. For the purposes of your creating case briefs, this
document .
Chapter 1 IntroductionBackgroundIntroductionIn this section, .docxketurahhazelhurst
Chapter 1 Introduction
Background/Introduction
In this section, present enough information about the proposed work such that the reader understands the general context or setting. It is also helpful to include a summary of how the rest of this document is organized.
Problem Statement
In this section, present a concise statement of a research-worthy problem addressed (i.e., why the work should be undertaken – don’t say required for the class). 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.
Goal
Next, include a concise definition of the goal of the work (i.e., what the work will accomplish). Aim to define a goal that is measurable.
Research Questions
Research questions are developed to help guide the authors through the literature for a given problem area. What were the open-ended questions asked and why did the student find (or not find) them adequate.
Relevance and Significance
The student should consider the following questions as they read through an article stating how the author(s) supported, or left unsupported the evidence, relevance, and significance of their research literature:
Why is there a problem? What groups or individuals are affected?
How far-ranging is the problem and how great is its impact? What’s the benefit of solving the problem?
What has been tried without success to correct the situation? Why weren’t those attempts successful? What are the consequences of not solving the problem?
How does the goal of the study address the research problem and how will the proposed study offer promise as a resolution to the problem?
How will the research add to the knowledge base?
What is the potential for generalization of the results?
What is the potential for original work?
Barriers and Issues
In these paragraphs, identify how the problem is inherently difficult to solve. How did the solution the author(s) propose address the difficulties?
Chapter 2 Literature Review
In this section, it is important to clearly identify the major areas on which the student will need to focus the student research in order to build a solid foundation for the study in the existing body of knowledge. The literature review is the presentation of quality literature in a particular field that serves as the foundation and justification for the research problem, research questions or hypothesis, and methodology. The student will develop a more comprehensive review of the literature as part of the research.
Chapter 3 Approach/Methodology
This chapter includes a summary of how the student are going to proceed with the evaluation of the problem statement and associated research question(s). Given the short time of this course, a compare / contrast or advantage / disadvantage analysis is recommended that
Chapter 4: Findings, ...
Course Code EDU7702-8Course Start Date 02152016Sec.docxvanesaburnand
Course Code: EDU7702-8
Course Start Date: 02/15/2016
Section: Synthesis: Research problem, method, design
Week: 7
Activity: Develop Research Methodology for Hypothetical Research Study
Activity Due Date: 04/03/2016
Activity Description
For Week 6, you developed the research problem, purpose, and questions for both a qualitative and a quantitative research study. For this task, choose one of the research problems and questions that
you developed in Week 6 (either the qualitative or the quantitative) and develop the methodology for the chosen study.
Then, next week you will develop the methodology for the second study and then combine the methodology section with other elements of the study to create a concept paper. (Thus, you may want to
choose the study of most interest to you and develop the methodology for that study as part of the assignment for Week 8).
There are several documents in the NCU dissertation center that will be helpful in developing the research methodology for your Week 7 and Week 8 assignments. These include the concept paper
templates and the proposal templates. Details regarding the research methods for the dissertation are explained in Chapter 3 of the dissertation proposal. The dissertation proposal template shows the
sections that should be included in Chapter 3 of the dissertation proposal. These sections include the following:
1. Research Methods and Design(s)
2. Population
3. Sample
4. Materials/Instruments
5. Operational Definitions of Variables (Quantitative/Mixed Studies Only)
6. Data Collection, Processing, and Analysis
7. Assumptions
8. Limitations
9. Delimitations
10. Ethical Assurances
11. Summary
In developing the methodology section for this week’s assignment, you will want to address Sections 1-6 and Section 10. You will find a discussion of these sections below that will help you develop
these sections of the research methodology.
(1) Research Methods and Design: Explain the methodology and design that you will use to address the research purpose and questions. Will you use the qualitative methodology or the quantitative
methodology? Explain your reasoning for the methodology that you will use to answer the research questions. Why is the specific methodology appropriate for answering the research questions? Which
of the designs is appropriate for your study? Refer to Section 5 for a review of the qualitative and quantitative designs. Then, explain the design that you will use. When is this design appropriate for use
and why is the design appropriate for your research purpose and questions? You will want to cite sources for your reasoning to use the methodology that you use. Be sure to explain why the
methodology and design is appropriate for your study.
Potential sources for defending the methodology and design include the following:
Cozby, P. & Bates, S. (2012). Methods in behavioral research. Boston, MA: McGraw Hill Higher Education.
Creswell, J. W. (2014). Research design: Qu.
Task Description Developing CapabilityAssessment details for .docxssuserf9c51d
Task Description: Developing Capability
Assessment details for ALL STUDENTS
Length: 2500 words
Format: Report Format
Weighting 30%
Task Required:
The aim of this assignment is to allow participants to explore and develop key capabilities in one of the two key managing others capabilities addressed in the course.
Students are to choose either:
1 Conflict and Negotiation, or
2 Empathy and Trust, or
3 Teams and Groups.
During the Saturday workshops, diagnostic tools and mini-simulation activities will be undertaken for each topic that serves as the experiential basis for individual reflection about current practice. These are compulsory activities for students enrolled in the on-campus delivery mode. Students who do not attend and participate in these activities will be deemed not to have completed this component of the assessment task and will receive a penalty.
Students are then to prepare a literature review about the chosen topic that defines the key terms and outline key theories or models and application.
Students enrolled in MGMT20124 must utilise a number of diagnostic tools undertaken during the workshops (such as the Johari Window, Thomas Kilmann Conflict Questionnaire, The Big 5, ESCI, Belbin Team Inventory etc.) that provide insights into current capabilities or preferences. Students are to contrast the results of the diagnostics tests and compare these to the literature so as to identify key strengths and weakness in their managing others capabilities.
(See the note below for students enrolled in MGMT20124 & MGMT20129)
Students are then to identify two areas for improvement. Using your learnings from the literature review and diagnostic tools, develop a realistic plan of activities designed to improve your knowledge and skills over a 6-month period.
Research Requirements: A minimum of 15 scholarly references are to be used that includes at least 6 peer reviewed journal articles included as citations within the report. These must also be listed in the reference list which is in alphabetical order-
Keep in mind that the external sources (outside the textbooks) must be peer reviewed journal articles or scholarly book chapters. If you are in doubt of what constitutes a journal articleor scholarly book chapter you need to ask your lecturer/professor or tutor.
If you are uncertain about how to reference correctly and how to draft a reference list please access student support through CQU.
Marks will be deducted for poor referencing!
PLEASE NOTE:
Students enrolled in MGMT20124 have a slightly higher word limit and are expected to undertake at least 5 diagnostic tools compared to students enrolled in MGMT 20129 who are expected to undertake a minimum of 3 diagnostic tools. This is to reflect the higher credit point value of MGMT20124. However the more diagnostic tools you use the greater the insights into your preferences.
The world limits provided are guidelines/approximate limits.
Section
Description
Additional Infor ...
Similar to 20161028161952psy_850.r.assignment_requirements (1).docxBackgr.docx (11)
Business UseWeek 1 Assignment #1Instructions1. Plea.docxfelicidaddinwoodie
Business Use
Week 1: Assignment #1
Instructions
1. Please read these two articles:
· Using forensics against a fitbit device to solve a murder: https://www.cbsnews.com/news/the-fitbit-alibi-21st-century-technology-used-to-help-solve-wisconsin-moms-murder/
· How Amazon Echo could be forensically analyzed! https://www.theverge.com/2017/1/6/14189384/amazon-echo-murder-evidence-surveillance-data
2. Then go around in your residence / dwelling (home, apartment, condo, etc) and be creative.
3. Identify at least five appliances or devices that you THINK could be forensically analyzed and then identify how this might be useful in an investigation. Note - do not count your computer or mobile device. Those are obvious!
4. I expect at least one paragraph answer for each device.
Why did I assign this?
The goal is to have you start THINKING about how any device, that is capable of holding electronic data (and transmitting to the Internet) could be useful in a particular investigation!
Due Date
This is due by Sunday, May 10th at 11:59PM
Surname 6
Informative speech on George Stinney Jr.
A. Info research analysis
The general purpose of the speech was to inform people about the civil injustice being done against the African American community in the United States. The specific purpose of the speech was to portray to the audience how an innocent 14-year old black boy suffered in the hands of the South Carolina State law enforcing officers. He was falsely accused of killing two white girls and electrocuted within two months after conviction.
I decided the topic of my speech after perusing through all the suggested topics ad found that the story of George Stinney Jr. was touching and emotional entirely.
This topic benefits the audience and the society in general by giving them an insight of the cruelty that the American law system has against the African American community. The audience gets to know how the shady investigations were done with claims that George had pleaded guilty to the charges of murder when there was no real evidence tying him to the crime or a signed plea agreement.
The alternative view that I found in the research was the version of the investigating officer of the case who claimed that the 14-year old boy managed to kill two girls aged 11 and 7 with a blunt object and ditch them in a nearby trench. This alternative point of view did not make sense because it is hard for a 14-year old boy to use the force that was reported by postmortem results to kill the girls. Therefore, I knew everything was a lie and I had to take the point of view of George’s innocence.
B. informative outline
Introduction:
George Stinney Jr. was an African American boy born on October 21, 1929 in Pinewood, South Carolina, U.S. He is considered as the youngest person to be executed by the United State government in 20th century.
Main body
Investigations of the alleged crimes (Bickford, 05)
The investigations concerning the alleged crimes of George S.
Business UsePALADIN ASSIGNMENT ScenarioYou are give.docxfelicidaddinwoodie
Business Use
PALADIN ASSIGNMENT
Scenario:
You are given a PC and you are faced with this scenario: you don’t know the password to the PC which means you can’t login so you can use a forensic tool like FTK IMAGER to capture the hard drive as a bit-for-bit forensic image AND/OR
1. The hard drive is either soldiered onto the motherboard (there are some new hard drives like this!) or cannot be removed because the screws are stripped (this has happened to me);
2. Even if you figured out the password or got an admin password the PC may have its USB ports blocked via a GPO policy (this is very common in corporations now);
3. Even if you can get the GPO policy overridden you may have some concerns about putting it on the network (which is true especially if you are dealing with malware).
So what you can you do? The best solution is to boot the PC up into forensically sound environment that lets you bypass the password aspect; GPO policy; etc and take a bit-for-bit image. One software that has done the job very well for me is Paladin.
How to get points
If you can send me a screenshot showing me that you had installed Paladin .ISO and made your USB device a bootable device with Paladin using Rufus then you get 10 points.
If you can send me a screenshot showing that you had a chance to boot your computer into Paladin then you will earn an extra 10 points. It is not necessary for you to take a forensic image of your PC but I have included generic instructions here.
Assumptions:
1. You have downloaded Rufus on your computer
2. You have downloaded Paladin on your computer.
Instructions:
1. Make sure you have at least one USB drive.
2. If not down already, download Rufus from https://rufus.ie/.
3. If not done already, download the Paladin ISO image from this website: https://sumuri.com/product/paladin-64-bit-version-7/ which is free. It’s suggested price is $25.00 but you can adjust the price to $0 then order. To be clear – do not pay anything.
4. Insert the USB device in your computer.
5. Run Rufus where you install the Paladin .ISO file on the USB device and make it bootable. Now I could provide you step by step instructions, but this is a Masters class so I want you to explore a bit and figure this out. One good video is this: https://www.youtube.com/watch?v=V6JehM0WDTI.
6. After you are done using Rufus where you have installed Paladin.ISO on the USB device and made it bootable then make sure the USB device is in the PC.
7. Restart your PC. Press F9(HP) laptop) or F12 (Dell laptop) so you can be taken into the BIOS bootup menu.
8. This is where things get a bit tricky e.g. your compute may be configured differently where you have to adjust your BIOS settings. If you do not feel comfortable doing this then stop here. I do not want you to mess up your computer. You have already earned ten extra points!
9. If you still proceed then you will see a list of bootable devices. You may, for example, see a list of devices. Pick the device .
Business UsePractical Connection WorkThis work is a writte.docxfelicidaddinwoodie
Business Use
Practical Connection Work
This work is a written assignment where students will demonstrate how this course research has connected and been put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words of how the knowledge, skills, or theories of this course, to date, have been applied, or could be applied, in a practical manner to your current work environment.
If you are not currently working, then this is where you can be creative and identify how you THINK this could be applied to an employment opportunity in your field of study.
Requirements:
Provide a 500 word minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
You should NOT provide an overview of the assignments given in the course. Reflect and write about how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
// Pediatric depressionTherapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.
Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation Client seen by Psychiatric Nurse Practitioner
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children's Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
RESOURCES
§ Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale--Revised. Los Angeles, CA: Western Psychological Services.
Decision Point OneSelect what the PMHNP should do:Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
.
Business System Analyst
SUMMARY:
· Cognos Business In experience intelligence with expertise in Software Design, Development, and Analysis, Teradata, Testing, Data Warehouse and Business Intelligence tools.
· Expertise in Cognos 11/10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
· Expertise in Installation and Configuration of Cognos BI Products in Distributed environment on Windows
· Expertise with Framework Manager Modeling (Physical Layer, Business Layer, Packages) and Complex Report building with Report Studio.
· Expertise developing complex reports using drill-through reports, prompts, dashboards, master-detail, burst-reports, dynamic filtering in Cognos.
· Expertise in creating Dashboard reports using Java Script in Report studio.
· Expertise in building scorecard reports and dashboard reports using metric studio.
· Expertise with Transformer models and cubes that were used in Power play analysis and also these cubes were used in various Analysis Studio reports.
· Expertise with MDX Functions in Report Studio using Multi-dimensional Sources.
· Expertise with Cognos security (LDAP, Active Directory, Access manager, object level security, data security).
· Expertise with Tabbed Inter-phases and with Interactive Behavior of value based chart highlighting.
· Sound Skills in developing SQL Scripts, PL/SQL Stored Procedures, functions, packages.
· Expertise on production support and troubleshoot/test issues with existing reports and cubes.
· Experienced with MS SQL Server BI Tools like SSIS, SSRS and SSAS.
· Expertise in creation of packages, Data and Control tasks, Reports and Cubes using MS SQL Server BI Tools.
· Ability to translate business requirements into technical specifications and interact with end users to gather requirements for reporting.
· Good understanding of business process in Financial, Insurance and Healthcare areas.
· Expertise in infrastructure design for the cognos environment and security setup for different groups as per business requirement.
· Creating training material on all the Ad-Hoc training
· Expertise in all the basic administrative tasks like deployments, routing rule setup’s , user group setup , folder level securities etc.
· Have deployment knowledge of IBM Cognos report in Application servers like WAS.
· Have knowledge on handling securities and administration functionalities on IBM Cognos 10.x
· Good work ethics, detail oriented, fast learner, team oriented, flexible and adaptable to all kinds of stressful environments. Possess excellent communication and interpersonal skills.
Technical Skills:
BI Platform
Cognos 11,10.2, 10.1, 8.x (Query Studio, Report Studio, Analysis Studio, Business Insight/Workspace, Business Insight/Workspace Advanced, Metric Studio (Score carding), Framework Manager, Cognos Connection)
Data Base
MS Access, MS SQL Server, Orac.
Business StrategyOrganizations have to develop an international .docxfelicidaddinwoodie
Business Strategy
Organizations have to develop an international Human Resources Management Strategy, when they expand globally. Which do you think is more critical for international Human Resource Management:
Understanding the cultural environment, or
Understanding the political and legal environment?
Please choose 1 position and give a rationale; examples are also a way to demonstrate your understanding of the learning concepts.
.
Business StrategyGroup BCase Study- KFC Business Analysis.docxfelicidaddinwoodie
Business Strategy
Group B
Case Study- KFC Business Analysis
Abstract
Introduced in 1952 by Colonel Sanders
Second largest restaurant chain today in terms of popularity
Annual revenue of $23 billion
Diversified its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism
Introduction
KFC was born in 1952 and its founder was Colonel Sanders
First franchise to grow globally over international market
By the 1960s – 1980s the market was booming in countries like England, Mexico, China
Management and ownership transferred over the years to Heublin, Yum Brands and PepsiCo.
Annual revenue of $23 billion in 2013
KFC had expanded its menu to suit cultural needs of people across different countries
Hindering factors in KFC’s growth are growing consumer health consciousness, animal welfare criticism, environmental criticism, logistic management issue in UK, cultural differences in Asian countries towards accepting the fried chicken menu.
Factors contributing to KFC’s global success
The core reason for KFCs success is it’s mandate to follow strict franchise protocols that have continuously satisfied customers demands:
The quality of the chicken cooked in KFC has certain specific guidelines
The size of the restaurant should be 24x60 feet.
The restaurant washrooms and ktichen has certain cleanliness standards
Food that is not sold off needs to be trashed
The workers need to have a specific clothing and uniform.
A certain % of the gross earnings should be used for advertisement and R&D
Air conditioning is mandatory in the outlets
Global number of KFC restaurants in the past decade
Importance of cultural factors to KFC’s sales success in India and China
Culture is the collective programming of the human mind that distinguishes the members of one human group from those of another. Culture in this sense is a system of collectively held values
“Culture is everything that people have, think, and do as members of their society”, which demonstrating that culture is made up of (1) material objects; (2) ideas, values, attitudes and beliefs; and (3) specified, or expected behavior.
Many scholars have theorized and studied the notion of cross-cultural adaptation, which tends to move from one culture to another one, by learning the elements such as rules, norms, customs, and language of the new culture (Oberg 1960, Keefe and Padilla 1987, Kealey 1989). According to Ady (1995),
“Cultural adaptation is the evolutionary process by which an individual modifies his personal habits and customs to fit into a particular culture. It can also refer to gradual changes within a culture or society that occur as people from different backgrounds participating in the culture and sharing their perspectives and practices.”
Cultural factors in India that go against KFC’s original recipe.
.
Business Strategy Differentiation, Cost Leadership, a.docxfelicidaddinwoodie
Business Strategy:
Differentiation, Cost Leadership,
and Integration
Lina Deng
Business Strategy and Competitive Advantage
• A business-level strategy is an integrated and
coordinated set of commitments and actions designed
to provide value to customers and to gain a competitive
advantage by utilizing core competencies in specific
individual product markets.
6–2
Business-Level Strategy:
How to Compete for Advantage?
• Answer the “Who, What, Why, and How”
Ø Who - which customer segments to serve?
Ø What needs, wishes, desires will we satisfy?
Ø Why do we want to satisfy them?
Ø How will we satisfy customers’ needs?
• Details actions that managers take in the quest
for competitive advantage
Ø Single product or group of similar products
6–3
Industry and Firm Effects Jointly Determine
Competitive Advantage
6–4
Business Strategy and Competitive Advantage
• Two fundamental questions:
Ø How do you generate advantage?
Ø How do you sustain advantage?
• Key idea for sustainability is “barriers to imitation.”
Ø How long will it be before the first rival
imitates the first mover?
Ø How fast does new imitation occur
once it starts?
v These two factors determine appropriability.
6–5
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø The computer industry is an excellent example of the lack
of correspondence between market share and profit rates.
IBM was a clear market leader in terms of market share
but had only mediocre economic performance relative to its
rivals. High market share is no guarantee of high rates
of profitability.
6–6
Business Strategy and Competitive Advantage
• Does market share generate competitive advantage?
Ø Perhaps high market share causes high profit rates.
Ø But it could equally well be that there is a third factor
(e.g., good service capabilities, such as those of
Caterpillar), either not considered or unobserved by us,
that causes both high profitability and high market share.
v In this case, we would see a correlation
between profitability and market share
but there is no causal explanation.
Business Strategy and Competitive Advantage
• When can market share work to generate and sustain
an advantage?
Ø Scale economies (to generate cost leadership advantage)
combined with high exit costs (to sustain the advantage)
may make market share a defensible advantage.
6–8
Business Strategy and Competitive Advantage
• An organization’s knowledge or expertise can lead to
sustainable advantage if:
Ø The knowledg.
Business RequirementsReference number Document Control.docxfelicidaddinwoodie
Business Requirements
Reference number:
Document Control
Change Record
Date
Author
Version
Change Reference
Reviewers
Name
Position
Table of Contents
2Document Control
1
Business Requirements
4
1.1
Project Overview
4
1.2
Background including current process
4
1.3
Scope
4
1.3.1
Scope of Project
4
1.3.2
Constraints and Assumptions
5
1.3.3
Risks
5
1.3.4
Scope Control
5
1.3.5
Relationship to Other Systems/Projects
5
1.3.6
Definition of Terms (if applicable)
5
1 Business Requirements
1.1 Project Overview
Provide a short, yet complete, overview of the project.
1.2 Background including current process
Describe the background to the project, (same section may be reused in the Quality Plan) include:
This project is
The project goal is to
The IT role for this project is
1.3 Scope
1.3.1 Scope of Project
The scope of this project includes a number of areas. For each area, there should be a corresponding strategy for incorporating these areas into the overall project.
Applications
In order to meet the target production date, only these applications will be implemented:
Sites
These sites are considered part of the implementation:
Process Re-engineering
Re-engineering will
Customization
Customizations will be limited to
Interfaces
the interfaces included are:
Architecture
Application and Technical Architecture will
Conversion
Only the following data and volume will be considered for conversion:
Testing
Testing will include only
Funding
Project funding is limited to
Training
Training will be
Education
Education will include
1.3.2 Constraints and Assumptions
The following constraints have been identified:
The following assumptions have been made in defining the scope, objectives and approach:
1.3.3 Risks
The following risks have been identified as possibly affecting the project during its progression:
1.3.4 Scope Control
The control of changes to the scope identified in this document will be managed through the Change Control, with business owner representative approval for any changes that affect cost or timeline for the project.
1.3.5 Relationship to Other Systems/Projects
It is the responsibility of the business unit to inform IT of other business initiatives that may impact the project. The following are known business initiatives:
1.3.6 Definition of Terms (if applicable)
List any definitions that will be used throughout the duration of the project.
5
A working structure is the fundamental programming that bargains with all the mechanical social affair and other programming on a PC. It other than pulls in us to visit with the PC without perceiving how to talk the piece PC programs language's. A working structure is inside theory of programming on a contraption that keeps everything together. Working systems visit with the's contraption. They handle everything from your solace and mice to the Wi-Fi radio, gathering contraptions, and show. Symbolically, a worki.
Business ProposalThe Business Proposal is the major writing .docxfelicidaddinwoodie
Business Proposal
The Business Proposal is the major writing assignment in the course. You are to create and submit a formal proposal that suggests how to change something within an organization. This organization can be large or small, a place of employment now or in the past, or an organization to which the students belong. From past experiences, it is best to use a business with fewer than 200 employees, and one with which you have personal experience. It could be a place where you currently work or a place you have worked or volunteered in the past.
The change can be specific to a unit or can apply to the whole organization; it can relate to how important information is distributed, who has access to important information, how information is accessed, or any other change in practices the students see as having a benefit. The proposal should be directed to the person or committee with the power to authorize the change. However, if you are working within a large organization, and asking for a small organizational change, communicating with a CEO or president may not make the most sense. You need to think about who within the organization might be the best person for the type of change suggested.
For the submission, you are to follow the guidelines for formal proposals available in Chapter 10 of the text. You can review 10.1, 10.4, and 10.19 for more information about specific components for a well-written formal business proposal. A complete proposal must have all required sections of a formal report excluding the copy of an RFP and the Authorization. The final draft of the proposal should be 1500–2000 words, and include the following necessary formal proposal components:
Letter of transmittal
Executive summary
Title page
Table of contents
List of illustrations
Introduction
Background: Purpose/problem
Proposal: plan, schedule, details
Staffing
Budget
Appendix
Formatting does matter for this assignment, and you are to check the text for details about how to format and draft the different proposal segments. Proposals don't just have text; graphics and charts are necessary, too. In addition, research is important, and footnotes and references must be included. All content should be concise, clear, and detailed. The proposal should be well-written with appropriate grammar, spelling, and punctuation.
This is a scaffolded writing project that consists of four assignments.
.
Business ProjectProject Progress Evaluation Feedback Form .docxfelicidaddinwoodie
Business Project
Project Progress Evaluation
Feedback Form Week 3
Date:
__________________________________________________
Student Name:
__________________________________________________
__________________________________________________
Project Title: Effect Of Increasing Training Budget
Project Type: Business Research
Researchers:
Has a topic been chosen and a problem statement created?
Yes { } NO { }
Was the problem statement submitted in a 1-4 page paper that includes an introduction to the topic with appropriate documentation?
Yes { } No { }
Specifically, if any, needs additional content or rewriting to create more clarity? What specific recommendations do you have to help in this process?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What is your workable timetable that states specific objectives and target completion dates for completing the final draft of the plan? Write the timetable below:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Feedback Form #3 – Project Proposal and Plan
▼
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BUSINESS PROCESSES IN THE FUNCTION OF COST MANAGEMENT IN H.docxfelicidaddinwoodie
BUSINESS PROCESSES IN THE FUNCTION OF COST
MANAGEMENT IN HEALTHCARE INSTITUTIONS
1
1
st
IVANA DRAŽIĆ LUTILSKY
Departement of Accounting
Faculty of Economics and Business
University of Zagreb
Croatia
[email protected]
2
nd
LUCIJA JUROŠ
Faculty of Economics and Business
[email protected]
Abstract: This paper is dealing with the importance of business processes regarding costs
tracking and cost management in healthcare institutions. Various changes within the health
care system and funding of hospitals require the introduction of management information
systems and cost accounting. The introduction of cost accounting in public hospitals would
allow the planning and control of costs, monitoring of costs per patient or service and the
calculation of indicators for the analysis and assessment of the economic performance of the
business of public hospitals and lead to the transparency of budget spending. A model that
would be suited to the introduction in the public hospital is full cost allocation model based on
activities or processes that occur, known as the ABC method. Given that this is a calculation
of cost of services provided through various internal business processes, it is important to
identify all business processes in order to be able to calculate the costs incurred by services.
Although the hospital does not do business with the aim to make a profit, they must follow all
the costs (direct and indirect) to be able to calculate the full costs i.e. the price of the service
provided. In addition, the long-term sustainability of business activities in terms of funding
difficulties and the continuous growth of cost of services provided, hospitals must control and
reduce the cost of the program and specific activities. Therefore, the objective of this paper is
to point out the importance of business processes while introducing ABC method.
Keywords: Business Processes, Cost management, ABC method, Healthcare Institutions
1
This work has been fully supported by University of Zagreb funding the project “Business processes in the
implementation of cost management in healthcare system”, Any opinions, findings, and conclusions or
recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of
University of Zagreb.
mailto:[email protected]
1 Introduction
In recent years, the efficiency of the management in health care services and the system of
quality in health care institutions significantly increased. Patients expect more from
healthcare providers and higher standards of care. At the same time, those who pay for
health services are increasingly concerned about the rising costs of health care services, but
also the potential ineffectiveness of the health care system. Consequently, there is a broad
interest in understanding the ways of efficient work of health care management and .
Business Process Management JournalBusiness process manageme.docxfelicidaddinwoodie
Business Process Management Journal
Business process management: a maturity assessment of Saudi Arabian
organizations
Omar AlShathry,
Article information:
To cite this document:
Omar AlShathry, (2016) "Business process management: a maturity assessment of Saudi Arabian
organizations", Business Process Management Journal, Vol. 22 Issue: 3, pp.507-521, https://
doi.org/10.1108/BPMJ-07-2015-0101
Permanent link to this document:
https://doi.org/10.1108/BPMJ-07-2015-0101
Downloaded on: 04 September 2018, At: 00:11 (PT)
References: this document contains references to 26 other documents.
To copy this document: [email protected]
The fulltext of this document has been downloaded 1083 times since 2016*
Users who downloaded this article also downloaded:
(2016),"Process improvement for professionalizing non-profit organizations: BPM approach",
Business Process Management Journal, Vol. 22 Iss 3 pp. 634-658 <a href="https://doi.org/10.1108/
BPMJ-08-2015-0114">https://doi.org/10.1108/BPMJ-08-2015-0114</a>
(2016),"Ownership relevance in aspect-oriented business process models", Business
Process Management Journal, Vol. 22 Iss 3 pp. 566-593 <a href="https://doi.org/10.1108/
BPMJ-01-2015-0006">https://doi.org/10.1108/BPMJ-01-2015-0006</a>
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*Related content and download information correct at time of download.
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Business process management:
a maturity assessment of Saudi
Arabian organizations
Omar AlShathry
Department of Information Systems,
Imam Mohammed Bin Saud University, Riyadh, Saudi Arabia
Abstract
Purpose – Business Process Management (BPM) has become increasingly common among organizations
in d.
Business Plan[Your Name], OwnerPurdue GlobalBUSINESS PLANDate.docxfelicidaddinwoodie
Business Plan[Your Name], Owner
Purdue Global
BUSINESS PLAN
Date
1. EXECUTIVE SUMMARY
1.1 Product
1.2 Customers
1.3 What Drives Us
2. COMPANY DESCRIPTION
2.1 Mission and Vision Statements
2.2 Principal Members at Startup (In Unit 7 you will expand on this section to include medium and long term personnel plans for all team members, including the line staff.)
2.2.1 Using chapter 10 of your text, write the plan, using the section in Chapter 10 that shows how to introduce each team member and describe their background and responsibilities. You will start with the leaders and managers, then discuss other employees as needed for your company to grow.
2.2.2 Use this spreadsheet to show the planning
Leaders/managers (unit 1)
When needed (number of months/years after opening)
Outside Services Needed
Key Functions
Add line staff (Unit 7)
2.3 Legal Structure
3. MARKET RESEARCH
3.1 Industry (from SBA, Business Guides by Industry, and Bureau of Labor Statistics)
3.1.1 Industry description
3.2.1 Resources used
3.2 Customers (from SBA site fill in worksheet, then use text for spreadsheets and follow-up explanations)
Add SBA part here:
Then, fill in spreadsheet using this example from the text:
Housewife:
Married Couple:
Age:
35–65
Age:
35–55
Income:
Fixed
Income:
Medium to high
Sex:
Female
Sex:
Male or Female
Family:
Children living at home
Family:
0 to 2 children
Geographic:
Suburban
Geographic:
Suburban
Occupation:
Housewife
Occupation:
Varies
Attitude:
Security minded
Attitude:
Security minded, energy conscious
Older Couple:
Elderly:
Age:
55–75
Age:
70+
Income:
High or fixed
Income:
Fixed
Sex:
Male or Female
Sex:
Male or Female
Family:
Empty nest
Family:
Empty nest
Geographic:
Suburban
Geographic:
Suburban
Occupation:
White-collar or retired
Occupation:
Retired
Attitude:
Security minded, energy conscious
Attitude:
Security minded, energy conscious
Explain who you are targeting and where they are located. Insert information here using these guidelines:
Information About Your Target Market – Narrow your target market to a manageable size. Many businesses make the mistake of trying to appeal to too many target markets. Research and include the following information about your market:
Distinguishing characteristics – What are the critical needs of your potential customers? Are those needs being met? What are the demographics of the group and where are they located? Are there any seasonal or cyclical purchasing trends that may impact your business?
Size of the primary target market – In addition to the size of your market, what data can you include about the annual purchases your market makes in your industry? What is the forecasted market growth for this group? For more information, see the market research guide for tips and free government resources that can help you build a market profile.
How much market share can you gain? – What is the market share.
Business PlanCover Page Name of Project, Contact Info, Da.docxfelicidaddinwoodie
Business Plan
Cover Page
Name of Project, Contact Info, Date
Picture/graphics
Table of Contents
Executive Summary
The Company
The Project
The Industry
The Market
Distribution
Risk Factors
Financing
Sources
List of sources, specific articles, and websites
I WILL PROVIDE MORE INFORMATION IN CHAT TO COMPLETE PROPOSAL.
.
Business Planning and Program Planning A strategic plan.docxfelicidaddinwoodie
Business Planning and Program Planning
A strategic plan specifies how a particular program will realize its objectives. With a strategic plan, it is possible to focus efforts on the accomplishment of a program's goals. A strategic plan provides a link between what a program seeks to accomplish and the required actions for successful program implementation (Kettner, Moroney & Martin, 2017). A business plan, on the contrary, defines the path of business. It includes a company's organizational structure, marketing plan as well as financial projections (Kettner et al., 2017).
Impact of Business Plan on a Program’s Strategic Plan
The logic model can help understand the impact of a business plan on a program’s strategic plan. The logic model comprises five major elements such as inputs, activities, outputs, outcomes, and impacts. The inputs are the resources such as funding, facilities, staff and volunteers needed for a given program. The activities are the events or actions of a program such as running the program and data collection. Outputs are the direct products and the desired effects of a program. Impact recalls the goals of a program (Hodges & Videto, 2011).
The financial projection element of a business plan can impact the strategic planning process of a program. This medium is because the allocated budget, as well as its parameters, must be assessed to ascertain if the funds available are enough to perform the tasks and activities of a program, which is what amounts to strategic planning. Hodges and Videto (2011) asserted that the resources required to implement a program, including those available and those needed, should be reviewed to determine if there are enough resources to achieve the goals of a program. The budget must include allocations for facilities and space, staff, supplies and materials, marketing resources as well as other operational expenses. An accurate budget is vital for the success of a program, and it is critical to consider all the possible expenses plus income.
The relationship between Business Planning and Program Planning
Programs usually face resource constraints, including the difficulty to attract funding streams. Business planning, according to the United States Small Business Administration (n.d.) is a methodology that can be used to address the challenge of financial constraints systematically. A business plan can demonstrate the link or association between a proposed program and social return. Through a funded plan, it is possible for a program to secure funding sources. As such a program plan must include a budget that specifies the number of revenues needed to achieve the program's goals and objectives. From this medium perspective, a budget is considered as an integral component rather than a stand-alone activity of program planning process (Kettner, Moroney and Martin, 2017).
The program planning process must include areas that require add.
Business Plan In your assigned journal, describe the entity you wil.docxfelicidaddinwoodie
Business Plan: In your assigned journal, describe the entity you will utilize and explain your decision.
Must be:
At required length or longer
Written in American English at graduate level
Received on or before the deadline
Must pass turn it in
Written in APA with references
.
Business Plan Part IVPart IV of the Business PlanPart IV of .docxfelicidaddinwoodie
Business Plan Part IV
Part IV of the Business Plan
Part IV of the business plan is due in week 7. Together with this part, you must show to your instructor that you have implemented the necessary corrections based on the part I feedback.
Part IV Requirements
1. Financials Plan
a. Present an in-depth narrative to demonstrate the viability of your business to justify the need for funding.
b. In this section describe financial estimates and rationale which include financial statements and forms that document the viability of your proposed business and its soundness as an investment.
c. Tables and figures must be introduced in the narrative.
i. Describe the form of business (sole-proprietor, LLC, or Corporation).
ii. Prepare three-year projections for income, expenses, and sources of funds.
iii. Base predictions on industry and historical trends.
iv. Make realistic assumptions.
v. Allow for funding changes at different stages of your company’s growth.
vi. Present a written rationale for your projections.
vii. Indicate your startup costs.
viii. Detail how startup funds will be used to advance your proposed business
ix. List current capital and any other sources of funding you may have
x. Document your calculations.
xi. Use reasonable estimates or actual data (where possible).
2. Continuous Improvement System
a. Present a brief summary of the continuous improvement processes that you will utilize for quality management (Six sigma, TQM, etc).
.
BUSINESS PLAN FORMAT Whether you plan to apply for a bu.docxfelicidaddinwoodie
BUSINESS PLAN FORMAT
Whether you plan to apply for a business loan or not, you need to have a roadmap or plan to get you from where you are to the successful operation of your business. The pages that follow demonstrate the content of a simple business plan which has been found to be successful in obtaining startup funds from banks. You are encouraged to use all or whatever portions of this fit your business.
Please DO NOT write page after page of drivel or copy from someone else’s plan or one of those templates you can find on the Internet. In most cases this will not “sound" like you, nor will it be short and to the point. Those who read these things are busy people and will not be inclined to spend time reading irrelevant paperwork.
Throughout this sample, there are
italicized
comments which are meant to guide you in preparation. If you follow this format it is reasonable to expect a finished document with 15-20 pages plus the supporting documents in the last section.
If you have good quality pictures of your space, products or other items, you might include them as another way to convey just what you plan to do. A map of your location, diagram of floor space, or other illustration is also sometimes helpful. On the other hand, do not add materials simply to “bulk-up” the report.
While content is critical, it is also important to make this presentation look as good as possible. For this course, you will create the business plan in Word and submit the plan and all attachments through the Assignment drop box. That means all attachments have to be in digital form. For a bank loan or an investor, you would normally provide them with a print version. Print the pages in black ink on a high quality tinted letterhead paper. Color is not necessary but would add some interest in headlines, etc. Bind the document in a presentation folder or with a spiral binding. Don’t simply punch a staple in the upper left corner.
If your were going to pursue a bank loan or an investor, it would be normal to take this business plan to your SCORE counselor for a review and critique.
NOTE: Before you begin your inspection of the simple plan outline which follows, take a moment to review the Business Plan Checklist on the next page.
BUSINESS PLAN CHECKLIST
By way of review, here is a concise list of the basic requirements for a Business Plan, as recommended by the MIT Enterprise Forum:
·
Appropriate Arrangement
- prepare an executive summary, a table of contents and chapters in the right order.
·
Right Length
- make it not too long and not too short, not too fancy and not too plain.
·
Expectations
- give a sense of what founder(s) and the company expect to accomplish three to seven years in the future.
·
Benefits
- explain in quantitative and qualitative terms the benefit to the consumer of the products and services.
·
Marketability
- present hard evidence of the mar.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. 20161028161952psy_850.r.assignment_requirements (1).docx
Background Information
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Their key research questions were:
· How do nursing students and nurse faculty contribute to
incivility in nursing education?
· What are some of the causes of incivility in nursing
education?
· What remedies might be effective in preventing or reducing
incivility?
They gathered responses from the Incivility in Nursing
Education Survey (INE), which included both Likert-scale and
open-ended questions from 36 nursing faculty and 168 nursing
students. Each of the researchers reviewed all comments and
organized them by themes.
For this you will design a “mock” replication of the Clark and
Springer (2007) study on student and faculty perceptions of
incivility in a university nursing program. However, the
doctoral students will investigate student and faculty
perceptions in undergraduate psychology classes in one
university located in the northern United States.
You will use the Incivility in Higher Education (IHE) survey,
developed by Clark (2007; 2011) for the purposes of this study.
Questions on the survey measure faculty and student
perceptions of uncivil actions (disruptive and threatening), how
often those behaviors occur and strategies for improving civil
behaviors in university settings. The IHE was adapted from the
INE, with minor rewording, is similar in structure to the survey
used by Clark and Springer, but is appropriate for any academic
discipline within higher education (Wagner, 2014).
The IHE has three parts. Part 1 collects demographic
2. information, such as major, gender, age, and years of teaching
experience for faculty. Part 2 asks individuals to rank 16
different behaviors exhibited by students that both students and
faculty may perceive as disruptive. Part 3 focuses on 20 faculty
behaviors that may be perceived as disruptive. Both parts 2 and
3 also investigate how often the faculty has experienced the
behavior in the past 12 months (often to never on Likert scale),
and if the faculty members have experienced any of the 13
threatening behaviors (yes or no) by students or other faculty
respectively. Five open-ended questions give the faculty
member the opportunity to add contributing factors related to
student and faculty incivility, and how students or faculty in
particular contribute to incivility. A final question asked if the
faculty member would like to add comments. The survey is
designed in a manner that allows for gathering data from faculty
and students or from only faculty or only students (C. Clark,
personal communication, 2013 as cited in Wagner, 2014).
Week 2 Assignment: (Read the following article and construct a
10 key points document.)
Doctoral learners use the 10 Key Strategic Points document to
outline the key components of a research study. For the
assignment, you will use the original Clark and Springer (2007)
to identify and construct a 10 key points document in
preparation for the mock study on incivility in psychology
classes.
Steps:
1. ReadClark, C. M., & Springer, P. J. (2007). Thoughts on
incivility: Student and faculty perceptions of uncivil behavior.
Nursing Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
2. As you read, highlight information that relates to the 10 key
points, such as the purpose, problem, sample, research question,
etc.
3. After reading and highlighting the components of the article,
3. complete the 10 key points table based on the Clark and
Springer (2007) study in nursing education.
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Lit Review
Problem Statement
“This study was conducted using quantitative and qualitative
methodologies to investigate the problem of incivility in
nursing education in a university environment from both student
and faculty perspectives” (Clark and Springer, 2007, p. 94).
Rewrite this in “GCU” format.
Research Questions
Sample
Sample: identify the sample from the Clark and Springer study.
Describe Phenomena (Qualitative)
Methodology and Design
Purpose Statement
“Its purpose was to consider possible causes of incivility and to
4. recommend potential remedies” (Clark and Springer, 2007,
p.94).
Rewrite this purpose statement based on “GCU” format.
Data Collection Instruments and Approach
Describe instruments used for the Clark and Springer study.
Describe the data collection approach used in the Clark and
Springer study along with informed consent procedures.
Data Analysis Approach
Discuss the data analysis approach used in the Clark and
Springer study.
Week 5 Assignment: In Week 2, you constructed a 10 key points
document based on the Clark and Springer (2007) study
conducted on incivility in nursing education. In preparation for
the mock replication study to be completed by participants in
undergraduate psychology classes, you now must construct a 10
key points document for your own study. This must meet GCU
criteria in terms of problem, purpose, and research question
format. This would be a descriptive case study at GCU.
Steps:
· Review the 10 key points constructed in Week 2 and the Clark
and Springer (2007) study. Additionally, review the feedback
provided by the instructor.
· Use the following template to develop 10 key points for your
replication study in an undergraduate psychology program. Be
sure to use resources in the DC network>Research/Dissertation
tab> Prospectus templates to review the criteria for the purpose,
problem, research questions and other key points.
· Use the prompts and suggestions contained in the template to
guide your work.
5. Ten Strategic Points
Comments or Feedback
Broad Topic Area
Incivility in psychology undergraduate education programs
Lit Review
Include citations from studies on incivility in psychology
education
Problem Statement
Write a problem for the psychology study, in the GCU required
format.
Research Questions
Now frame questions for the study you will design for a target
population of undergraduate psychology programs.
Sample
Describe the sampling strategy you could use for a like study in
an undergraduate psychology program. Define and justify the
sampling strategy from a research source. Justify the sample
size for a qualitative study from a research source and from the
GCU Core Design Document.
Describe the Phenomenon
Methodology and Design
Describe the method and design you would use and justify your
choice of both from a research source.
Purpose Statement
Develop a purpose statement for a psychology undergraduate
program in the required GCU format.
6. Data Collection Instruments and Approach
Describe the IHE instrument to be used in this study.
Describe the data collection approach you would use, including
getting informed consent and how you would protect the
confidentiality of participants.
Data Analysis Approach
Discuss a specific data analysis strategy you would use in your
replication study in an undergraduate psychology program. Cite
a specific researcher’s strategy such as Hatch, Miles and
Huberman, Bogden and Biklin, or Saldana.
Week 7 Assignment
You will analyze four transcribed interviews by inductively
coding the data and developing themes. This will be a miniature
version of what coding a large study would be like.
Directions
Perform the following tasks to conduct the analysis:
· Code the data: To analyze the data, you must first identify
categories or themes that appear in the data. To accomplish this,
do the following:
· Read the transcript of each participant’s responses and
identify words that strike you as important. Mark the words in
some fashion (highlight, circle, bold, underline).
· When you recognize words or phrases that appear frequently,
make note of them. That is, circle or highlight them in the text.
· After reading all participants’ responses, review the
words/phrases you marked or wrote down and identify a short
list of useful codes. See Table 1 below.
· Collapse these codes into four or five categories or themes and
name them. See Table 1, column 2, below.
· List the categories or themes and substantiate them with
quotations from the online focus group participant transcripts.
See Tables 2 and 3, below. You could put all of these in one
table, or you could use a table for each theme, and provide
several examples of quotes in the right-hand column for that
7. theme.
· Present your results in a table (below) formatted according to
the APA guidelines found in the “APA Style Guide,” located in
the Student Success Center.
· Identify your coding process in an appendix (an example is
included in the Appendix below).
Task 1: Code the transcript as described above, and color code
the transcript using a color for each key code. Do this in Word.
Task 2: Create a codebook.
Code
Definition of the Code
Example From Transcript
Task 3: Create a table of words or phrases that appear
frequently. Display as shown in Table 1.
Table 1
Words or Phrases that Appear Frequently
Word or Phrase
Notes on the Words/Phrases
Notes on Emerging Themes
Write down the word(s) or phrase(s) here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
You might want to state
Name of participant/page number of transcript (if that seems to
8. make sense).
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
themes.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Task 4: Based on Table 1 and your coded transcript, create a
table based on Tables 2 and 3. Create a table for each theme.
Table 2
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell
in this table.
Table 3
9. Inductively Developed Themes
Theme
Sample Responses
Name another theme.
Provide a quote that exemplifies this theme.
Provide another quote here.
Note: You would put notes here if needed. See pages 130-131 of
your APA manual.
Write-up the Results
A research report is not complete without a written summary of
the research findings. To complete the research report, follow
the instructions below and include the components outlined.
Include the table and the chart you have created to show the
data graphically/visually.
Introduction
Discuss the background information and the fact that this study
was modeled after a study conducted by Clark and Springer in
2007. Discuss the data Clark and Springer collected and their
results. Then discuss how your “mock or replication” study
conducted in an undergraduate psychology program will add to
these results.
Sample -- discuss who participated in your study.
Instruments...describe the structure and purpose of instrument
you used: the IHE (the interview transcript).
10. Data Analysis
Discuss your own initial analysis and the codes that you came
up with. Collapse these codes into three to four themes as Clark
and Springer did. However, this must be based on the “mock”
data you collected (and we presented in a separate document).
Results
Write a summary of the themes that you identified when
analyzing the faculty comments about in-class disruptions.
Include the table and the chart you have created to show the
data graphically/visually.
Recommendations
Compare your results to those of Clark and Springer (2007):
Clark and Springer (2007) conducted a qualitative study to
examine the perceptions of faculty and students in a nursing
program on incivility. Clark and Springer used the Incivility in
Nursing Education survey along with open-ended questions to
collect data from 36 nursing faculty and 168 nursing students.
Each of the researchers reviewed all comments and organized
them by themes. Clark and Springer noted four major themes of
responses:
· Faculty perceptions of in-class disruption and incivility by
students
· Faculty perceptions of out-of-class disruption and incivility by
students
· Student perceptions of uncivil behaviors by faculty
· Faculty and student perceptions of possible causes of
incivility in nursing education
A total of eight codes were identified among the faculty
comments on types of in-class disruptions. These were the
following:
· Disrupting others by talking in class
· Making negative remarks/disrespectful comments toward
faculty
· Leaving early or arriving late
· Using cell phones
11. · Sleeping/not paying attention
· Bringing children to class
· Wearing immodest attire
· Coming to class unprepared
Based on your findings, discuss some strategies that these
faculty members can use to reduce the incidences of
disrespectful behaviors. Cite the recommendations from peer-
reviewed sources.
Discuss how you would also use the data analysis strategy listed
in your 10 key points to code and theme the open-ended
comments from faculty.
Discuss the benefits and limitations of using SPSS and
frequency counts in qualitative data analysis, along with why
additional analysis is required.
References
Include a reference list of the sources used.
Bernard, H. R. and Ryan, G. W. (2010). Analyzing qualitative
data. New York, NY: Sage Publications.
Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility:
Student and faculty perceptions of uncivil behavior. Nursing
Education Perspectives, 28(2), 93-97. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=a9h&AN=24776207&site=ehost-
live&scope=site
Grand Canyon University. (2013). Template for coding and
summary tables.
Groenewald, T. (2004). A phenomenological research design
illustrated. International Journal of Qualitative Methods, 3(1),
15-16
Hatch, J. A. (2002). Doing qualitative research in education
settings. Albany, NY: SUNY Press.
Moustakas, C. (1994). Phenomenological research methods.
New York, NY: Sage Publications.
Yin, R. (2014). Case study research design and methods. New
York, NY: Sage Publications.
13. Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Table 3
Inductively Developed Themes
Theme
Examples of Quotes From the Transcripts
Put the name of the theme here.
Put a quote here that represents the theme.
Place additional examples of quotes for this theme in each cell
in this table.
20161028162028research_material.pdf
M a r c h / A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 3
T H O U G H T S o n I N C I V I L I T Y:
S t u d e n t a n d Fa c u l t y Pe r c e p t i o n s
of U N C I V I L B E H AV I O R in Nursing Education
C Y N T H I A M . C L A R K A N D PA M E L A J . S P R I
N G E R
14. CONNIE SEEMS TO CHALLENGE EVERYTHING HER
NURSING PROFESSOR SAYS.
During small-group work, Connie text messages her friends and
rarely pays
attention. The professor is impatient and uses harsh language
with Connie in
front of other students.
T H I S S C E N A R I O, a common one in many of today’s
nursing programs, is typical of sit-
uations that are at best disparaging and, under the worst
circumstance, potentially violent.
Evidence suggests that incivility on American college campuses
is a serious and growing
concern (1-8).
Fostering an atmosphere of civility on college campuses
presents a challenge. To be “civil” is to be polite,
respectful, and decent. Conversely, “incivility ” is defined as
speech or action that is disrespectful or rude and
ranges from insulting remarks and verbal abuse to explosive,
violent behavior (9). Academic incivility is any
speech or action that disrupts the harmony of the teaching-
learning environment. Some uncivil behaviors
can be quite disruptive and affect the academic environment so
radically that learning is effectively termi-
nated (10). T H I S A R T I C L E reports on a study of
perceptions of nurse faculty and nursing students in one school
of
15. nursing regarding incivility in nursing education, its possible
causes, and potential remedies.
ABSTRACT Faculty members complain about the rise of uncivil
behavior in their students, and students voice similar complaints
about faculty. Using
an interpretive qualitative method for research, this study
examined student and faculty perceptions of incivility in
nursing education, possible causes
of incivility, and potential remedies. Narrative analysis yielded
the following categories: in-class disruption by students, out-of-
class disruption by stu-
dents, uncivil faculty behaviors, and possible causes of
incivility in nursing education. The authors argue that further
research is needed to increase
awareness and understanding about academic incivility, its
impact, and its psychological and social consequences.
9 4 N u r s i n g E d u c a t i o n P e r s p e c t i v e s
Review of the Literature I N C I V I L I T Y I N H I G H E R
E D U C AT I O N
To create a more civil society, Eberly urges Americans to
elevate
common good over self-interest, to encourage wider civic
partici-
pation, and to renew social values (11). Carter believes that
rude-
ness and disrespect are “the merest scratch of the surface of
16. [our
societal] crisis” (12, p. 16) and evidence of our nation’s
growing
incivility. According to Carter, selfishness and getting one’s
own
needs met are crowding into the social life of America,
including
our nation’s classrooms.
While academic incivility is not a new phenomenon, Braxton
and Bayer (2,3) suggest that it is on the rise, and that courtesy
and
civility among faculty and students are fracturing and
dissolving on
college campuses across the country. Faculty members complain
about the rise of uncivil behavior in their students (5,8,13,14),
and
students voice similar complaints about faculty (1,2,15-17).
Education plays an important role in developing a civil soci-
ety, and higher education plays a special role in helping
students
develop a sense of civic and social responsibility and learn
ways
to contribute to the common good (18). In the United States,
where public education is integral to preparing citizens for
employment and socioeconomic mobility, education also
accepts
social responsibility for well-being in civil society (19).
Many explanations for academic incivility have been suggested,
including exposure to violence, poor secondary school
preparation,
changing student demographics, and inadequate parenting (2).
Levine and Cureton describe contemporary college students as
dis-
17. trustful of leadership, lacking confidence in social institutions,
and
being ill prepared for the rigors of academe (20). Braxton and
Bayer indicate that it is important to consider the changing
demo-
graphics of students as well as the impact of faculty behaviors
(2,3).
Clearly, a safe teaching and learning environment is needed
and deserved. Incivility within the academic community is too
damaging to ignore, and even though acts of disrespect and
harassment may be reflective of a changing nation, such behav-
iors must be immediately and effectively addressed (1,7,21).
I N C I V I L I T Y I N N U R S I N G E D U C AT I O N
Further research in
the area of incivility in nursing education is needed. A qualita-
tive study by Luparell used a critical incident technique to con-
duct extensive interviews with 21 nursing professors
representing
nine different nursing programs in six states (5). Faculty
described aggressive and severe incidents of student incivility
and reported being verbally abused by students. As a conse-
quence of significant and sustained negative effects of these
encounters, faculty reported losing sleep, having interrupted
sleep patterns, and experiencing a number of other negative
reac-
tions to these encounters. Some faculty changed their pedagogy
and modified grading criteria to avoid further conflict with stu-
dents, and many harbored self-doubt about their teaching abili-
ties and assumed much of the blame for what occurred.
Thomas conducted extensive interviews with nursing students
from a variety of nursing programs across the country (14).
These
18. students offered the opinion that faculty play a significant role
in
academic incivility and provided examples of uncivil faculty
behaviors. They described themselves as being angry about
unex-
pected changes in clinical schedules, changes to the syllabus,
and
nurse faculty who “seem to make up the rules as they go” (14,
p.
19). Several common triggers of their anger were identified,
includ-
ing perceptions of faculty unfairness, rigidity, being overly
critical
of students, insistence on conformity, and discrimination
against
nursing students based on gender, race, and ethnicity.
Lashley and deMeneses surveyed 409 nursing programs in the
United States regarding the frequency of uncivil student
behaviors
(22). Inattentiveness, absence from class, and tardiness were the
most frequently reported uncivil behaviors. Fewer than 50
percent
of respondents reported verbal abuse of faculty and student
peers
as a problem. Forty-three percent indicated that disruptive
behav-
iors had increased over the last five years.
A plenary session panel at the National League for Nursing
Education Summit 2005 focused its attention on incivility in
nurs-
ing education, and a report on the panel discussion was
published
in Nursing Education Perspectives (23). Clark, a panelist,
19. reported
on the use of the Incivility in Nursing Education (INE) survey,
which includes both quantifiable and open-ended items (24).
Clark
and Springer used the INE survey to investigate incivility in
nurs-
ing education from both faculty and student perspectives in a
nurs-
ing program in the northwest United States (17).
Findings from the pilot study revealed that both nursing faculty
and students viewed academic incivility as a moderate to
serious
problem. Both groups reported similar behaviors as uncivil, and
both
indicated a desire to learn more about the problem. The
qualitative
comments were illuminating and form the basis for this article.
The Qualitative Study This study was conducted using quan-
titative and qualitative methodologies to investigate the problem
U N C I V I L B E H A V I O R
Clearly, a safe teaching and learning
Incivility within the
and even though acts of disrespect and
a changing nation,
immediately
U N C I V I L B E H A V I O R
20. M a r c h / A p r i l 2 0 0 7 Vo l . 2 8 N o . 2 9 5
U N C I V I L B E H A V I O R
of incivility in nursing education in a university environment
from both student and faculty perspectives. Its purpose was to
con-
sider possible causes of incivility and to recommend potential
remedies. The qualitative portion of this study was developed to
examine three research questions:
• How do nursing students and nurse faculty contribute to inci-
vility in nursing education?
• What are some of the causes of incivility in nursing
education?
• What remedies might be effective in preventing or reducing
incivility in nursing education?
All faculty (n = 36) and students (n = 467) in the associate and
baccalaureate degree nursing programs of a metropolitan public
university received information about the study and were asked
to
participate (17). Approval to conduct the study was obtained by
the university Institutional Review Board.
S U RV E Y I N S T R U M E N T All participants completed
the Inci-
vility in Nursing Education survey, which included demographic
questions, quantitative items designed to measure faculty and
student perceptions of incivility in nursing education, and four
open-ended questions used to gather perceptions of faculty and
students. This survey was developed by modifying items from
two
instruments designed to measure faculty and student incivility
in
higher education: 1) the Defining Classroom Incivility survey
designed by the Center for Survey Research at the University of
21. Indiana (25), and 2) the Student Classroom Incivility Measure
(known as the SCIM-Part C), where students are asked to rate
uncivil faculty behaviors in the classroom (4). After obtaining
permission, Clark developed the INE by modifying items from
these instruments to be more applicable to nursing education.
To establish initial content validity, faculty with experience in
student and faculty incivility reviewed the newly developed sur-
vey and compared the content to themes found in the literature.
Faculty and students pilot tested the survey for readability, and
revisions were then made to the wording of questions.
P R O C E D U R E The researchers emailed faculty in the
depart-
ment of nursing to invite them to participate in the study and
request permission to distribute surveys to their nursing
students.
Faculty response was favorable; all agreed to assist in the distri-
bution of the survey to nursing students.
Clearly written instructions were provided with the surveys.
During a two-week period in October 2004, faculty self-
adminis-
tered their own surveys and provided time during classes and
clinicals for students to complete their surveys. All
participation
was voluntary. All responses were collected and placed in a
large
envelope, which was then given to a research assistant to
compile.
Fifteen of 36 nurse faculty (41.6 percent) and 168 of 467 nurs-
ing students (35.9 percent) completed the qualitative parts of
the
survey. An interpretive qualitative method was used to analyze
22. the data from narrative responses (26). Each researcher indepen-
dently reviewed the student and faculty comments to identify
recurring responses and organize them into themes. Areas of
agreement and disagreement were discussed and verbatim com-
ments reviewed until both researchers were comfortable that the
analysis was a valid representation of the comments.
Findings The first research question asked students and faculty
how each group contributes to incivility. Findings were grouped
into two themes: in-class disruption and out-of-class disruption.
Table 1 lists uncivil in-class student behaviors as identified by
faculty; response frequencies are provided in descending order.
With regard to in-class student disruption, respondents wrote
about disruptions in class, negative remarks, and other forms of
student incivility. Cited behaviors included challenging profes-
sors regarding test scores in class, dominating class discussion,
carrying on side conversations that disturb other students, and
sighing to express displeasure with assignments. Students com-
mented as follows:
• “Students are disruptive when they do not listen to faculty and
other students, text message their friends, and use cell phones
during class.”
• “It is most frustrating when students challenge professors,
especially during class.”
With regard to out-of-class disruption, respondents wrote
about discrediting faculty, complaining about faculty, and
failing
to use appropriate communication channels. (See Table 2.)
Uncivil
behavior in this category included students discrediting faculty
knowledge, publicly bad-mouthing professors, and turning in
assignments late, without making prior arrangements. Students
commented as follows:
• “I hear students bad-mouthing professors between classes. I
23. don’t think it’s helpful to prejudice another student against a
pro-
fessor in that way.”
• “Students send inappropriate emails, are negative toward fac-
ulty and other students, and sigh because they think that an
environment is needed and deserved.
academic community is too damaging to ignore,
harassment may be reflective of
such behaviors must be
and effectively addressed.
9 6 N u r s i n g E d u c a t i o n P e r s p e c t i v e s
assignment is stupid.”
The students identified six themes of uncivil faculty behaviors
as shown in Table 3. Comments referred to faculty
condescension,
poor communication skills, and superior attitudes toward stu-
dents. Uncivil behavior included challenging students’
knowledge
or credibility in front of others, demeaning the profession of
nurs-
ing, and failure to provide a respectful forum for discussing
con-
cerns. Students commented as follows:
• “Some faculty make belittling comments and try to weed out
students. They are arrogant and show superiority over students.”
• “Some faculty treat students like they are stupid and make
condescending, rude remarks.”
The second research question asked students and faculty to
suggest possible causes for uncivil behavior in nursing
24. education.
Their responses are presented in descending order in Table 4.
Themes included the high-stress environment of nursing educa-
tion, faculty arrogance, and a lack of immediacy in addressing
incivility when it occurs. Students commented as follows:
• “Faculty lose their patience and take out their personal stress
on students. They either do not deal with uncivil behaviors or
are
overly harsh and demeaning.”
• “Incompetent, rude professors encourage the same rude behav-
ior from students. If you can’t teach, don’t! Students are
frustrated
by the lack of resources to report a rude, incompetent professor,
and fear retaliation if they go to the top to report it. We’ve been
told that it can cost us our degrees and that we’ll be flunked out
if
we speak up. This simply encourages incompetence and
incivility
to continue.”
• “Many students believe they can be as rude as they want
because they are paying customers.”
The third research question asked students and faculty to sug-
gest possible remedies for incivility in nursing education. In
many
cases, the respondents called for a swift, immediate response to
incivility, and some suggested a “zero tolerance” approach to
the
problem.
Several possible remedies were offered, including setting forth
standards and norms, strengthening university policies and sup-
port for faculty, and enforcing campus codes of conduct. It was
recommended that incivility be addressed immediately and that
open forums and mediation panels be developed to resolve con-
flicts related to incivility. It was also recommended that faculty
25. and students learn conflict negotiation/mediation skills.
Implications for Nursing Education and Research Nurse fac-
ulty and students perceive incivility as a problem both in and
out
of the classroom. Stress, disrespect, faculty arrogance, and a
Table 1. In-Class Disruption by Students as Identified by
Faculty
UNCIVIL STUDENT BEHAVIOR
FREQUENCY OF RESPONSE
Disrupting others by talking in class 20
Making negative remarks/disrespectful
comments toward faculty 11
Leaving early or arriving late 9
Using cell phones 7
Sleeping/not paying attention 3
Bringing children to class 1
Wearing immodest attire 1
Coming to class unprepared 1
Table 2.
Out-of-Class Disruption by Students as Identified by Faculty
UNCIVIL STUDENT BEHAVIOR
26. FREQUENCY OF RESPONSE
Verbally discrediting faculty 4
Turning in late assignments without proper notification 2
Sending inappropriate emails to faculty 2
Not keeping scheduled appointments 1
Complaining about constructive feedback from faculty 1
Stealing/driving too fast on campus 1
Making veiled threats toward faculty 1
Table 3. Uncivil Faculty Behaviors as Identified by Students
UNCIVIL FACULTY BEHAVIOR
FREQUENCY OF RESPONSE
Making condescending remarks 26
Using poor teaching style or method 23
Using poor communication skills 19
Acting superior and arrogant 15
Criticizing students in front of peers 7
Threatening to fail students 7
Table 4. Possible Causes of Incivility in Nursing Education
as Identified by Students and Faculty
27. POSSIBLE CAUSE
FREQUENCY OF RESPONSE
High-stress environment 10
Lack of professional, respectful environment 9
Lack of faculty credibility and responsiveness 8
Faculty arrogance 6
Sense of entitlement among students 3
Students not really interested in nursing 3
Not being clear about expectations 2
Competitiveness 2
Lack of immediacy to address incivility 2
Distance learning (virtual) environment 2
Lack of student preparation 1
U N C I V I L B E H A V I O R
sense of student entitlement contribute to incivility in nursing
education. To deal effectively deal with these issues, faculty
and
students must work together with administrators to develop and
implement comprehensive codes of conduct and effective strate-
gies to prevent incivility. Further, they must craft remedies for
28. effective intervention when incivility occurs.
Standards and ethical principles that define the profession
exist to ensure that qualified, ethical nurses are graduated from
nursing programs. Nurse faculty and students must be account-
able to these standards and bear a shared responsibility to con-
duct themselves in an ethical, professional manner. They must
engage as partners in lively dialogue to address these problems.
This study of incivility in nursing education is timely. Most
earlier studies on this topic have focused on the problem of stu-
dent incivility. These findings shed light on possible causes of
incivility, potential remedies, and how faculty, as well as stu-
dents, contribute to the problem. From the classroom to the
prac-
tice setting, further research is needed to address several topics:
• The nature of incivility and its impact on the educational
process and on the profession as a whole
• The relationships between student and faculty perceptions of
incivility and ways to effectively address the problem
• Whether there are gender differences in ways that faculty
and students experience incivility
• How civility experienced by students — or perpetrated by
students — affects patients
It is clear that uncivil encounters have a negative effect on
the academic environment and have the potential to disrupt the
teaching-learning environment. Greater awareness and under-
standing about academic incivility, its impact, and its psycho-
logical and societal consequences are needed.
About the Authors Cynthia M. Clark, PhD, RN, is associate
professor, Department of Nursing, Boise State University,
Boise,
Idaho. Pamela J. Springer, PhD, RN, is professor and
29. department
chair, College of Nursing. Boise State University. For more
infor-
mation, contact Dr. Clark at [email protected]
Keywords Codes of Conduct – Incivility – Student Behavior –
Student-
Faculty Relations
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