The document discusses a course assignment on anaphylactic shock. It lists three required readings and instructs the student to identify the physiological progression of anaphylactic shock, consider when to refer patients for emergency care versus outpatient treatment, and reflect on how two selected patient factors may impact the process. The student is asked to post an explanation of the physiological progression, describe circumstances for emergency referral versus outpatient treatment, and explain the impact of the two selected patient factors.
The document summarizes a presentation on two effective Title 1 charter schools in Phoenix, Arizona. It discusses how the schools help high-poverty students achieve academic success. Both schools implement programs like tutoring, data-driven curriculum adjustments, and high expectations to increase test scores and prepare students for college. The schools' small size, flexibility as charters, and college preparatory models also contribute to their success with students from low-income backgrounds.
“Failing Public Schools”: The Consequences of the Misleading Framing of American Education Policy ................. 1
Karl F. Wheatley
Building Integrated Situations in the Teaching of Probability and Statistics Oriented to Professional Skills for
Economic Majored Students – Case Study at Lachong University Viet Nam .............................................................. 16
Hoan Van Tran and Hang Thuy Nguyen
A Framework for the Creation of Leap Motion Gestural Interfaces for Handwriting Education to Children with
Development Coordination Disorder ................................................................................................................................ 31
Leonardo Ramon Nunes de Sousa and Ismar Frango Silveira
Teachers in Multi-Cultural Societies: Excellence and Leadership.................................................................................. 54
Tamar Ketko
The Impact of Demographic Influences on Academic Performance and Student Satisfaction with Learning as
Related to Self-Esteem, SelfEfficacy and Cultural Adaptability within the Context of the Military ......................... 67
Deborah Schreiber, Jean-Claude Agomate and Brian Oddi
Effects of Warm-Up Testing on Student Learning .......................................................................................................... 91
Kimberly M. Levere and Matthew Demers
There is a significant disconnect between how academics and the public view the role and reputation of universities. When asked about the most important attributes of a top university, academics prioritized deep academic expertise while the public emphasized career outcomes like access to top jobs. Additionally, the public expects universities to demonstrate real-world impact beyond academic excellence in order to be highly reputable. Universities must communicate how they provide opportunities for students through career preparation, access, and societal impact if they want to improve their reputation with the public.
This document summarizes a presentation about two Title 1 charter schools that have achieved academic success with high-poverty students. The presentation aims to provide research on effective practices and allow discussion between secure care school staff. It describes the background of poverty's impact on education and the schools' demographics. The findings address the research questions about the schools' success factors, such as tutoring programs, high expectations, smaller class sizes, and preparing students for college while in high school.
The document summarizes a study exploring changes in pediatric residents' perceptions after completing a required one-month community pediatrics rotation. Qualitative analysis of the residents' journals and exit interviews identified three common themes: 1) Enlightenment and attitude change - residents' preconceptions of various community sites changed as they learned more about the services provided; 2) Impact of direct participation - visiting sites first-hand impacted residents' understanding more than classroom teaching; 3) Rotation challenges - residents noted logistical difficulties but found value in the experience overall.
Whatever it Takes: How Twelve Communities Are Reconnecting Out-of-School Yout...nmartin7136
The document discusses the problem of high school dropouts in the United States and provides examples of successful dropout recovery programs. It finds that around 6.3 million 18-24 year olds have not completed high school and discusses the negative consequences. It then highlights 12 communities that have implemented effective dropout recovery programs through schools, community colleges, and job training. Finally, it recommends five actions states can take to support dropout recovery like tracking students, alternative education options, and competency-based credits.
Week 4 Discussion 1Employee Testing Please respond to the fo.docxcockekeshia
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
1. Basic research isresearch intended to enhance basic know.docxjackiewalcutt
1. Basic research is:
research intended to enhance basic knowledge about the physical, biological, psychological, or social world or to shed light on historical, cultural, or aesthetic phenomena.
large scale research performed under contract with a governmental agency such as the National Science Foundation (NSF), National Institute of Mental Health (NIMH), etc.
informal research conducted locally by a small staff with a small budget, the purpose of which is to pave the way for larger research initiatives.
research intended to address issues that have immediate relevance to current practices, procedures, and policies.
2. Applied research is:
research intended to enhance basic knowledge and theoretical reasoning about the world.
large-scale research performed under contract with a governmental agency.
informal research conducted by a small staff with a small budget, designed to shed light on a problem of local interest.
research that informs human decision making about immediate, practical problems.
3. Which of the following represents a well-written basic research problem?
“Which general education course is more interesting, U.S. History or World Music?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“What is the ratio of native-born students to international students on the campuses of major U.S. state universities?”
4. Which of the following represents a well-written applied research problem?
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“Which general education course is more interesting, U.S. History or World Music?”
“What is the ratio of native-born students to international students on the campuses of major U.S. state universities?”
5. Three of the following questions lend themselves well to research. Which one does NOT?
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“Does message medium, print versus television, impact the effectiveness of public service health messages?”
“Which general education course is more interesting, U.S. History or World Music?”
6. Three of the following are characteristics of a well-written research problem. Which one is NOT?
The problem statement includes the researcher’s hypothesis.
The problem statement clearly delimits the object(s) of study.
The problem statement identifies the important factors to be investigated in the study.
The problem statement explicitly identifies assumptions.
7. “What p ...
The document summarizes a presentation on two effective Title 1 charter schools in Phoenix, Arizona. It discusses how the schools help high-poverty students achieve academic success. Both schools implement programs like tutoring, data-driven curriculum adjustments, and high expectations to increase test scores and prepare students for college. The schools' small size, flexibility as charters, and college preparatory models also contribute to their success with students from low-income backgrounds.
“Failing Public Schools”: The Consequences of the Misleading Framing of American Education Policy ................. 1
Karl F. Wheatley
Building Integrated Situations in the Teaching of Probability and Statistics Oriented to Professional Skills for
Economic Majored Students – Case Study at Lachong University Viet Nam .............................................................. 16
Hoan Van Tran and Hang Thuy Nguyen
A Framework for the Creation of Leap Motion Gestural Interfaces for Handwriting Education to Children with
Development Coordination Disorder ................................................................................................................................ 31
Leonardo Ramon Nunes de Sousa and Ismar Frango Silveira
Teachers in Multi-Cultural Societies: Excellence and Leadership.................................................................................. 54
Tamar Ketko
The Impact of Demographic Influences on Academic Performance and Student Satisfaction with Learning as
Related to Self-Esteem, SelfEfficacy and Cultural Adaptability within the Context of the Military ......................... 67
Deborah Schreiber, Jean-Claude Agomate and Brian Oddi
Effects of Warm-Up Testing on Student Learning .......................................................................................................... 91
Kimberly M. Levere and Matthew Demers
There is a significant disconnect between how academics and the public view the role and reputation of universities. When asked about the most important attributes of a top university, academics prioritized deep academic expertise while the public emphasized career outcomes like access to top jobs. Additionally, the public expects universities to demonstrate real-world impact beyond academic excellence in order to be highly reputable. Universities must communicate how they provide opportunities for students through career preparation, access, and societal impact if they want to improve their reputation with the public.
This document summarizes a presentation about two Title 1 charter schools that have achieved academic success with high-poverty students. The presentation aims to provide research on effective practices and allow discussion between secure care school staff. It describes the background of poverty's impact on education and the schools' demographics. The findings address the research questions about the schools' success factors, such as tutoring programs, high expectations, smaller class sizes, and preparing students for college while in high school.
The document summarizes a study exploring changes in pediatric residents' perceptions after completing a required one-month community pediatrics rotation. Qualitative analysis of the residents' journals and exit interviews identified three common themes: 1) Enlightenment and attitude change - residents' preconceptions of various community sites changed as they learned more about the services provided; 2) Impact of direct participation - visiting sites first-hand impacted residents' understanding more than classroom teaching; 3) Rotation challenges - residents noted logistical difficulties but found value in the experience overall.
Whatever it Takes: How Twelve Communities Are Reconnecting Out-of-School Yout...nmartin7136
The document discusses the problem of high school dropouts in the United States and provides examples of successful dropout recovery programs. It finds that around 6.3 million 18-24 year olds have not completed high school and discusses the negative consequences. It then highlights 12 communities that have implemented effective dropout recovery programs through schools, community colleges, and job training. Finally, it recommends five actions states can take to support dropout recovery like tracking students, alternative education options, and competency-based credits.
Week 4 Discussion 1Employee Testing Please respond to the fo.docxcockekeshia
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
1. Basic research isresearch intended to enhance basic know.docxjackiewalcutt
1. Basic research is:
research intended to enhance basic knowledge about the physical, biological, psychological, or social world or to shed light on historical, cultural, or aesthetic phenomena.
large scale research performed under contract with a governmental agency such as the National Science Foundation (NSF), National Institute of Mental Health (NIMH), etc.
informal research conducted locally by a small staff with a small budget, the purpose of which is to pave the way for larger research initiatives.
research intended to address issues that have immediate relevance to current practices, procedures, and policies.
2. Applied research is:
research intended to enhance basic knowledge and theoretical reasoning about the world.
large-scale research performed under contract with a governmental agency.
informal research conducted by a small staff with a small budget, designed to shed light on a problem of local interest.
research that informs human decision making about immediate, practical problems.
3. Which of the following represents a well-written basic research problem?
“Which general education course is more interesting, U.S. History or World Music?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“What is the ratio of native-born students to international students on the campuses of major U.S. state universities?”
4. Which of the following represents a well-written applied research problem?
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“Which general education course is more interesting, U.S. History or World Music?”
“What is the ratio of native-born students to international students on the campuses of major U.S. state universities?”
5. Three of the following questions lend themselves well to research. Which one does NOT?
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“Does message medium, print versus television, impact the effectiveness of public service health messages?”
“Which general education course is more interesting, U.S. History or World Music?”
6. Three of the following are characteristics of a well-written research problem. Which one is NOT?
The problem statement includes the researcher’s hypothesis.
The problem statement clearly delimits the object(s) of study.
The problem statement identifies the important factors to be investigated in the study.
The problem statement explicitly identifies assumptions.
7. “What p ...
1Running head OPPORTUNITY GAPS IN AMERICAN EDUCATION2.docxvickeryr87
1
Running head: OPPORTUNITY GAPS IN AMERICAN EDUCATION
2
OPPORTUNITY GAPS IN AMERICAN EDUCATION
Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students
Sample Student
Liberty University
Problem
There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski-Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African-American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential component and contributing factor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013).
Practices, Policies, and Procedures That Have Led to the Problem
Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30).
Steps That Have Been Taken to Address the Problem
Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective teachers, are approaches that can be considered in regard to serving all students. However, as.
Running Head Researching Community PartnershipResearching Commu.docxtoltonkendal
This document summarizes 6 articles related to community partnerships. The articles discuss topics like involving parents in students' academic success, preventing chronic diseases through community efforts, partnering with families and communities to enhance education, increasing community sports participation, engaging citizens with local government, and managing non-communicable diseases through community partnerships. The document analyzes each article's title, author, purpose, addressed population, and results to highlight how community partnerships can help address various health and social issues.
The document discusses a PowerPoint presentation assignment comparing how two communities responded to crises and the provision of healthcare services. Students are asked to examine how the crises affected community health, potential obstacles to care, current practices, and recommend an evidence-based nursing response. The assignment aims to demonstrate competencies in explaining community health factors, comparing crisis responses, and communicating recommendations clearly.
Work 2 1-3 Required· Zastrow, C. H., & Kirst-Ashman, K. K. (20.docxambersalomon88660
Work 2 1-3 Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 1 (pp. 1–61)
· Bransford, C. L. (2011). Reconciling paternalism and empowerment in clinical practice: An intersubjective perspective. Social Work, 56(1), 33–41. Retrieved from the Walden Library databases.
Required
· MSW Homepage. (n.d.). Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/MSWP/CH/mm/homepage/index.html
Required
· Early, T. J., & GlenMaye, L. F. (2000) Valuing families: Social work practice with families from a strengths perspective. Social Work, 45(2), 118–130. Retrieved from the Walden Library databases.
· Min, T (2011). The client-centered integrative strengths-based approach: Ending longstanding conflict between social work values and practice. Canadian Social, Science 7(2), 15–22. Retrieved from http://www.cscanada.net/index.php/css/article/view/j.css.1923669720110702.002/1262
·
1. Discussion2
Discussion 2 - Week 1
COLLAPSE
Top of Form
Discussion 2: Why Is HBSE Relevant to Social Work?
The types of issues and concerns that children, and adolescents, present to social workers are as varied as the people themselves. Understanding how individuals behave in their particular environment will shed some light on their current challenges, but this alone is not enough. Social workers must know how to ask the right questions, as the answers will inform decisions about which resources may be most helpful.
For this Discussion, think about the connections between social work and human behavior and consider why it is relevant to social work practice.
Post by Day 4 an explanation of why studying human behavior and the social environment (HBSE) is relevant for social workers. In your analysis, explain how HBSE is unique from other social and behavioral sciences. Please use the Learning Resources to support your answer.
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 2 (pp. 62-111)
·
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With Clients With Addictions: The Case of Barbara and Jonah
Required
· Greil, A. L., McQuillan, J., Lowry, M., & Shreffler, K. M. (2011). Infertility treatment and fertility-specific distress: A longitudinal analysis of a population-based sample of U.S. women. Social Science & Medicine, 73(1),87–94.
Retrieved from the Walden Library databases.
· Centers for Disease Control and Prevention. (2012). Child development. Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/
· Guttmacher Institute. (2012). State policies in brief: An overview of abortion laws. Retrieved from http://www.guttmacher.org/statecenter/spibs/spib_OAL.pdf
· N.
Silva_Class 20 Prompt_Analysis Paper Option 2Jeffrey Silva
This document analyzes charter schools as a potential solution to addressing the perceived failures of American public schools. It summarizes three views on how charter schools could enact reform: 1) As laboratories of innovation; 2) Replacing traditional public schools entirely; 3) Increasing competition through market forces. The author argues that the third option of strategically increasing charter school numbers is currently the most feasible and effective approach to driving system-wide improvement, by enhancing parents' and students' ability to exercise "exit" and "voice". While charter schools have potential, replication of innovative practices is difficult and a charter-only system could fail to serve all students equitably.
The document summarizes key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools, especially those in low-income areas, and punishes them if they cannot meet goals. It also claims NCLB has led schools to abandon critical thinking in favor of teaching to tests and that the law's true goal may be privatization of education. The book presents alternatives that focus on support, multiple measures of school success, and improvement over accountability.
The document summarizes key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools, especially those in low-income areas, and punishes them if they cannot meet goals. It also claims NCLB has reduced the focus on critical thinking in some states and its standards do not consider student growth or school diversity. The book presents alternatives that could transform NCLB into a more supportive law.
The document summarizes key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools, especially those in low-income areas, and punishes them if they cannot meet goals. It also claims NCLB has reduced the focus on critical thinking in some states and its overemphasis on standardized testing does not consider student growth or school diversity. The book presents alternatives that focus on support, multiple measures of assessment, and school improvement instead of punishment.
The document summarizes the key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools that disproportionately impact those in high poverty areas. It also claims the law has pushed schools to abandon critical thinking in favor of teaching to standardized tests. The book presents alternatives such as classroom-based assessments and school quality reviews to provide a more equitable and supportive framework for improvement.
The document discusses the lack of equal funding for charter schools compared to traditional public schools. It provides background on charter schools and notes that while enrollment in charter schools is increasing, the majority of funding goes to traditional schools. This creates financial difficulties for charter schools, potentially leading to closures. Solutions discussed include passing legislation to increase charter school funding through grants and removing caps on charter school openings. Increased parent involvement in advocacy and policymaking is also suggested as a way to achieve more equitable funding.
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
University of Richmond - Summer Service Exemption Process for Social Impact E...DominiqueDore2
As Bonners look for opportunities to complete their summer service requirement, The University of Richmond recognizes the importance of Bonners who are committed to working in the private sector or interested in conducting scientific research. This guide explains the process for exempting one of the two required summer internships as long as the opportunity explicitly focuses on positive social outcomes.
Examples of previously approved Bonner fellowships and for-profit internships can be found in this detailed guide. In addition, information such as summer credit requirements and compensation are listed. This exemption request must be approved by both Bonner program and Foundation staff.
University of Richmond - Summer Service Exemption Process for Social Impact E...Bonner Foundation
As Bonner Scholars look for opportunities to complete their summer service requirement, the University of Richmond recognizes the importance of Bonners who are committed to working in the private sector or interested in conducting scientific research. This guide explains the process for exempting one of the two required summer internships as long as the opportunity explicitly focuses on positive social outcomes. This allows students to work on socially focused research (such as in STEM), addressing a key need.
The guide also includes useful information about previously approved Bonner fellowships and for-profit internships, summer credit requirements, and compensation. This exemption request must be approved by both the Bonner Program and Foundation staff.
This document provides an agenda for the Southern Association for College Student Affairs conference taking place from November 7-9, 2009 in Nashville, Tennessee. The agenda lists several interest sessions to be held on Monday, November 9th from 10:30-11:30 am. Topics included assessing programs at Columbus State University, preparing for and recovering from natural disasters like hurricanes, issues related to students with disabilities, and the potential unification of two student affairs professional organizations. One session focused on challenges for mid-level managers and how to support career development. Another discussed applying a reconsidered approach to learning to enhance international student support services.
Case Study #1 – Break Even AnalysisScenario (hypothetical).docxtidwellveronique
Case Study #1 – Break Even Analysis
Scenario: (hypothetical)
Paper due – day 7
Break-even exercise
Break-Even Analysis or Cost Volume Profit Analysis (CVP)
The California Medical Hospital is a full service hospital in Burbank, CA. Kathy Potts, the Chief Surgeon and Regina Johnson, the Hospital Administrator, have been working on a project to bring a new product to their hospital, knee replacements, to expand the services provided in hopes of bringing in additional revenue.
After much analysis and market studies the two are ready to present their findings to the board. You are the Finance Director who has put the information together.
They have decided that a new knee replacement will cost $17,000. The supplies used will cost the hospital $9,500 and the selling expenses paid amount to $3,000 per knee. The wing they will use will rent for $15,500 per month and the surgeon will receive a fixed salary of $25,000 per month. (Show your work on all problems)
1. Determine the number of knee replacements (in units) that particular wing must perform each month to break even. (Break-Even Point or BEP). In other words how many knee replacements must the surgeon perform each month to break-even?
2. Determine the number of knee replacements that particular wing must perform in order to generate a profit of $100,000 per month.
3. Assume that the surgeon can now open a clinic on his own with the following costs:
Variable costs = $9,500 per knee
One additional employee at a cost of $1,000 per month
Everything else remains the same from above
Determine the number of knee replacements to break-even.
4. Determine the number of knee replacements needed to generate a profit of $100,000 per month
What scenario would you recommend and why?
5. Please graph scenario #1 only. Use EXCEL to draw the graph. Label the X and Y axis. Plot the break-even point and show the fixed cost line. ( I only want to see three lines on the graph and the rest should be labelled)
6. Define break even analysis and its importance in the health care industry
7. Define variable costs
8. Define contribution margin
9. Define fixed costs
10. Compare and contrast a variance analysis and a sensitivity analysis
PSYC 341
Criteria
Points Possible
Points Earned
Three full-text, scholarly articles submitted in PDF format.
0 to 9 points
Main points of each article are clearly summarized, clear indication of which topic each article relates to and meets the 300–500-word requirement.
0 to 24 points
Correct use of spelling and grammar.
0 to 9 points
The assignment is double-spaced, uses 12-point, Times New Roman font with 1-inch margins and is written in third person.
0 to 12 points
Paraphrasing is used with citations cited correctly in current APA format*
0 to 15 points
References included at the beginning of each summary, in proper APA format and published within the last 7 years.
0 to 21 points
Total
/90Instructor’s Comments:
Annotated Bibliography Grading Rubric
* I ...
The document discusses planning for material and resource requirements in operations management. It describes the relationships between forecasting, aggregate planning, master scheduling, MRP, and capacity planning. A case study is provided on how a toy company develops its aggregate production plan and master production schedule to meet demand forecasts while maintaining consistent production levels and workforce. The master schedule is adjusted as actual customer orders are received to ensure demand can be met from current inventory and production levels.
a 12 page paper on how individuals of color would be a more dominant.docxpriestmanmable
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
92 Academic Journal Article Critique Help with Journal Ar.docxpriestmanmable
92 Academic Journal Article Critique
Help with Journal Article Critique Assignment
Ensure the structure of the assignment will include the following:
Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
A ) Society perspective90 year old female, Mrs. Ruth, from h.docxpriestmanmable
A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docxpriestmanmable
9 dissuasion question
Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.
Chapter 12, “Sexual Assault” (pp. 348–375)
Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402)
To prepare for this Discussion:
Review the Learning Resources.
Think about the following two statements:
Rape is seen as a pseudosexual act.
Rape is always and foremost an aggressive act.
Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this.
Excellent - above expectations
Main Discussion Posting Content
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
Points Range:
7.2 (18%) - 8 (20%)
Student interacts
frequently
with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
6.4 (16%) - 7.16 (17.9%)
Student interacts
moderately
with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
5.6 (14%) - 6.36 (15.9%)
Student interacts
minimally
with peers .
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1
Running head: OPPORTUNITY GAPS IN AMERICAN EDUCATION
2
OPPORTUNITY GAPS IN AMERICAN EDUCATION
Opportunity Gaps in American Education: Implementing Equitable Practices to Serve Students
Sample Student
Liberty University
Problem
There are underserved populations of students who are affected by the opportunity gaps in American education. Olszewski-Kubilius and Clarenbach (2014) state that “in some cases, students’ failure to exceed grade-level performance may be due to a lack of access to more rigorous coursework” (p. 104). Research shows that schools with higher populations of African-American and Hispanic students do not have similar access to courses that will prepare them to meet the demands of our global society (Olszewski-Kubilius & Clarenbach, 2014). The distribution of wealth, especially in America, is an essential component and contributing factor to the breadth of the opportunity gaps that exist in our society. Education reform can no longer avoid addressing these opportunity gaps and closing the gaps must start with legislators and communities making a conscious effort to confront the systemic flaws in education (Jacobs, 2013).
Practices, Policies, and Procedures That Have Led to the Problem
Discussions of achievement gaps in American education revealed that not all students have equal access to certain opportunities (e.g., finances for private tutoring and/or standardized test preparation) that prepare students for high levels of academic achievement. Research also suggests that closing opportunity gaps will increase academic achievement for underserved students, but the process must begin with early childhood education. Jacobs (2013) emphasizes the need to “provide high-quality comprehensive services and programs for all children, from birth through third grade, to establish the foundation needed for success in school and life” (p. 46). There needs to be a fundamental shift from the governmental and societal philosophies towards equitable practices that demonstrate the beliefs in the Declaration of Independence “that all people are created equal and have the same opportunities for success” (Milner, 2010, p. 30).
Steps That Have Been Taken to Address the Problem
Although there isn’t one specific strategy or approach to address opportunity gaps in American education, some states and particular school districts have taken steps to meet all students’ needs. For example, Fairfax County (Virginia) Public Schools developed The Young Scholars program as a way to “…[allow] more students to gain exposure to advanced skills and curriculum and [afford] the opportunity for teachers to look for indicators of readiness to move on to more advanced coursework” (Olszewski-Kubilius & Clarenbach, 2014, p. 105). This school district’s deliberate effort to examine students—at an early age—based on qualifying criteria, and to train effective teachers, are approaches that can be considered in regard to serving all students. However, as.
Running Head Researching Community PartnershipResearching Commu.docxtoltonkendal
This document summarizes 6 articles related to community partnerships. The articles discuss topics like involving parents in students' academic success, preventing chronic diseases through community efforts, partnering with families and communities to enhance education, increasing community sports participation, engaging citizens with local government, and managing non-communicable diseases through community partnerships. The document analyzes each article's title, author, purpose, addressed population, and results to highlight how community partnerships can help address various health and social issues.
The document discusses a PowerPoint presentation assignment comparing how two communities responded to crises and the provision of healthcare services. Students are asked to examine how the crises affected community health, potential obstacles to care, current practices, and recommend an evidence-based nursing response. The assignment aims to demonstrate competencies in explaining community health factors, comparing crisis responses, and communicating recommendations clearly.
Work 2 1-3 Required· Zastrow, C. H., & Kirst-Ashman, K. K. (20.docxambersalomon88660
Work 2 1-3 Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 1 (pp. 1–61)
· Bransford, C. L. (2011). Reconciling paternalism and empowerment in clinical practice: An intersubjective perspective. Social Work, 56(1), 33–41. Retrieved from the Walden Library databases.
Required
· MSW Homepage. (n.d.). Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/SOCW/MSWP/CH/mm/homepage/index.html
Required
· Early, T. J., & GlenMaye, L. F. (2000) Valuing families: Social work practice with families from a strengths perspective. Social Work, 45(2), 118–130. Retrieved from the Walden Library databases.
· Min, T (2011). The client-centered integrative strengths-based approach: Ending longstanding conflict between social work values and practice. Canadian Social, Science 7(2), 15–22. Retrieved from http://www.cscanada.net/index.php/css/article/view/j.css.1923669720110702.002/1262
·
1. Discussion2
Discussion 2 - Week 1
COLLAPSE
Top of Form
Discussion 2: Why Is HBSE Relevant to Social Work?
The types of issues and concerns that children, and adolescents, present to social workers are as varied as the people themselves. Understanding how individuals behave in their particular environment will shed some light on their current challenges, but this alone is not enough. Social workers must know how to ask the right questions, as the answers will inform decisions about which resources may be most helpful.
For this Discussion, think about the connections between social work and human behavior and consider why it is relevant to social work practice.
Post by Day 4 an explanation of why studying human behavior and the social environment (HBSE) is relevant for social workers. In your analysis, explain how HBSE is unique from other social and behavioral sciences. Please use the Learning Resources to support your answer.
Required
· Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
· Chapter 2 (pp. 62-111)
·
Required
· Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
· Working With Clients With Addictions: The Case of Barbara and Jonah
Required
· Greil, A. L., McQuillan, J., Lowry, M., & Shreffler, K. M. (2011). Infertility treatment and fertility-specific distress: A longitudinal analysis of a population-based sample of U.S. women. Social Science & Medicine, 73(1),87–94.
Retrieved from the Walden Library databases.
· Centers for Disease Control and Prevention. (2012). Child development. Retrieved from http://www.cdc.gov/ncbddd/childdevelopment/
· Guttmacher Institute. (2012). State policies in brief: An overview of abortion laws. Retrieved from http://www.guttmacher.org/statecenter/spibs/spib_OAL.pdf
· N.
Silva_Class 20 Prompt_Analysis Paper Option 2Jeffrey Silva
This document analyzes charter schools as a potential solution to addressing the perceived failures of American public schools. It summarizes three views on how charter schools could enact reform: 1) As laboratories of innovation; 2) Replacing traditional public schools entirely; 3) Increasing competition through market forces. The author argues that the third option of strategically increasing charter school numbers is currently the most feasible and effective approach to driving system-wide improvement, by enhancing parents' and students' ability to exercise "exit" and "voice". While charter schools have potential, replication of innovative practices is difficult and a charter-only system could fail to serve all students equitably.
The document summarizes key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools, especially those in low-income areas, and punishes them if they cannot meet goals. It also claims NCLB has led schools to abandon critical thinking in favor of teaching to tests and that the law's true goal may be privatization of education. The book presents alternatives that focus on support, multiple measures of school success, and improvement over accountability.
The document summarizes key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools, especially those in low-income areas, and punishes them if they cannot meet goals. It also claims NCLB has reduced the focus on critical thinking in some states and its standards do not consider student growth or school diversity. The book presents alternatives that could transform NCLB into a more supportive law.
The document summarizes key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools, especially those in low-income areas, and punishes them if they cannot meet goals. It also claims NCLB has reduced the focus on critical thinking in some states and its overemphasis on standardized testing does not consider student growth or school diversity. The book presents alternatives that focus on support, multiple measures of assessment, and school improvement instead of punishment.
The document summarizes the key points from the book "Many Children Left Behind" which criticizes the No Child Left Behind Act. The book was authored by several education experts and reformers. It argues that NCLB sets unrealistic standards for schools that disproportionately impact those in high poverty areas. It also claims the law has pushed schools to abandon critical thinking in favor of teaching to standardized tests. The book presents alternatives such as classroom-based assessments and school quality reviews to provide a more equitable and supportive framework for improvement.
The document discusses the lack of equal funding for charter schools compared to traditional public schools. It provides background on charter schools and notes that while enrollment in charter schools is increasing, the majority of funding goes to traditional schools. This creates financial difficulties for charter schools, potentially leading to closures. Solutions discussed include passing legislation to increase charter school funding through grants and removing caps on charter school openings. Increased parent involvement in advocacy and policymaking is also suggested as a way to achieve more equitable funding.
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
University of Richmond - Summer Service Exemption Process for Social Impact E...DominiqueDore2
As Bonners look for opportunities to complete their summer service requirement, The University of Richmond recognizes the importance of Bonners who are committed to working in the private sector or interested in conducting scientific research. This guide explains the process for exempting one of the two required summer internships as long as the opportunity explicitly focuses on positive social outcomes.
Examples of previously approved Bonner fellowships and for-profit internships can be found in this detailed guide. In addition, information such as summer credit requirements and compensation are listed. This exemption request must be approved by both Bonner program and Foundation staff.
University of Richmond - Summer Service Exemption Process for Social Impact E...Bonner Foundation
As Bonner Scholars look for opportunities to complete their summer service requirement, the University of Richmond recognizes the importance of Bonners who are committed to working in the private sector or interested in conducting scientific research. This guide explains the process for exempting one of the two required summer internships as long as the opportunity explicitly focuses on positive social outcomes. This allows students to work on socially focused research (such as in STEM), addressing a key need.
The guide also includes useful information about previously approved Bonner fellowships and for-profit internships, summer credit requirements, and compensation. This exemption request must be approved by both the Bonner Program and Foundation staff.
This document provides an agenda for the Southern Association for College Student Affairs conference taking place from November 7-9, 2009 in Nashville, Tennessee. The agenda lists several interest sessions to be held on Monday, November 9th from 10:30-11:30 am. Topics included assessing programs at Columbus State University, preparing for and recovering from natural disasters like hurricanes, issues related to students with disabilities, and the potential unification of two student affairs professional organizations. One session focused on challenges for mid-level managers and how to support career development. Another discussed applying a reconsidered approach to learning to enhance international student support services.
Case Study #1 – Break Even AnalysisScenario (hypothetical).docxtidwellveronique
Case Study #1 – Break Even Analysis
Scenario: (hypothetical)
Paper due – day 7
Break-even exercise
Break-Even Analysis or Cost Volume Profit Analysis (CVP)
The California Medical Hospital is a full service hospital in Burbank, CA. Kathy Potts, the Chief Surgeon and Regina Johnson, the Hospital Administrator, have been working on a project to bring a new product to their hospital, knee replacements, to expand the services provided in hopes of bringing in additional revenue.
After much analysis and market studies the two are ready to present their findings to the board. You are the Finance Director who has put the information together.
They have decided that a new knee replacement will cost $17,000. The supplies used will cost the hospital $9,500 and the selling expenses paid amount to $3,000 per knee. The wing they will use will rent for $15,500 per month and the surgeon will receive a fixed salary of $25,000 per month. (Show your work on all problems)
1. Determine the number of knee replacements (in units) that particular wing must perform each month to break even. (Break-Even Point or BEP). In other words how many knee replacements must the surgeon perform each month to break-even?
2. Determine the number of knee replacements that particular wing must perform in order to generate a profit of $100,000 per month.
3. Assume that the surgeon can now open a clinic on his own with the following costs:
Variable costs = $9,500 per knee
One additional employee at a cost of $1,000 per month
Everything else remains the same from above
Determine the number of knee replacements to break-even.
4. Determine the number of knee replacements needed to generate a profit of $100,000 per month
What scenario would you recommend and why?
5. Please graph scenario #1 only. Use EXCEL to draw the graph. Label the X and Y axis. Plot the break-even point and show the fixed cost line. ( I only want to see three lines on the graph and the rest should be labelled)
6. Define break even analysis and its importance in the health care industry
7. Define variable costs
8. Define contribution margin
9. Define fixed costs
10. Compare and contrast a variance analysis and a sensitivity analysis
PSYC 341
Criteria
Points Possible
Points Earned
Three full-text, scholarly articles submitted in PDF format.
0 to 9 points
Main points of each article are clearly summarized, clear indication of which topic each article relates to and meets the 300–500-word requirement.
0 to 24 points
Correct use of spelling and grammar.
0 to 9 points
The assignment is double-spaced, uses 12-point, Times New Roman font with 1-inch margins and is written in third person.
0 to 12 points
Paraphrasing is used with citations cited correctly in current APA format*
0 to 15 points
References included at the beginning of each summary, in proper APA format and published within the last 7 years.
0 to 21 points
Total
/90Instructor’s Comments:
Annotated Bibliography Grading Rubric
* I ...
The document discusses planning for material and resource requirements in operations management. It describes the relationships between forecasting, aggregate planning, master scheduling, MRP, and capacity planning. A case study is provided on how a toy company develops its aggregate production plan and master production schedule to meet demand forecasts while maintaining consistent production levels and workforce. The master schedule is adjusted as actual customer orders are received to ensure demand can be met from current inventory and production levels.
a 12 page paper on how individuals of color would be a more dominant.docxpriestmanmable
a 12 page paper on how individuals of color would be a more dominant number if they had more resources and discrimination of color was ceased. Must include those who discriminate against skin color and must include facts from sources that help individuals gain insight on the possibility of colored individuals thriving in society if same resourcesAnd equal opportunity was provided.
.
92 Academic Journal Article Critique Help with Journal Ar.docxpriestmanmable
92 Academic Journal Article Critique
Help with Journal Article Critique Assignment
Ensure the structure of the assignment will include the following:
Title Page
Introduction
Description of the Problem or Issue
Analysis
Discussion
Critique
Conclusion
References
.
A ) Society perspective90 year old female, Mrs. Ruth, from h.docxpriestmanmable
A ) Society perspective
90 year old female, Mrs. Ruth, from home with her daughter, is admitted to hospital after sustaining a hip fracture. She has a history of chronic obstructive pulmonary disease on home oxygen and moderate to severe aortic stenosis. (Obstruction of blood flow through part of the heart) She undergoes urgent hemiarthroplasty (hip surgery) with an uneventful operative course.
The patient and her family are of Jewish background. The patient’s daughter is her primary caregiver and has financial power-of-attorney, but it is not known whether she has formal power of attorney for personal care. Concerns have been raised to the ICU team about the possibility of elder abuse in the home by the patient’s daughter.
Unfortunately, on postoperative day 4, the patient develops delirium with respiratory failure secondary to hospital acquired pneumonia and pulmonary edema. (Fluid in the lungs) Her goals of care were not assessed pre-operatively. She is admitted to the ICU for non-invasive positive pressure ventilation for 48 hours, and then deteriorates and is intubated. After 48 hours of ventilation, it was determined that due to the severity of her underlying cardio-pulmonary status (COPD and aortic stenosis), ventilator weaning would be difficult and further ventilation would be futile.
The patient’s daughter is insistent on continuing all forms of life support, including mechanical ventilation and even extracorporeal membranous oxygenation (does the work of the lungs) if indicated. However, the Mrs Ruth’s delirium clears within the next 24 hours of intubation, and she is now competent, although still mechanically ventilated. She communicated to the ICU team that she preferred 1-way extubation (removal of the ventilator) and comfort care. This was communicated in writing to the ICU team, and was consistent over time with other care providers. The patient went as far to demand the extubation over the next hour, which was felt to be reasonable by the ICU team.
The patient’s daughter was informed of this decision, and stated that she could not come to the hospital for 2 hours, and in the meantime, that the patient must remain intubated.
At this point, the ICU team concurred with the patient’s wishes, and extubated her before her daughter was able to come to the hospital.
The daughter was angry at the team’s decision, and requested that the patient be re-intubated if she deteriorated. When the daughter arrived at the hospital, the patient and daughter were able to converse, and the patient then agreed to re-intubation if she deteriorated.
(1) What are the ethical issues emerging in this case? State why? (
KRISTINA)
(2) What decision model(s) would be ideal for application in this case? State your justification.
(Lacey Powell
)
(3) Who should make decisions in this situation? Should the ICU team have extubated the patient?
State if additional information was necessary for you to arrive at a better decision(s) in your case.
9 dissuasion question Bartol, C. R., & Bartol, A. M. (2017)..docxpriestmanmable
9 dissuasion question
Bartol, C. R., & Bartol, A. M. (2017). Criminal behavior: A psychological approach (11th ed.). Boston, MA: Pearson.
Chapter 12, “Sexual Assault” (pp. 348–375)
Chapter 13, “Sexual Abuse of Children and Youth” (pp. 376–402)
To prepare for this Discussion:
Review the Learning Resources.
Think about the following two statements:
Rape is seen as a pseudosexual act.
Rape is always and foremost an aggressive act.
Consider the two statements above regarding motivation of sexual assault. Is rape classified as a pseudosexual act to you, or is it more or less than that? Explain your stance. Do you see rape as an aggressive act by nature, or can it be considered otherwise in certain situations? Explain your reasoning for this.
Excellent - above expectations
Main Discussion Posting Content
Points Range:
21.6 (54%) - 24 (60%)
Discussion posting demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
19.2 (48%) - 21.57 (53.92%)
Discussion posting demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
Points Range:
16.8 (42%) - 19.17 (47.93%)
Discussion posting demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be
lacking
or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 16.77 (41.93%)
Discussion posting demonstrates
poor or no
understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Reply Post & Peer Interaction
Points Range:
7.2 (18%) - 8 (20%)
Student interacts
frequently
with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
6.4 (16%) - 7.16 (17.9%)
Student interacts
moderately
with peers. The feedback postings and responses to questions are good, but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, and stimulating thoughts and/or probes.
Points Range:
5.6 (14%) - 6.36 (15.9%)
Student interacts
minimally
with peers .
9 AssignmentAssignment Typologies of Sexual AssaultsT.docxpriestmanmable
9 Assignment
Assignment: Typologies of Sexual Assaults
There are many different types of sexual assaults and many different types of offenders. Although they are different, they can be classified in order to create a common language between the criminal justice field and the mental health field. This in turn will enable more accurate research, predict future offenses, and assist in the prosecution and rehabilitation of the offenders.
In this Assignment, you compare different typologies of sexual offenders to determine the differences in motivation, expression of aggression, and underlining personality structure. You also determine the best way to interview each typology of sexual offenders.
To prepare for this Assignment:
Review the Learning Resources.
Select two typologies of sexual offenders listed in the resources.
By Day 7
In a 3- to 5- page paper:
Compare the two typologies of sexual offenders you selected by explaining the following:
The motivational differences between the two typologies
The expression of aggression in the two typologies
The differences in the underlining personality structure of the two typologies
Excellent - above expectations
Points Range:
47.25 (63%) - 52.5 (70%)
Paper demonstrates an
excellent
understanding of
all
of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other sources, and discerning ideas.
Points Range:
42 (56%) - 47.2 (62.93%)
Paper demonstrates a
good
understanding of
most
of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.
Points Range:
36.75 (49%) - 41.95 (55.93%)
Paper demonstrates a
fair
understanding of the concepts and key points as presented in the text/s and Learning Resources. Paper may be
lacking
in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
Points Range:
0 (0%) - 36.7 (48.93%)
Paper demonstrates poor understanding of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.
Writing
Points Range:
20.25 (27%) - 22.5 (30%)
Paper is
well
organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is
fully
consistent with graduate level writing style. Paper contains
multiple
, appropriate and exemplary sources expected/required for the assignment.
.
The document discusses a new guidance published by Public Health England to enhance the public health role of nurses and midwives. It aims to make every contact with patients by nurses and midwives count towards health promotion and disease prevention. The guidance prioritizes areas like reducing preventable deaths, tackling long-term conditions, and improving children's health. It also emphasizes place-based public health approaches. The document outlines specific actions nurses and midwives can take to contribute to public health at the individual, community and population levels, such as providing health advice to patients and engaging with communities.
9 Augustine Confessions (selections) Augustine of Hi.docxpriestmanmable
9 Augustine
Confessions
(selections)
Augustine of Hippo wrote his Confessions between 397 -400 CE. In it he gives an
autobiographical account of his whole life up through his conversion to Christianity.
In Book 2, excerpted here, he thinks over the passions and temptations of his youth,
especially during a period where he had to come home from where he was studying
and return to living with his parents. His mother Monica was already Christian and
his father was considering it. They want him to be academically successful and
become a great orator.
From Augustine, Confessions. Translated by Caroline J-B Hammond. Loeb Classical
Library Harvard University Press 2014
(Links to an external site.)
.
1. (1) I wish to put on record the disgusting deeds in which I engaged, and
the corrupting effect of sensual experience on my soul, not because I love
them, but so that I may love you, my God. I do this because of my love for
your love, to the end that—as I recall my wicked, wicked ways in the
bitterness of recollection—you may grow even sweeter to me. For you are
a sweetness which does not deceive, a sweetness which brings happiness
and peace, pulling me back together from the disintegration in which I was
being shattered and torn apart, when I turned away from you who are unity
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
https://www-loebclassics-com.offcampus.lib.washington.edu/view/augustine-confessions/2014/pb_LCL026.61.xml
and dispersed into the multiplicity that is oblivion. For there was a time
during my adolescence when I burned to have my fill of hell. I ran wild and
reckless in all manner of shady liaisons, and my outward appearance
deteriorated, and I degenerated before your eyes as I went on pleasing
myself and desiring to appear pleasing in human sight.
2. (2) What was it that used to delight me, if not loving and being loved? But
there was no boundary maintained between one mind and another, and
reaching only as far as the clear confines of friendship. Instead the slime
of fleshly desire and the spurts of adolescence belched out their fumes,
and these clouded and obscured my heart, so that it was impossible to
distinguish the purity of love from the darkness of lust. Both of them
together seethed in me, dragging my immaturity over the heights of bodily
desire, and plunging me down into a whirlpool of sin. Your anger grew
strong against me, but I was unaware of it. I had been deafened by the
loud grinding of the chain of my mortality, the punishment for the pride of
my soul, and I went even further away from yo.
8.3 Intercultural Communication
Learning Objectives
1. Define intercultural communication.
2. List and summarize the six dialectics of intercultural communication.
3. Discuss how intercultural communication affects interpersonal relationships.
It is through intercultural communication that we come to create, understand, and transform culture and identity. Intercultural communication is communication between people with differing cultural identities. One reason we should study intercultural communication is to foster greater self-awareness (Martin & Nakayama, 2010). Our thought process regarding culture is often “other focused,” meaning that the culture of the other person or group is what stands out in our perception. However, the old adage “know thyself” is appropriate, as we become more aware of our own culture by better understanding other cultures and perspectives. Intercultural communication can allow us to step outside of our comfortable, usual frame of reference and see our culture through a different lens. Additionally, as we become more self-aware, we may also become more ethical communicators as we challenge our ethnocentrism, or our tendency to view our own culture as superior to other cultures.
As was noted earlier, difference matters, and studying intercultural communication can help us better negotiate our changing world. Changing economies and technologies intersect with culture in meaningful ways (Martin & Nakayama). As was noted earlier, technology has created for some a global village where vast distances are now much shorter due to new technology that make travel and communication more accessible and convenient (McLuhan, 1967). However, as the following “Getting Plugged In” box indicates, there is also a digital divide, which refers to the unequal access to technology and related skills that exists in much of the world. People in most fields will be more successful if they are prepared to work in a globalized world. Obviously, the global market sets up the need to have intercultural competence for employees who travel between locations of a multinational corporation. Perhaps less obvious may be the need for teachers to work with students who do not speak English as their first language and for police officers, lawyers, managers, and medical personnel to be able to work with people who have various cultural identities.
“Getting Plugged In”
The Digital Divide
Many people who are now college age struggle to imagine a time without cell phones and the Internet. As “digital natives” it is probably also surprising to realize the number of people who do not have access to certain technologies. The digital divide was a term that initially referred to gaps in access to computers. The term expanded to include access to the Internet since it exploded onto the technology scene and is now connected to virtually all computing (van Deursen & van Dijk, 2010). Approximately two billion people around the world now access the Internet regularl.
8413 906 AMLife in a Toxic Country - NYTimes.comPage 1 .docxpriestmanmable
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
Page 1 of 4http://www.nytimes.com/2013/08/04/sunday-review/life-in-a-toxic-country.html?ref=world&pagewanted=all&pagewanted=print
August 3, 2013
Life in a Toxic Country
By EDWARD WONG
BEIJING — I RECENTLY found myself hauling a bag filled with 12 boxes of milk powder and a
cardboard container with two sets of air filters through San Francisco International Airport. I was
heading to my home in Beijing at the end of a work trip, bringing back what have become two of
the most sought-after items among parents here, and which were desperately needed in my own
household.
China is the world’s second largest economy, but the enormous costs of its growth are becoming
apparent. Residents of its boom cities and a growing number of rural regions question the safety of
the air they breathe, the water they drink and the food they eat. It is as if they were living in the
Chinese equivalent of the Chernobyl or Fukushima nuclear disaster areas.
Before this assignment, I spent three and a half years reporting in Iraq, where foreign
correspondents talked endlessly of the variety of ways in which one could die — car bombs,
firefights, being abducted and then beheaded. I survived those threats, only now to find myself
wondering: Is China doing irreparable harm to me and my family?
The environmental hazards here are legion, and the consequences might not manifest themselves
for years or even decades. The risks are magnified for young children. Expatriate workers
confronted with the decision of whether to live in Beijing weigh these factors, perhaps more than at
any time in recent decades. But for now, a correspondent’s job in China is still rewarding, and so I
am toughing it out a while longer. So is my wife, Tini, who has worked for more than a dozen years
as a journalist in Asia and has studied Chinese. That means we are subjecting our 9-month-old
daughter to the same risks that are striking fear into residents of cities across northern China, and
grappling with the guilt of doing so.
Like them, we take precautions. Here in Beijing, high-tech air purifiers are as coveted as luxury
sedans. Soon after I was posted to Beijing, in 2008, I set up a couple of European-made air
purifiers used by previous correspondents. In early April, I took out one of the filters for the first
time to check it: the layer of dust was as thick as moss on a forest floor. It nauseated me. I ordered
two new sets of filters to be picked up in San Francisco; those products are much cheaper in the
United States. My colleague Amy told me that during the Lunar New Year in February, a family
http://topics.nytimes.com/top/reference/timestopics/people/w/edward_wong/index.html
http://topics.nytimes.com/top/news/international/countriesandterritories/china/index.html?inline=nyt-geo
8/4/13 9:06 AMLife in a Toxic Country - NYTimes.com
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8. A 2 x 2 Experimental Design - Quality and Economy (x1 and x2.docxpriestmanmable
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
Make changes on the names, labels, and measure on the variable view.
Check the measure.
Have the same keys between “Name” and “Label.”
Run factor analysis for ys (dependent variables).
Select “Principal axis factoring” from “Extraction.”
The two-factor solution seems the best as (1) they are over one eigenvalue each and (2) the variance explained for is over 60%.
The new eigenvalues after the rotation.
The rotated factor matrix is clear.
But note that y3 and y1 are collapsed into one factor.
If not you should rerun factor analysis after removing the most problematic item one at a time.
Repeat this procedure until the rotated factor pattern has
(1) no cross-loading,
(2) no weak factor loading (< 0.5), and
(3) an adequate number of items (not more than 5 items per factor).
If a clear factor pattern is obtained, name the factors.
Attitude and purchase intention (y3 and y1)
Boycotting intention (y2)
Compute the reliability of the items of each factor
Make sure all responses were used.
Cronbach’s a (= Reliability a) must be greater than 0.70. Then, you can create the composite variable out of the member items.
Means and STDs must be similar among the items.
No a here should be greater than Cronbach’s a. If not, you should delete such item(s) to increase a.
Create the composite variable for each factor.
BI = mean (y2_1,y2_2,y2_3)
“PI” will be added to the data.
Go to the Variable View and change its “Name” and “Label.”
8. A 2 x 2 Experimental Design: - Quality and Economy (x1 and x2 as independent variables)
Dr. Boonghee Yoo
[email protected]
RMI Distinguished Professor in Business and
Professor of Marketing & International Business
BLOCK 1. Title and introductory paragraph.
Title and introductory paragraph
Plus, background questions
BLOCK 2 to 5. Show one of four treatments randomly.
x1(hi), x2 (hi)
x1 (hi), x2 (low)
x1 (low), x2 (hi)
x1 (low), x2 (low)
BLOCK 6. Questions.
Manipulation check questions (multi-item scales)
y1, y2, and y3 (multi-item scales)
Socio-demographic questions
Write “Thank you for participation.”
The questionnaire (6 blocks)
A 2x2 between-sample design: SQ (Service quality and ECON (Contribution to local economy)
Each of the four BLOCKs consist of:
The instruction: e.g., “Please read the following description of company ABC carefully.”
The scenario: An image file or written statement
(No questions inside the scenario blocks)
Qualtrics Survey Flow (6 blocks)
Manipulation check questions y1, y2, …, yn
Questions to verify that subjects were manipulated as intended. For example, if the stimulus is dollar-amount price, the manipulation check.
800 Words 42-year-old man presents to ED with 2-day history .docxpriestmanmable
800 Words
42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills. He says the pain is worse when he stands up and is somewhat relieved when he lies down. Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch.
In your Case Study Analysis related to the scenario provided, explain the following:
The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happen. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro, and macrocytic).
.
8.1 What Is Corporate StrategyLO 8-1Define corporate strategy.docxpriestmanmable
8.1 What Is Corporate Strategy?
LO 8-1
Define corporate strategy and describe the three dimensions along which it is assessed.
Strategy formulation centers around the key questions of where and how to compete. Business strategy concerns the question of how to compete in a single product market. As discussed in Chapter 6, the two generic business strategies that firms can follow to pursue their quest for competitive advantage are to increase differentiation (while containing cost) or lower costs (while maintaining differentiation). If trade-offs can be reconciled, some firms might be able to pursue a blue ocean strategy by increasing differentiation and lowering costs. As firms grow, they are frequently expanding their business activities through seeking new markets both by offering new products and services and by competing in different geographies. Strategic leaders must formulate a corporate strategy to guide continued growth. To gain and sustain competitive advantage, therefore, any corporate strategy must align with and strengthen a firm’s business strategy, whether it is a differentiation, cost-leadership, or blue ocean strategy.
Corporate strategy comprises the decisions that leaders make and the goal-directed actions they take in the quest for competitive advantage in several industries and markets simultaneously.3 It provides answers to the key question of where to compete. Corporate strategy determines the boundaries of the firm along three dimensions: vertical integration along the industry value chain, diversification of products and services, and geographic scope (regional, national, or global markets). Strategic leaders must determine corporate strategy along the three dimensions:
1. Vertical integration: In what stages of the industry value chain should the company participate? The industry value chain describes the transformation of raw materials into finished goods and services along distinct vertical stages.
2. Diversification: What range of products and services should the company offer?
3. Geographic scope: Where should the company compete geographically in terms of regional, national, or international markets?
In most cases, underlying these three questions is an implicit desire for growth. The need for growth is sometimes taken so much for granted that not every manager understands all the reasons behind it. A clear understanding will help strategic leaders to pursue growth for the right reasons and make better decisions for the firm and its stakeholders.
WHY FIRMS NEED TO GROW
LO 8-2
Explain why firms need to grow, and evaluate different growth motives.
Several reasons explain why firms need to grow. These can be summarized as follows:
1. Increase profits.
2. Lower costs.
3. Increase market power.
4. Reduce risk.
5. Motivate management.
Let’s look at each reason in turn.
INCREASE PROFITS
Profitable growth allows businesses to provide a higher return for their shareholders, or owners, if privately held. For publicly trade.
8.0 RESEARCH METHODS These guidelines address postgr.docxpriestmanmable
8.0 RESEARCH METHODS
These guidelines address postgraduate students who have completed course
requirements and assumed to have sufficient background experience of high-level
engagement activities like recognizing, relating, applying, generating, reflecting and
theorizing issues. It is an ultimate period in our academic life when we feel confident
at embarking on independent research.
It cannot be overemphasized that we must enjoy the experience of research process
and not look at it as an academic chore.
To enable such a desired behaviour, these guidelines consider the research process
in terms of the skills and knowledge needed to develop independent and critical
styles of thinking in order to evaluate and use research as well as to conduct fresh
research.
The guidelines should be viewed as briefs which the Research Supervisors are expected
to exemplify based on their own experience as well as expertise.
8.1 Chapter 1 - Introduction
INTRODUCE the subject or problem to be studied. This might require the
identification of key managerial concerns, theories, laws and governmental rulings,
critical incidents or social changes, and current environmental issues, that make the
subject critical, relevant and worthy of managerial or research attention.
• To inform the Reader (stylistically - forthright, direct, and brief / concise),
• The first sentence should begin with `This Study was intended
to’….’ And immediately tell the Reader the nature of the study for the
reader's interest and desire to read on.
8.1.1 The Research Problem
What is the statement of the problem? The statement of the problem or problem
statement should follow logically from what has been set forth in the background of
the problem by defining the specific research need providing impetus for the
study, a need not met through previous research. Present a clear and precise
statement of the central question of research, formulated to address the need.
8.1.2 The Purpose of the Study
What is the purpose of the study? What are the RESEARCH QUESTION (S) of
the study? What are the specific objective (s) of the study? Define the specific
research objective (s) that would answer the research Question (s) of the study.
8.1.3 The Rationale of the Study:
1. Why in a general sense?
2. One or two brief references to previous research or theories critical in structuring
this study to support and understand the rationale.
3. The importance of the study for the reader to know, to fully appreciate the need
for the study - and its significance.
4. Own professional experience that stimulated the study or aroused interest in the
area of research.
5. The Need for the Study - will deal with valid questions or professional concerns
to provide data leading to an answer - reference to literature helpful and
appropriate.
8.1.4 The Significance of the Study:
1. Clearly .
95People of AppalachianHeritageChapter 5KATHLEEN.docxpriestmanmable
95
People of Appalachian
Heritage
Chapter 5
KATHLEEN W. HUTTLINGER and LARRY D. PURNELL
Overview, Inhabited Localities,
and Topography
OVERVIEW
Appalachia consists of that large geographic expanse in
the eastern United States that is associated with the
Appalachian mountain system, a 200,000-square-mile
region that extends from the northeastern United States
in southern New York to northern Mississippi. It includes
all of West Virginia and parts of Alabama, Georgia,
Kentucky, Maryland, Mississippi, New York, North
Carolina, Ohio, Pennsylvania, South Carolina, Tennessee,
and Virginia. This very rural area is characterized by a
rolling topography with very rugged ridges and hilltops,
some extending over 4000 feet high, with remote valleys
between them. The surrounding valleys are often 2000
feet or more in elevation and give one a sense of isolation,
peacefulness, and separateness from the lower and more
heavily traveled urban areas. This isolation and rough
topography have contributed to the development of
secluded communities in the hills and natural hollows or
narrow valleys where people, over time, have developed a
strong sense of independence and family cohesiveness.
These same isolated valleys and rugged mountains pre-
sent many transportation problems for those who do not
have access to cars or trucks. Very limited public trans-
portation is available only in the larger urbanized areas.
Even though the Appalachian region includes several
large cities, many people live in small settlements and in
inaccessible hollows or “hollers” (Huttlinger, Schaller-
Ayers, & Lawson, 2004a). The rugged location of many
communities in Appalachia results in a population that is
often isolated from the mainstream of health-care ser-
vices. In some areas of Appalachia, substandard secondary
and tertiary roads, as well as limited public bus, rail, and
airport facilities, prevent easy access to the area (Fig. 5–1).
Difficulty in accessing the area is partially responsible for
continued geographic and sociocultural isolation. The
rugged terrain can significantly delay ambulance response
time and is a deterrent to people who need health care
when their health condition is severe. This is one area in
which telehealth innovations can and often do provide
needed services.
Many of the approximately 24 million people who live
in Appalachia can trace their family roots back 150 or
more years, and it is common to find whole communities
comprising extended, related families. The cultural her-
itage of the region is rich and reflected in their distinctive
music, art, and literature. Even though family roots are
strong, many of the region’s younger residents have left
the area to pursue job opportunities in the larger urban
cities of the north. The remaining, older population
reflects a group that often has less than a high-school edu-
cation, is frequently unemployed, may be on welfare
and/or disability, and is regularly uninsured (20.4 per-
cent) (Virginia He.
8-10 slide Powerpoint The example company is Tesla.Instructions.docxpriestmanmable
8-10 slide Powerpoint The example company is Tesla.
Instructions
As the organization’s top leader, you are responsible for communicating the organization’s strategies in a way that makes the employees understand the role that they play in helping to achieve the organization’s strategies. Design a presentation that explains the following:
The company is Tesla
1. Your Organization's Mission and Vision
2. Your organization’s overall strategies and how they align with the Mission and Vision
3. At least five of your organization’ strategic SMART goals that align with the overall organizational strategy
4. At least three different departments’ specific roles in helping to achieve those strategic SMART goals
5. This can be a PowerPoint presentation with a voice-over or it can be a video presentation.
Length: 8 – 10 slides, not including title and reference slide.
Notes Length: 200-250 words for each slide.
References: Include a minimum of five scholarly resources.
I will do the voice over. I do not need a separate document of speaker notes as long as the PowerPoint has the requested 200-250 words for each slide
.
8Network Security April 2020FEATUREAre your IT staf.docxpriestmanmable
8
Network Security April 2020
FEATURE
Are your IT staff ready
for the pandemic-driven
insider threat? Phil Chapman
Obviously the threat to human life is
the top concern for everyone at this
moment. But businesses are also starting
to suffer as productivity slips globally
and the workforce itself is squeezed.
The UK Government’s March budget
did announce some measures, especially
for small and medium-size enterprises
(SMEs), that will make this period
slightly less painful for organisations.
However, as is apparent from the tank-
ing stock market (the FTSE 100 has
hit levels not seen since June 2012) the
economy and pretty much all businesses
in the country (unless you produce hand
sanitiser) are going to suffer. There is no
time like now for the UK to embrace
its mantra of ‘keep calm and carry on’
because that is what we must do if we’re
going to keep business flowing.
For the IT department at large there is
lots of urgent work to do to ensure that
the business is prepared to keep running
smoothly even if people are having to
work remotely. The task at hand for cyber
security professionals is arguably even
larger as Covid-19 is seeing cyber criminals
capitalising on the fact that the insider
threat is worse than ever, with more people
working remotely from personal devices
than many IT and cyber security teams
have likely ever prepared for.
This article will argue that the cyber
security workforce, which is already suf-
fering a digital skills crisis, may also be
lacking the adequate soft skills required
to effectively tackle the insider threat
that has been exacerbated by the pan-
demic. It will first examine the insider
threat, and why this has become so
much more insidious because of Covid-
19. It will then look into the essential
soft skills required to tackle this threat,
before examining how organisations can
effectively implement an apprentice-
ship strategy that generates professionals
with both hard and soft skills, includ-
ing advice from the CISO of globally
respected law firm Pinsent Masons, who
will provide insight into how he is mak-
ing his strategy work. It will conclude
that many of these issues could be solved
if the industry didn’t rely so heavily on
recruiting graduates and rather looked
towards hiring apprentices.
The insider threat
In the best of times, every cyber-pro-
fessional knows that the biggest threat
to an organisation’s IT infrastructure
is people, both malicious actors and
– much more often – employees and
partners making mistakes. The problem
is that people lack cyber knowledge and
so commit careless actions – for exam-
ple, forwarding sensitive information to
the wrong recipient over email or plug-
ging rogue USBs into their device (yes,
that still happens). Cyber criminals
capitalise on this ignorance by utilising
social engineering tactics ranging from
the painfully simple, like fake emails
from Amazon, to the very sophisticated,
such as.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
35938 Topic Discussion 2 Anaphylactic ShockNumber of Pages .docx
1. 35938 Topic: Discussion 2: Anaphylactic Shock
Number of Pages: 1 (Double Spaced)
Number of sources: 3
Writing Style: APA
Type of document: Coursework
Academic Level:Master
Category: Nursing
VIP Support: N/A
Language Style: English (U.S.)
Order Instructions: Attached
Please avoid plagiarism or similarities with other student
papers. Thank you.
To Prepare
Review “Anaphylactic Shock” in Chapter 24 of the Huether and
McCance text, “Distributive Shock” in Chapter 10 of the
McPhee and Hammer text, and the Jacobsen and Gratton article
2. in the Learning Resources.
Identify the multisystem physiologic progression that occurs in
anaphylactic shock. Think about how these multisystem events
can occur in a very short period of time.
Consider when you should refer patients to emergency care
versus treating as an outpatient.
Select two patient factors different from the one you selected in
this week’s first Discussion: genetics, gender, ethnicity, age, or
behavior. Reflect on how the factors you selected might impact
the process of anaphylactic shock.
Post an explanation of the physiological progression that occurs
in anaphylactic shock. Then, describe the circumstances under
which you would refer patients for emergency care versus
treating as an outpatient. Finally, explain how the patient
factors you selected might impact the process of anaphylactic
shock.
Required Readings, please use refrences from the list.
Huether, S. E., & McCance, K. L. (2017). Understanding
pathophysiology (6th ed.). St. Louis, MO: Mosby.
Chapter 23, “Structure and Function of the Cardiovascular and
Lymphatic Systems”
This chapter examines the circulatory system, heart, systemic
circulation, and lymphatic system to establish a foundation for
normal cardiovascular function. It focuses on the structure and
function of various parts of the circulatory system to illustrate
normal blood flow.
Chapter 24, “Alterations of Cardiovascular Function”
3. This chapter presents the pathophysiology, clinical
manifestations, evaluation, and treatment of various
cardiovascular disorders. It focuses on diseases of the veins and
arteries, disorders of the heart wall, heart disease, and shock.
Chapter 25, “Alterations of Cardiovascular Function in
Children”
This chapter examines cardiovascular disorders that affect
children. It distinguishes congenital heart diseases from
acquired cardiovascular disorders.
Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of
disease: An introduction to clinical medicine. (7th ed.) New
York, NY: McGraw-Hill Education.
Chapter 10, “Cardiovascular Disorders: Heart Disease”
This chapter begins by exploring the normal structure and
function of the heart. It then examines the etiology,
pathophysiology, and clinical manifestations of five heart
disorders: arrhythmias, congestive heart failure, valvular heart
disease, coronary artery disease, and pericardial disease.
Jacobsen, R. C., & Gratton, M. C. (2011). A case of
unrecognized prehospital anaphylactic shock.Prehospital
Emergency Care, 15(1), 61–66.
Retrieved from the Walden Library databases.
This article provides information relating to the diagnosis and
management of anaphylactic shock. It also explores difficulties
encountered when diagnosing uncommon clinical presentations
of anaphylactic shock.
4. Optional Resources
American Heart Association. (2012). Retrieved from
http://www.heart.org/HEARTORG/
Million Hearts. (2012). Retrieved from
http://millionhearts.hhs.gov/index.html
National Heart, Lung, and Blood Institute. (2012). Retrieved
from http://www.nhlbi.nih.gov/
Running head: THE EFFECTIVENESS OF
ENROLLMENT/ACADEMIA IN PUBLIC SCHOOLS VS
CHARTER SCHOOLS 1
THE EFFECTIVENESS OF ENROLLMENT/ACADEMIA IN
PUBLIC SCHOOLS VS CHARTER SCHOOLS 3
The Effectiveness of Enrollment/Academia in Public Schools vs
Charter Schools.
Student’s Name
Institutional Affiliation
Date
5. The Effectiveness of Enrollment/Academia in Public Schools vs
Charter Schools.
Introduction
Public charter schools are those schools that operate under a
performance contract hence that renders them free from a lot of
regulations created for traditional public schools whereas
making them accountable for financial and academic results.
Such schools are more autonomous in school size, staff, choice
of curriculum, budget, lengths of the school day and they stand
accountable for charter review, and result in production.
Therefore, it is important to have the study that compared the
effectiveness of the two different school systems so as to
establish which if the two is suitable for the American child and
society.
Research questions
1. What is the financial performance doe Charter Schools
exhibit among as compared to Traditional schools?
2. What academic impacts do Public Charter Schools exhibit
among students as compared to Traditional schools?
3. What staffing differences do the Charter Schools exhibit as
compared to Traditional schools?
Statement of the problem
Up to date, charter schools are run in 40 states with about 5000
charter schools in the entire US where more than 1.5 million
students learn. The number of this kind of schools is increasing
with time but they are selectively within states and mostly in
the urban regions. Sometimes these schools are closed for
lacing funds or posting poor performance. A debate on the
reliability and effectiveness of Public charter schools in
comparison with traditional schools has been there for a while.
Innovation Ohio (2013) claim that charter schools tend to have
unfair funding as compared to traditional schools. According to
Silvernail & Johnson (2014) even though certain researchers
have claimed that charter schools are better than traditional
6. ones in terms of performance, the diversity of context, designs,
financial capacity, and many other factors make it difficult to
have universal results about it. Furthermore, Jefferson County
Public Schools (2010) opine that since the opponents or
advocates of charter schools are the ones who report about it,
research studies on the effectiveness of such schools has been
biasedly reported. Therefore, such as topic requires objective
study of a party who has no interest in anything apart from
acquiring the truth about the society.
References
Innovation Ohio (2013). Unfair funding: how charter schools
win & traditional schools lose. Retrieved from
http://innovationohio.org/wp‐content/uploads/2013/02/Unfair‐F
unding‐IO‐ charter‐schools‐report‐1.pdf
Jefferson County Public Schools. (2010). Charter schools:
impact on student achievement. department of accountability,
research, and planning. Retrieved from
http://www.jefferson.k12.ky.us/Superintendent/
Charter_Schools_Impact_Achievement.pdf.
(n.d.).
Silvernail, D. & Johnson, A.F.. (2014). The impacts of public
charter schools on students and traditional public schools: what
does the empirical evidence tell us? 1-26. Retrieved from
https://files.eric.ed.gov/fulltext/ED561362.pdf
7. Running Head: Effectiveness of Enrollment/Academia in Public
Schools VS Charter
Effectiveness of Enrolment/Academia in Public Schools VS
Charter
The Effectiveness of Enrollment/Academia in Public Schools
VS Charter Schools
Student’s Name:
Date:
Open sanction schools are those schools that work under an
execution contract consequently that renders them free from a
great deal of directions made for customary government funded
schools while making them responsible for money related and
8. scholarly outcomes. Such schools are progressively self-
sufficient in school measure, staff, decision of educational
modules, spending plan, lengths of the school day and they
stand responsible for sanction survey, and result underway. In
this manner, it is critical to have the examination that looked at
the adequacy of the two distinctive educational systems to set
up which if the two is reasonable for the American youngster
and society. The factor prompting the greatest methodological
trouble while evaluating sanction schools' effect on understudy
accomplishment is choice inclination. Determination
predisposition emerges in light of the fact that guardians
intentionally decide to enlist their youngsters in contract
schools. In this manner, it is conceivable that the inspiration for
choosing sanction schools makes these understudies not the
same as understudies who stay in conventional state funded
schools in manners that may affect understudy accomplishment.
Research Question
1. What is the money related execution doe Charter Schools
show among when contrasted with Traditional schools?
2. What scholarly effects do Public Charter Schools display
among understudies when contrasted with Traditional schools?
3. What staffing contrasts do the Charter Schools show when
contrasted with Traditional schools?
Statement of Problem
Up to-date, contract schools are kept running in 40 states with
around 5000 sanction schools in the whole US where more than
1.5 million understudies learn. The quantity of this sort of
schools is expanding with time yet they are specifically inside
states and generally in the urban districts. Now and again these
schools are shut for binding assets or posting poor execution. A
discussion on the unwavering quality and viability of Public
contract schools in correlation with conventional schools has
been there for some time. Advancement Ohio (2013) guarantee
that sanction schools will in general have out of line subsidizing
when contrasted with customary schools. As indicated by Silver
nail and Johnson (2014) despite the fact that specific scientists
9. have asserted that contract schools are superior to customary
ones regarding execution, the assorted variety of setting, plans,
money related limit, and numerous different elements make it
hard to have all inclusive outcomes about it. Besides, Jefferson
County Public Schools (2010) opine that since the rivals or
supporters of sanction schools are the ones who report about it,
examine considers on the viability of such schools has been
biasedly announced. Subsequently, for example, point requires
target investigation of a gathering who has no enthusiasm for
anything separated from gaining reality about the general
public.
References
Innovation Ohio (2013). Unfair funding: how charter schools
win & traditional schools lose. Retrieved from
http://innovationohio.org/wp‐content/uploads/2013/02/Unfair‐F
unding‐IO‐ charter‐schools‐report‐1.pdf
Jefferson County Public Schools. (2010). Charter schools:
impact on student achievement. department of accountability,
research, and planning. Retrieved from
http://www.jefferson.k12.ky.us/Superintendent/
Charter_Schools_Impact_Achievement pdf.
(n.d.).
Silvernail, D. & Johnson, A.F.. (2014). The impacts of public
charter schools on students and traditional public schools: what
does the empirical evidence tell us? 1-26. Retrieved from
https://files.eric.ed.gov/fulltext/ED561362.pdf
10. This should be a 3 to 5 pages. The PAS Prospectus is a
preliminary document that serves as the foundation for the
proposal document for the PAS. It is a relatively short document
and should not exceed approximately 6 pages of text, excluding
appendices and references.
This paper should be a qualitative study using a case study. This
should be a survey questionnaireNOT interviews, observations.
· Title Page(The increase of enrollment in Charter Schools
vs. Public Schools)
· Problem Statement(What is the problem that needs to be
solve from the title page)
· Purpose Statement(How am I going to solve the problem)
· Nature of the Study
· Research Question(s)(Have to align with the Problem
Statement and Purpose Statement)
· Conceptual Framework
· Significance of the Study
· References(Need to be included in the body of the paper
and in the reference section as well)
Running head: THE EFFECTIVENESS OF
ENROLLMENT/ACADEMIA IN PUBLIC SCHOOLS VS
CHARTER SCHOOLS 1
THE EFFECTIVENESS OF ENROLLMENT/ACADEMIA IN
PUBLIC SCHOOLS VS CHARTER SCHOOLS 3
The Effectiveness of Enrollment/Academia in Public Schools vs
11. Charter Schools.
Student’s Name
Institutional Affiliation
Date
The Effectiveness of Enrollment/Academia in Public Schools vs
Charter Schools.
Introduction
Public charter schools are those schools that operate under a
performance contract hence that renders them free from a lot of
regulations created for traditional public schools whereas
making them accountable for financial and academic results.
Such schools are more autonomous in school size, staff, choice
of curriculum, budget, lengths of the school day and they stand
accountable for charter review, and result in production.
Therefore, it is important to have the study that compared the
effectiveness of the two different school systems so as to
establish which if the two is suitable for the American child and
society.
Research questions
1. What is the financial performance doe Charter Schools
exhibit among as compared to Traditional schools?
2. What academic impacts do Public Charter Schools exhibit
among students as compared to Traditional schools?
3. What staffing differences do the Charter Schools exhibit as
compared to Traditional schools?
12. Statement of the problem
Up to date, charter schools are run in 40 states with about 5000
charter schools in the entire US where more than 1.5 million
students learn. The number of this kind of schools is increasing
with time but they are selectively within states and mostly in
the urban regions. Sometimes these schools are closed for
lacing funds or posting poor performance. A debate on the
reliability and effectiveness of Public charter schools in
comparison with traditional schools has been there for a while.
Innovation Ohio (2013) claim that charter schools tend to have
unfair funding as compared to traditional schools. According to
Silvernail & Johnson (2014) even though certain researchers
have claimed that charter schools are better than traditional
ones in terms of performance, the diversity of context, designs,
financial capacity, and many other factors make it difficult to
have universal results about it. Furthermore, Jefferson County
Public Schools (2010) opine that since the opponents or
advocates of charter schools are the ones who report about it,
research studies on the effectiveness of such schools has been
biasedly reported. Therefore, such as topic requires objective
study of a party who has no interest in anything apart from
acquiring the truth about the society.
References
Innovation Ohio (2013). Unfair funding: how charter schools
win & traditional schools lose. Retrieved from
http://innovationohio.org/wp‐content/uploads/2013/02/Unfair‐F
13. unding‐IO‐ charter‐schools‐report‐1.pdf
Jefferson County Public Schools. (2010). Charter schools:
impact on student achievement. department of accountability,
research, and planning. Retrieved from
http://www.jefferson.k12.ky.us/Superintendent/
Charter_Schools_Impact_Achievement.pdf.
(n.d.).
Silvernail, D. & Johnson, A.F.. (2014). The impacts of public
charter schools on students and traditional public schools: what
does the empirical evidence tell us? 1-26. Retrieved from
https://files.eric.ed.gov/fulltext/ED561362.pdf
This should be a 3 to 5 pages. The PAS Prospectus is a
preliminary document that serves as the foundation for the
proposal document for the PAS. It is a relatively short document
and should not exceed approximately 6 pages of text, excluding
appendices and references.
This paper should be a qualitative study using a case study. This
should be a survey questionnaireNOT interviews, observations.
· Title Page(The increase of enrollment in Charter Schools
vs. Public Schools)
· Problem Statement(What is the problem that needs to be
solve from the title page)
· Purpose Statement(How am I going to solve the problem)
· Nature of the Study
· Research Question(s)(Have to align with the Problem
Statement and Purpose Statement)
· Conceptual Framework
14. · Significance of the Study
· References(Need to be included in the body of the paper
and in the reference section as well)
Running Head: Effectiveness of Enrollment/Academia in Public
Schools VS Charter
Effectiveness of Enrolment/Academia in Public Schools VS
Charter
The Effectiveness of Enrollment/Academia in Public Schools
VS Charter Schools
Student’s Name:
Date:
Open sanction schools are those schools that work under an
execution contract consequently that renders them free from a
great deal of directions made for customary government funded
schools while making them responsible for money related and
15. scholarly outcomes. Such schools are progressively self-
sufficient in school measure, staff, decision of educational
modules, spending plan, lengths of the school day and they
stand responsible for sanction survey, and result underway. In
this manner, it is critical to have the examination that looked at
the adequacy of the two distinctive educational systems to set
up which if the two is reasonable for the American youngster
and society. The factor prompting the greatest methodological
trouble while evaluating sanction schools' effect on understudy
accomplishment is choice inclination. Determination
predisposition emerges in light of the fact that guardians
intentionally decide to enlist their youngsters in contract
schools. In this manner, it is conceivable that the inspiration for
choosing sanction schools makes these understudies not the
same as understudies who stay in conventional state funded
schools in manners that may affect understudy accomplishment.
Research Question
1. What is the money related execution doe Charter Schools
show among when contrasted with Traditional schools?
2. What scholarly effects do Public Charter Schools display
among understudies when contrasted with Traditional schools?
3. What staffing contrasts do the Charter Schools show when
contrasted with Traditional schools?
Statement of Problem
Up to-date, contract schools are kept running in 40 states with
around 5000 sanction schools in the whole US where more than
1.5 million understudies learn. The quantity of this sort of
schools is expanding with time yet they are specifically inside
states and generally in the urban districts. Now and again these
schools are shut for binding assets or posting poor execution. A
discussion on the unwavering quality and viability of Public
contract schools in correlation with conventional schools has
been there for some time. Advancement Ohio (2013) guarantee
that sanction schools will in general have out of line subsidizing
when contrasted with customary schools. As indicated by Silver
nail and Johnson (2014) despite the fact that specific scientists
16. have asserted that contract schools are superior to customary
ones regarding execution, the assorted variety of setting, plans,
money related limit, and numerous different elements make it
hard to have all inclusive outcomes about it. Besides, Jefferson
County Public Schools (2010) opine that since the rivals or
supporters of sanction schools are the ones who report about it,
examine considers on the viability of such schools has been
biasedly announced. Subsequently, for example, point requires
target investigation of a gathering who has no enthusiasm for
anything separated from gaining reality about the general
public.
References
Innovation Ohio (2013). Unfair funding: how charter schools
win & traditional schools lose. Retrieved from
http://innovationohio.org/wp‐content/uploads/2013/02/Unfair‐F
unding‐IO‐ charter‐schools‐report‐1.pdf
Jefferson County Public Schools. (2010). Charter schools:
impact on student achievement. department of accountability,
research, and planning. Retrieved from
http://www.jefferson.k12.ky.us/Superintendent/
Charter_Schools_Impact_Achievement pdf.
(n.d.).
Silvernail, D. & Johnson, A.F.. (2014). The impacts of public
charter schools on students and traditional public schools: what
does the empirical evidence tell us? 1-26. Retrieved from
https://files.eric.ed.gov/fulltext/ED561362.pdf
17. 1
Surviving Your Dissertation
4
2
Surviving Your Dissertation
A Comprehensive Guide to Content and Process
4
Kjell Erik Rudestam
Fielding Graduate University
Rae R. Newton
Fielding Graduate University
3
FOR INFORMATION:
SAGE Publications, Inc.
2455 Teller Road
Thousand Oaks, California 91320
19. any form or by any means, electronic or mechanical, including
photocopying, recording, or by any information storage and
retrieval
system, without permission in writing from the publisher.
Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Rudestam, Kjell Erik.
Surviving your dissertation : a comprehensive guide to content
and process / Kjell Erik
Rudestam, Fielding Graduate University, Rae R. Newton,
Fielding Graduate University.
—Fourth edition.
pages cm.
Includes bibliographical references.
ISBN 978-1-4522-6097-6 (pbk. : alk. paper)
1. Dissertations, Academic—United States. 2. Report writing. 3.
Research—United
States. I. Newton, Rae R. II. Title.
LB2369.R83 2015
378.2—dc23 2014002905
This book is printed on acid-free paper.
14 15 16 17 18 10 9 8 7 6 5 4 3 2 1
Acquisitions Editor: Vicki Knight
20. Editorial Assistant: Yvonne McDuffee
Production Editors: Laura Barrett, David C. Felts
Copy Editor: Paula L. Fleming
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Sarah J. Duffy
Indexer: Joan Shapiro
5
Cover Designer: Rose Storey
Marketing Manager: Nicole Elliott
6
Contents
Preface
About the Authors
Part I: Getting Started
1. The Research Process
2. Selecting a Suitable Topic
3. Methods of Inquiry: Quantitative and Qualitative Approaches
Part II: Working With Content: The Dissertation Chapters
4. Literature Review and Statement of the Problem
21. 5. The Method Chapter: Describing Your Research Plan
6. Presenting the Results of Quantitative Research
7. Presenting the Results of Qualitative Research
8. Discussion
Part III: Working With Process: What You Need to Know to
Make the Dissertation Easier
9. Overcoming Barriers: Becoming an Expert While Controlling
Your Own Destiny
10. Writing
11. How to Complete Your Dissertation Using Online Data
Access and Collection
12. Guidelines for the Presentation of Numbers in the
Dissertation
13. Informed Consent and Other Ethical Concerns
References
Name Index
Subject Index
7
Preface
We are pleased to present the fourth edition of Surviving Your
Dissertation. As with previous editions, we have sought to
answer
questions that students and faculty have at every stage of the
dissertation
process. In past editions, we have illustrated the challenge of
engaging in
such a notable project with book covers that depict a bridge
leading into an
22. impenetrable jungle and life buoys close at hand to negotiate
the stormy
seas. The cover of this edition offers a different, but equally
relevant
image: the pride of victory achieved by scaling a lofty peak.
In many ways, these images also reflect our own experience in
writing the
book. The field of research in the social and behavioral sciences
has
expanded rapidly over the past several years, and we have
frequently felt
as if we are scrambling to keep up. This edition reflects our
experience.
We have maintained the overall structure of the book, which has
been well
received so far, while updating content on those topics that are
indispensable to the dissertation process: the selection of an
appropriate
research topic; the review of the literature; the description of
the
methodology and research design; the collection and analysis of
data; and
the interpretation, presentation, and discussion of the results
and
implications of the study. Within this updated material, we have
once
again attempted to provide sufficient detail to enable the reader
to know
exactly what goes into each section and chapter of the
dissertation and how
to format that information. In addition, we continue to include
topics that
are not always present in sources of this kind: the many types of
quantitative and qualitative research models and approaches that
are
23. available to the student, the principles of good scholarly and
academic
writing, suggestions for how to select and work with
committees, and tips
for overcoming task and emotional blocks that may impede
progress.
Throughout, we have replaced older references with newer,
more
contemporary ones, including many new dissertation examples
taken from
our students and colleagues.
We have also added significant new content to the fourth
edition. We note
that the traditional null hypothesis significance-testing model is
being
challenged and augmented by an emphasis on clinical or
practical
significance and a corresponding use of measures of effect size
and
8
confidence intervals. We have explained and illustrated this new
approach
to the presentation of statistical results. Similarly, we have
acknowledged
an emerging emphasis on theoretical “models” and the influence
of model
building on the design and presentation of research. We provide
several
examples of studies that incorporate this approach. We are
increasingly
impressed by the implications of the Internet for the entire
24. research
enterprise. We have expanded our discussion of the Internet as a
source of
data, an opportunity for data collection, and a vehicle for data
analysis, as
well as providing recommendations of potentially helpful
websites and
software programs that may be unfamiliar to the average reader.
We also
acknowledge the parallel expansion of available data sources in
all their
varied forms, including data archives, social media, and what is
currently
known as “big data.” Finally, we have expanded the sections on
qualitative
and multimodal methods of research, which have an inductive,
theory-
building focus. With respect to all these topics, we have tried to
explain
the concepts, illustrate them with new tables and figures, and,
in many
cases, provide very specific details about how to incorporate
them into a
research study.
We believe that this book is suitable for a large academic and
professional
audience. Of course, it is primarily directed at the graduate
student who
envisions or is involved in writing a research dissertation. Thus,
there is
significant focus on material that is best suited for the
beginning doctoral
student—for example, how to develop a research question, how
to
construct a table or figure, how to report a statistical finding,
25. how to use
American Psychological Association formatting conventions,
and so on.
However, there is also content directed at the more advanced
student—for
example, how to conceptualize and illustrate a mediation model,
how to
report multiple regression findings, and how to code text for a
grounded
theory study. Moreover, we have become increasingly aware
that
Surviving Your Dissertation serves also as a resource for
researchers and
practitioners who have either forgotten important details or are
motivated
to keep abreast of evolving research practices in their fields.
Perhaps more
important, we view the book as a convenient source of
information for
faculty who are currently supervising graduate students’
dissertations or
research projects.
We remain deeply indebted to our own students, who continue
to thrill us
with their creativity and force us to keep learning in order to
stay a step
ahead. We hope that they, and you, find this volume a helpful
and steady
9
companion in your research and writing endeavors.
26. A large number of individuals have contributed to the
completion of this
project. We called upon many faculty colleagues to nominate
student
dissertations that exemplify high levels of scholarship and have
sprinkled
references to these dissertations throughout the book to
illustrate important
principles and recommendations. We are very appreciative of
these
relatively recent graduates for allowing us to share their first
major
research endeavors in this venue. We also benefitted from the
critical
reflections and insight of the following reviewers of the third
edition of
Surviving Your Dissertation: Anne J. Hacker, Bernie Kerr,
Karin Klenke,
Kaye Pepper, and Udaya R. Wagle. Their observations and
suggestions
were both reinforcing and helpful in crystallizing changes for
this edition.
We are also grateful to be part of the SAGE family, a
collaborative,
dedicated group of professionals who have facilitated our
writing careers
in so many ways. The following individuals were notable
contributors:
Vicki Knight, publisher and senior editor, has always provided
us with a
balance of inspiring leadership and nurturing support. Her
editorial
assistant, Jessica Miller, has been consistently responsive to our
frequent
requests for assistance. Laura Barrett and David Felts, project
27. editors, have
gracefully guided the editorial process from start to finish. And
Paula
Fleming, our copy editor, is truly a paragon in her craft. Her
grammatical
acuity, common sense, and work ethic cannot be overestimated.
Thank you
all.
Finally, we must thank our partners in life, Jan and Kathy, for
their
continuing patience and support as we have devoted our energy
and
attention to four editions of this volume.
10
About the Authors
Kjell Erik Rudestam
is Professor of Psychology at Fielding Graduate University,
Santa
Barbara, California, where he served as Associate Dean of
Academic
Affairs for many years. He was previously a psychology
professor at
York University, Toronto, and Miami University, Oxford, Ohio,
after
receiving his PhD in Psychology (Clinical) from the University
of
Oregon. He is the author of Your Statistical Consultant:
Answers to
Your Data Analysis Questions, 2nd edition (also with Rae R.
Newton), Handbook of Online Learning, 2nd edition (with
28. Judith
Schoenholtz-Read), and eight other books, as well as numerous
articles in professional journals on topics including suicide,
psychotherapy, and family and organizational systems. He is a
Fellow
of the American Psychological Association (Division 12), a
Diplomate of the American Board of Examiners in Professional
Psychology (Clinical), a Diplomate of the American Academy
of
Experts in Traumatic Stress, and holds an Honorary Doctorate
of
Science from The Professional School of Psychology.
Rae R. Newton
is Professor of Sociology Emeritus at California State
University,
Fullerton. He recently joined the faculty of the School of
Psychology
at Fielding Graduate University where he serves as a research
consultant and statistical advisor to doctoral students and
faculty. He
received his PhD in sociology from the University of California,
Santa Barbara, and completed postdoctoral training in mental
health
measurement at Indiana University. His primary interests
include
longitudinal modeling of outcomes for high risk youth and
foster care
populations, family violence and statistics education. He is
author,
with Kjell Erik Rudestam, of Your Statistical Consultant:
Answers to
Your Data Analysis Questions, now in its second edition and
numerous articles in professional journals on topics including
family
violence, child maltreatment, and measurement. In semi-
29. retirement he
enjoys traveling with his wife in their RV and surfing
throughout
Mexico and Central America.
11
Part I Getting Started
The Research Process
Selecting a Suitable Topic
Methods of Inquiry: Quantitative and Qualitative Approaches
12
1 The Research Process
There is a story about a Zen Buddhist who took a group of
monks into the
forest. The group soon lost its way. Presently one of the monks
asked the
leader where they were going. The wise man answered, “To the
deepest,
darkest part of the forest so that we can all find our way out
together.”
Doctoral research for the graduate student in the social sciences
is often
just such an experience—trekking into a forest of impenetrable
density and
making many wrong turns. Over the years, our students have
used various
metaphors to describe the dissertation process, metaphors that
30. convey the
feeling of being lost in the wilderness. One student compared
the process
to the Sisyphean struggle of reaching the top of a hill, only to
discover the
presence of an even higher mountain behind it. Another student
experienced the task as learning a Martian language, known to
the natives
who composed her committee but entirely foreign to her. A
third student
offered perhaps the best description when she suggested that it
was like
waiting patiently in a seemingly interminable line to gain
admission to a
desirable event, then finally reaching the front only to be told to
return to
the rear of the line.
One reason that students become more exasperated than
necessary on the
dissertation journey is that they fail to understand the
procedures and
practices that form the foundation for contemporary social
science
research. Many students who are attracted to their field of
interest out of an
applied concern are apprehensive about making the leap from
application
to theory, an indispensable part of the research enterprise. What
may not
be so evident is that many of the skills that go into being a
consummate
practitioner are the same ones demanded of a capable
researcher. It is well
known that curiosity and hypothesis testing are the bedrock of
empirical
31. research. In a similar fashion, experienced psychotherapists, to
take an
example from clinical psychology, are sensitive and keen
observers of
client behavior. They are persistent hypothesis testers. They are
curious
about the relationship between family history variables and
current
functioning. They draw on theory and experience to help select
a particular
intervention for a particular client problem or moment in
therapy.
Dispassionate logic and clear and organized thinking are as
necessary for
effectiveness in the field as they are for success in research. In
fact, the
13
bridge between research and just plain living is much shorter
than most
people think. All of us gather data about the world around us,
wonder what
will happen if we or others behave in particular ways, and test
our pet
hunches through deliberate action. To a large extent, the formal
research
enterprise consists of thinking systematically about these same
issues.
The procedures outlined in this book are intended to assist the
doctoral
student in planning and writing a research dissertation, but the
32. suggestions
are equally applicable to writing a master’s thesis. In fact, there
is
considerable overlap between these two challenging activities.
For most
students, the master’s thesis is the first rigorous research
project they
attempt. This means that, in the absence of strong, supportive
faculty
consultation, the student often concludes the thesis with
considerable relief
and an awareness of how not to do the study the next time! With
a doctoral
dissertation, it is generally expected, sometimes as an act of
faith, that the
student is a more seasoned and sophisticated researcher. The
consensus
opinion is that dissertations are generally longer than theses,
that they are
more original, that they rely more heavily on theoretically based
arguments, and that they make a greater contribution to the
field.
In most graduate programs, the prelude to conducting a
dissertation study
is presenting a dissertation proposal. A research proposal is an
action plan
that justifies and describes the proposed study. The completion
of a
comprehensive proposal is a very important step in the
dissertation
process. The proposal serves as a contract between the student
and his or
her dissertation or thesis committee that, when approved by all
parties,
constitutes an agreement that data may be collected and the
33. study may be
completed. As long as the student follows the steps outlined in
the
proposal, committee members should be discouraged from
demanding
significant changes to the study after the proposal has been
approved.
Naturally, it is not uncommon to expect small changes,
additions, or
deletions as the study progresses because one can never totally
envision
the unpredictable turns that research can take.
There is no universally agreed-on format for the research
proposal. To our
way of thinking, a good proposal contains a review of the
relevant
literature, a statement of the problem and the associated
hypotheses, and a
clear delineation of the proposed method and plan for data
analysis. In our
experience, an approved proposal means that a significant
percentage of
the work on the dissertation has been completed. As such, this
book is
14
intended to help students construct research proposals as well as
complete
dissertations.
The Research Wheel
One way to think about the phases of the research process is
34. with reference
to the so-called research wheel (see Figure 1.1). The wheel
metaphor
suggests that research is not linear but is rather a recursive
cycle of steps.
The most common entry point is some form of empirical
observation. In
other words, the researcher selects a topic from the infinite
array of
possible topics. The next step is a process of inductive logic
that
culminates in a proposition. The inductive process serves to
relate the
specific topic to a broader context and begins with some
hunches in the
form “I wonder if . . . .” These hunches typically are guided by
the values,
assumptions, and goals of the researcher, which need to be
explicated.
Figure 1.1 The Research Wheel
Stage 2 of the research wheel is a developed proposition, which
is
expressed as a statement of an established relationship (e.g.,
“the early bird
is more likely than the late bird to catch the worm”). The
proposition exists
within a conceptual or theoretical framework. The role of the
researcher is
to clarify the relationship between a particular proposition and
the broader
context of theory and previous research. This is probably the
most
challenging and creative aspect of the dissertation process.
35. Theories and conceptual frameworks are developed to account
for or
describe abstract phenomena that occur under similar
conditions. A theory
15
is the language that allows researchers to move from
observation to
observation and make sense of similarities and differences. A
conceptual
framework, which is simply a less-developed form of a theory,
consists of
statements that link abstract concepts (e.g., motivation, role) to
empirical
data. If not placed within such a context, the proposed study has
a “So
what?” quality. This is one of the main objections to the
research proposals
of novice researchers: The research question may be inherently
interesting
but ultimately meaningless. For instance, the question “Are
there more
women than men in graduate school today?” is entirely banal as
a research
question unless the answer has conceptual or theoretical
implications that
are developed within the study.
Although a study may be worthwhile primarily for its practical
implications (e.g., “Should we start recruiting more men into
graduate
schools?”), a purely applied study may not be acceptable as a
dissertation.
36. Kerlinger and Lee (1999), authors of a highly respected text on
research
methodology, noted that “the basic purpose of scientific
research is
theory” (p. 5). Generally speaking, a research dissertation is
expected to
contribute to the scholarly literature in a field and not merely
solve an
applied problem. Thus, developing a proposition for one’s
dissertation
typically involves immersing oneself in the research and
theoretical
literature of the field to identify a conceptual framework for the
study.
Having stated our position on the role of theory in dissertation
research,
we now need to take a step back. As a psychologist and a
sociologist,
respectively, we are most familiar with research conventions
within these
two disciplines. Other branches of the social sciences have their
own
standards of what constitutes an acceptable dissertation topic.
We have
attempted to keep this book as generalizable as possible and to
infuse it
with examples from other fields. Ultimately, of course, you will
need to
follow the rules and conventions that pertain to your discipline
as well as
to your university and department.
For example, a few major universities allow a doctoral student
to submit
one or more published articles as the equivalent of a
37. dissertation. Many
others encourage studies that consist of secondary data analyses
derived
from national databases, such as U.S. Census data or the
General Social
Survey, or data obtained from a larger study. Some fields—
notably social
work, education, policy evaluation, and professional
psychology—may
encourage dissertations that solve applied problems rather than
make
16
distinct theoretical contributions. Studies that evaluate the
effectiveness of
programs or interventions are a case in point because they
sometimes
contribute little to validating a theory. Political science and
economics are
examples of fields that are diverse enough to accommodate both
theoretically based studies and purely applied studies. Within
the
subspecialty of international relations, for instance, one could
imagine a
survey and analysis of security agreements of European nations
after the
unraveling of the North Atlantic Treaty Organization (NATO)
that rely on
interviews with foreign policy makers and are largely
descriptive and
applied. In contrast, a study of the role of a commitment to
ideology in the
success of political parties in the United States, based on an
38. analysis of
historical documents and voting records, might be grounded in a
theory of
how ideology attracts or alienates the voting public.
Moving forward along the research wheel, the researcher uses
deductive
reasoning to move from the larger context of theory to generate
a specific
research question. The research question is the precisely stated
form of the
researcher’s intent and may be accompanied by one or more
specific
hypotheses. The first loop is completed as the researcher seeks
to discover
or collect the data that will serve to answer the research
question. The data
collection process is essentially another task of empirical
observation,
which then initiates another round of the research wheel.
Generalizations
are made on the basis of the particular data that have been
observed
(inductive process), and the generalizations are tied to a
conceptual
framework, which then leads to the elucidation of further
research
questions and implications for additional study.
The kinds of skills called for at the various points of the
research wheel are
reminiscent of the thoughts about learning presented by
Bertrand Russell
many years ago. Russell noted that there are two primary kinds
of
knowledge acquisition: knowledge by description and
39. knowledge by
acquaintance. Knowledge by description is learning in a passive
mode,
such as by reading a book on how to change the oil in one’s car
or hearing
a lecture on Adam Smith’s theory of economics. This type of
learning is
especially well suited to mastering abstract information; in
other words, it
is better for learning about economics than about changing the
oil.
Knowledge by acquaintance, on the other hand, is learning by
doing—the
kind of skill training that comes from practicing a tennis serve,
driving an
automobile, and playing with a computer. This is concrete
knowledge
acquisition, oriented to solving problems.
17
The research process demands both skills. First, the researcher
needs to
apply clear, logical thinking to working with concepts and ideas
and
building theories. It is our impression that many graduate
students,
particularly those who have experience as practitioners in their
fields, are
weaker in this abstract conceptualization, and honing this skill
may be the
major challenge of the dissertation. Second, the researcher must
engage in
the practical application of ideas, including by systematically
40. planning a
study and then collecting and analyzing data. The ability to
focus, problem
solve, and make decisions will help bring the study to
completion.
18
2 Selecting a Suitable Topic
The selection of an appropriate topic is the first major challenge
in
conducting research. In many academic settings, this task is
simplified by
working with a faculty mentor who is already familiar with an
interesting
area of study, may have an extensive program of research in
that area, and
may even have defined one or more researchable questions. It is
quite
common for students interested in a particular area of research
to not only
select their doctoral institution but also select their dissertation
chair, with
the goal of joining the research program of a noted scholar in
that field.
On the other hand, you may not be blessed with a faculty role
model who
is actively engaged in research in an area of interest to you.
There are no
simple rules for selecting a topic of interest, but there are some
considerations with respect to appropriateness. It is generally
unwise to
41. define something as important as a dissertation topic without
first
obtaining a broad familiarity with the field. This implies a large
amount of
exploring the literature and studying the experts. Without this
initial
exploration, you can neither know the range of possibilities of
interesting
topics nor have a clear idea of what is already known. Most
students obtain
their research topics from the loose ends they discover in
reading within an
area, from an interesting observation they have made (“I notice
that men
shut up when a beautiful woman enters the room; I wonder what
the effect
of physical attractiveness is on group process?”), or from an
applied focus
in their lives or professional work (“I have a difficult time
treating these
alcoholics and want to discover how best to work with them”).
In short,
there is no substitute for immersing oneself in a field of study
by having
conversations with leading scholars, advisers, and peers;
critically reading
the existing literature; and reflecting upon the implications of
professional
and personal experiences.
Some Guidelines for Topic Selection
Here are some guidelines for deciding whether a topic is
appropriate as a
dissertation subject.
1. A topic needs to sustain your interest over a long period of
42. time. A
19
study on learning nonsense syllables under two sets of
environmental
conditions may sound appealing in its simplicity, but remember
Finagle’s
first law of research: If something can go wrong, it will go
wrong!
Dissertations usually take at least twice as much time as
anticipated, and
there are few worse fates than slaving for hour after hour on a
project that
you abhor. Remember, too, that all dissertations are recorded
and
published by the Library of Congress, and you will always be
associated
with your particular study.
2. At the other extreme, it is wise to avoid a topic that is overly
ambitious
and overly challenging. Most students want to graduate,
preferably within
a reasonable period of time. Grandiose dissertations have a way
of never
being completed, and even the best dissertations end up being
compromises among your own ambition, the wishes of your
committee,
and practical circumstances. It is not realistic for a dissertation
to say
everything there is to say about a particular topic (e.g., the
European
Union), and you need to temper your enthusiasm with
43. pragmatism. As one
student put it, “There are two types of dissertations: the great
ones and
those that are completed!” Sometimes it makes sense to select a
research
topic on the basis of convenience or workability and use the
luxury of the
postgraduate years to pursue more esoteric topics of personal
interest.
3. We suggest that you avoid topics that may be linked too
closely with
emotional issues in your own life. It always makes sense to
choose a topic
that is interesting and personally meaningful. Some students,
however, try
to use a dissertation to resolve an emotional issue or solve a
personal
problem. For example, even if you think you have successfully
overcome
the personal impact of the death of your child, this is a topic to
be avoided.
It will necessarily stir up emotional issues that may get in the
way of
completing the dissertation.
4. A related issue is selecting a topic in which you have a
personal ax to
grind. Remember that conducting research demands ruthless
honesty and
objectivity. If you initiate a study to demonstrate that men are
no damned
good, you will be able neither to allow yourself the sober
reflections of
good research nor to acknowledge the possibility that your
conclusions
44. may contradict your expectations. It is much better to begin
with a hunch
(“I’ve noticed that men don’t do very well with housekeeping; I
wonder if
that has something to do with being pampered as children”) and
to regard
the research as an adventurous exploration to shed light on this
topic rather
20
than as a polemical exercise to substantiate your point of view.
5. Finally, you need to select a topic that has the potential to
make an
original contribution to the field and allow you to demonstrate
your
independent mastery of subject and method. In other words, the
topic must
be worth pursuing. At the very least, the study must generate or
help
validate theoretical understanding in an area or, in those fields
where
applied dissertations are permissible, contribute to the
development of
professional practice. Some students are put off when they
discover that a
literature review contains contradictory or puzzling results or
explanations
for a phenomenon. However, such contradictions should be
taken not as
reasons to steer away from a topic but rather as opportunities to
resolve a
mystery. When people disagree or when existing explanations
45. seem
inadequate, there is often room for a critical study to be
conducted. An
opportunity to design a study that resolves theoretical
contradictions
within a discipline should not be overlooked.
From Interesting Idea to Research Question
Let us assume that you have identified a general area of
research and that
your choice is based on curiosity and may involve resolving a
problem,
explaining a phenomenon, uncovering a process by which
something
occurs, demonstrating the truth of a hidden fact, building on or
reevaluating other studies, or testing some theory in your field.
To know
whether or not the topic is important (significant), you must be
familiar
with the literature in the area. In Chapter 4, we present a
number of
suggestions for conducting a good review and assessment of the
literature.
In the meantime, we have noticed that many students have
difficulty
transforming an interesting idea into a researchable question,
and we have
designed a simple exercise to help in that endeavor.
Researchable questions almost invariably involve a relationship
between
two or more variables, phenomena, concepts, or ideas. The
nature of that
relationship may vary. Research studies generally consist of
methods to
explicate the nature of the relationship. Research in the social
46. sciences
rarely consists of explicating a single construct (e.g., “I will
look at
everything there is to know about the ‘imposter phenomenon’”)
or a single
variable (e.g., voting rates in presidential elections).1 Even the
presence of
two variables is apt to be limiting, and oftentimes it is only
when a third
21
“connecting” variable is invoked that an idea becomes
researchable. As a
caveat, however, we acknowledge that research questions that
are
qualitative rather than quantitative in nature might not be as
focused on the
relationship between variables as on “how” processes develop
or are
experienced. We will have more to say about this distinction in
forthcoming chapters.
An example might help to demonstrate how the introduction of
an
additional variable can lead to the birth of a promising study.
Let us
assume that I am interested in how members of a younger
generation
perceive the elderly. At this level, a study would be rather
mundane and
likely to lead to a “So what?” response. So far, it implies asking
people
what they think of the elderly, perhaps using interviews or tests
47. or even
behavioral observations. But we really won’t learn much of
value about
the nature of perceptions of the elderly in contemporary society
and what
influences those perceptions. Introducing a second variable,
however, can
lead to a set of questions that have promising theoretical (as
well as
practical) implications: I wonder what the role of the media is
in shaping
social perceptions of the elderly? I wonder if living with a
grandparent
makes any difference in how the elderly are viewed? I wonder
how
specific legislation designed to benefit the elderly has changed
our
perception of them? I wonder if there is a relationship between
how
middle-aged adults deal with their aging parents and how they
view the
elderly? The new variables introduced in these potential
research questions
are, respectively, the slant of the media, presence or absence of
a
grandparent, type of legislation, and treatment of one’s own
parents. These
variables impart meaning to the research because they offer
suggestions as
to what accounts for variability in perceptions of the elderly.
As an example of generating a research question using three
primary
variables, let’s say that you have inferred that many women lose
interest in
sexual relations with their husbands after the birth of a child. At
48. this level,
the proposed study would consist of checking out this hunch by
assessing
the sexual interest of women (Variable 1) before and after
childbirth
(Variable 2). But what would this finding mean? The
introduction of a
third variable or construct could lead to a much more
sophisticated and
conceptually meaningful study. An investigator might ask, “I
wonder if the
partner’s involvement in parenting makes a difference? What’s
the role of
his sexual initiative? How about childbirth complications?
Father’s
involvement in the birthing? The length of time they have been
married?
22
Presence of other children in the home? Mother’s level of
fatigue? Her
body image?” There is no end to the number of interesting
questions that
can be raised simply by introducing another variable into the
proposed
study. This variable would then help to explain the nature of the
relationship between the primary variables. In fact, one could
brainstorm a
whole list of third variables that could contribute to a better
understanding
of the relationship between childbirth and sexuality.
Note that the precise function of the third, or connecting,
49. variable depends
on the logic of the conceptual model or theory underlying the
study. In this
regard, a distinction can be made between two terms, mediator
and
moderator, which play important roles in research questions. A
moderator
variable pinpoints the conditions under which an independent
variable
exerts its effects on a dependent variable. Strictly speaking, a
moderator
effect is an interaction effect in which the influence of one
variable
depends upon the level of another variable (Frazier, Tix, &
Barron, 2004).
One commonly employed moderator variable is gender, which
has two
levels, male and female. The relationship between provocation
and
aggression, for example, may be very different for men and
women. The
role of context can also be conceptualized as a moderator
variable. The
famous Kinsey report on sexual behavior would certainly have
generated
very different results if the interviews with participants about
their sex
lives had taken place in the presence of family members.
Identification of
relevant contextual variables has important implications for the
design of a
study because such variables will affect the generalizability of
research
findings.
A mediating variable, on the other hand, tries to describe how
50. or why
rather than when or for whom effects will occur by accounting
for the
relationship between the independent variable (the predictor)
and the
dependent variable (the criterion). The mediator is the
mechanism through
which the predictor affects the outcome.2 As such, one can
think of
mediators as process variables. For example, in the counseling
psychology
field, maladaptive perfectionism can be regarded as either a
moderating
variable or a mediating variable (Wei, Mallinckrodt, Russell, &
Abraham,
2004). Conceptualized as a moderator, attachment anxiety could
be seen to
exert negative effects on depressive mood only under conditions
of high
maladaptive perfectionism (i.e., there is a statistical interaction
between
maladaptive perfectionism and attachment anxiety).
Conceptualized as a
mediator, maladaptive perfectionism acts as an intervening
variable
23
between attachment anxiety and depressive mood (i.e., there is
an indirect
relationship between anxiety and depression). As Wei et al.
stated,
It is possible for maladaptive perfectionism to serve as both an
51. intermediate link in the causal chain leading from attachment
insecurity to depressive mood (i.e., as a mediator) and as a
variable that alters the strength of association between
attachment insecurity and depressive mood (i.e., as a
moderator).
(p. 203)
The diagram in Figure 2.1 captures the distinction between
moderating and
mediating variables in a theoretical model. In the case of
mediation, the
mediating variable (maladaptive perfectionism) is placed
between
attachment anxiety and depressed mood. In the case of
moderation, the
arrow from maladaptive perfectionism points to another arrow,
that from
attachment anxiety to depressed mood, indicating that the
relationship
between attachment anxiety and depressed mood depends on the
level of
maladaptive perfectionism.
Figure 2.1 The Distinction Between Moderator and Mediator
Variables, Represented in a Causal Diagram
24
Figure 2.2 Classification Plot Representing Moderation of
Relationship Between Attachment Anxiety and Depressed
Mood,
Moderated by Maladaptive Perfectionism
25
52. Source: Author created using data from Wei, W., Mallinckrodt,
B.,
Russell, D., & Abraham, W. T. (2004). Maladaptive
perfectionism as
a mediator and moderator between adult attachment and
depressive
mood. Journal of Counseling Psychology, 51(2), 201–212.
We have illustrated one potential moderated outcome in the
classification
plot shown in Figure 2.2. Note that under conditions of low
maladaptive
perfectionism, there is only a small difference in depression
between those
with low and high attachment anxiety; however, under
conditions of high
maladaptive perfectionism, those with high levels of attachment
anxiety
are more likely to be depressed than those with low levels. In
other words,
maladaptive perfectionism moderates the relationship between
attachment
anxiety and depression, or, put another way, maladaptive
perfectionism
and attachment anxiety interact.
One research study is not likely to establish and verify all of the
important
elements of a complex conceptual model. As one of our
colleagues puts it,
you would need a video camera to capture the entire Grand
Canyon on
film, whereas the dissertation is more like a snapshot, perhaps
53. of a mule
26
and rider descending one small section of one canyon trail. Yet
the
proposed model can provide a useful context for current and
future
research studies. Most ambitious research studies rely heavily
on just such
theoretical models.
As you might imagine, a researcher is in no position to test a
model of this
scope in a single study. For example, Gerald Patterson and his
colleagues
(Patterson, DeBaryshe, & Ramsey, 1989) spent many years
developing
and testing a model to explain aggressive and deviant behavior
among
young males. The model hypothesizes that such antisocial
behavior can be
causally linked to disrupted parental discipline and poor family
management skills. Moreover, the relationship between these
two sets of
variables is not direct but is mediated by a network of other
variables. The
process is thought to begin with parents “training” a child to
behave
aggressively by relying on aversive behaviors in both
punishment and
negative reinforcement contingencies. The inability of the
parents to
control coercive exchanges among family members constitutes
55. exists between
physical fighting and poor peer relationships. Each variable
would have to
be operationalized, probably by obtaining more than one
measure of both
fighting and peer relationships. In Patterson’s work, he asked
mothers,
peers, and teachers to rate levels of physical fighting because
their
perspectives might differ. Likewise, peers, teachers, and self-
reports are
used to obtain measures of peer relations. The objective of the
study—that
is, to determine the nature and form of the relationship between
the
primary variables—determines the research method that is
employed. In
the early years of his career, Patterson focused on the
relationships among
contextual variables, parental beliefs, parenting practices, and
child
outcomes. He concluded that parenting practices—such as
discipline,
monitoring, problem solving, involvement, and positive
reinforcement—
serve as mediating variables between parenting beliefs and
attitudes and
the child’s behavior. Once this model was supported by
sufficient data,
Patterson proceeded to establish links between children’s
behavior
problems and subsequent chronic juvenile and adult offending
(Reid,
Patterson, & Snyder, 2002).
Whether or not a particular dissertation is designed to test a
56. theory or
model derived from the research literature, we believe that the
creation of
a visual model, which shows how the network of relevant
variables and
constructs may be related to one another, can serve as a
powerful tool for
guiding the study. Arranging your ideas spatially helps to
organize your
thinking, which in turn helps position your proposed study
within a larger
framework.
Research models are developed to account for the relationships
among
variables at a conceptual level and then used to guide the
construction of
research designs by which the relationships will be tested,
usually, but not
always, using contemporary statistics. The process is iterative
so that the
28
models are modified on the basis of data and then reevaluated in
further
studies. Two primary types of relationships can be identified
and explored
within a causal model (Jaccard & Jacoby, 2010): predictive
relationships
and causal relationships. A predictive relationship implies that
an
association or correlation exists between two (or more)
variables without
57. assuming that one causes the other. For example, we may
determine that
traveling frequently as a child is related to (predicts) being
more proficient
in languages as an adult, without knowing whether travel
actually causes
improvement in language skills. Above, we used the terms
independent
variables and predictor variables more or less interchangeably.
Strictly
speaking, however, when the issue is prediction, the
relationship is
between one or more predictor variables and a criterion variable
(Jaccard
& Jacoby, 2010).
Causal relationships imply that one variable “causes” another;
that is,
changes in the primary variable, usually referred to as the
independent
variable, elicit changes in the second variable, the dependent
variable or
outcome variable. Although the principle of causation is the
foundational
bedrock for the experimental method in social science research,
philosophers of science have argued for centuries whether
causality can
ever be truly demonstrated. Jaccard and Jacoby (2010) made a
persuasive
argument that the concept of causality is ultimately a heuristic
that enables
us to maintain an organized view of our world and of human
behavior. By
inferring causality, we can identify systematic relationships
between
variables and produce socially significant changes by
58. manipulating some
variables to influence others. Whether or not causality can be
definitively
demonstrated, much of contemporary research is conducted to
give us
confidence in theoretical models that purport causal
relationships.
There are several types of causal relationships, and each type
can play a
role in developing a causal model. How causal models can be
employed
and evaluated in dissertations is a subject for a later chapter
(Chapter 6).
How to think about and construct causal models as a way of
describing
research ideas constitutes much of Jaccard and Jacoby’s (2010)
very useful
book, and the following discussion is stimulated by their work.
Jaccard
and Jacoby observed that most researchers begin by identifying
an
outcome variable that they want to understand better. An
example might
be the level of concern people express for the environment,
including by
engaging in behaviors that are environmentally sensitive, such
as recycling
waste or reducing pollution. The next challenge is to identify
some
29
variables that could potentially influence or relate to
59. environmentally
sensitive behavior. One could imagine a study, for example, that
seeks to
determine which interventions would increase the motivation to
recycle
trash (or, more modestly, just to understand differences between
those who
readily recycle and those who do not). Perhaps we predict that
having a
neighborhood trash collection system that mandates sorting
trash into
recyclable and nonrecyclable categories will directly affect
environmentally pro-social behavior. Of course, not all studies
begin by
identifying a dependent variable; it is also possible to choose an
independent variable and speculate about its effects. For
instance, a study
might address the implications of working in a highly polluting
industry
for health, socioeconomic status, and social relationships.
Indirect causal relationships have an effect through the
influence of an
intermediary variable, which we have referred to above as a
mediating
variable. Moderated causal relationships are a third type of
causal
relationship, again defined earlier in the chapter. Most causal
models
contain a combination of the various types of relationships.
Models can get
very complex because of the number of variables and their
subtle
relationships with one another. Thus, simple path diagrams
evolve into
sophisticated theoretical networks. Many of these models have
60. been
developed over the course of a career by dedicated researchers,
such as
Gerald Patterson, who started with studies that explored subsets
of
variables within a model that then evolved in complexity.
Because
computer software allows for the manipulation of multiple
variables
simultaneously and relatively effortlessly, researchers usually
begin by
proposing one or more theoretical models and evaluating them
empirically.
One example of a research model comes from the dissertation of
Bill
MacNulty (2004), one of our doctoral students. MacNulty
generated this
model from existing research literature and then tested it
empirically using
a number of well-validated self-report scales. The study
employed the
schema-polarity model of psychological functioning to assess
how self-
schemas (cognitive representations of self and others) influence
the
experience of gratitude and forgiveness and whether these
variables
mediate relationships between self-schemas and physical health
and well-
being. The model is summarized in Figure 2.4. The plus and
minus signs
refer to the direction of the hypothesized relationships among
the
variables. Although the results supported most of the initial
hypotheses,
61. the proposed model needed to be amended to accommodate the
data. This
30
is typical of the research enterprise, in which theories and
conceptual
models are continually tested and refined to serve as
increasingly
sophisticated representations of real-life phenomena.
Another dissertation example comes from Jenny Knetig’s (2012)
study of
active duty military personnel who are at risk of experiencing
symptoms of
posttraumatic stress disorder (PTSD). Knetig speculated that
being
psychologically minded (a component of what is referred to as
having a
mentalizing capacity) allows some soldiers to perceive and
interpret
cognitive and affective states of themselves and others in a way
that might
facilitate resilience and help-seeking behaviors, which, in turn,
mitigate
how they are affected by severe stress. At the outset of her
study, on the
basis of the available literature and her own experience, Knetig
postulated
that the relationships among these variables might look
something like the
diagram in Figure 2.5.
Figure 2.4 A Theoretical Framework Presented as a Causal
62. Diagram
Source: From Self-Schemas, Forgiveness, Gratitude, Physical
Health,
and Subjective Well-Being, by W. MacNulty, 2004, unpublished
doctoral dissertation, Fielding Graduate University, Santa
Barbara,
CA. Copyright 2004 by W. MacNulty. Reprinted with
permission of
the author.
At the conclusion of the study, after collecting her data and
performing a
number of statistical analyses (canonical correlation analysis),
Knetig
amended her proposed model, as shown in Figure 2.6, to reflect
the
experiences of her participants more accurately.
31
Figure 2.5 Proposed Mediational Model Relating Psychological
Mindedness to PTSD
Source: Knetig, 2012, p. 52. Reprinted with permission of the
author.
In short, the data suggested that soldiers who are more
psychologically
minded are less apt to conceal their thoughts and feelings. It
also suggested
that the relationship between psychological mindedness and
symptoms is
mediated by self-concealment.
63. Figure 2.6 Final Mediation Model Relating Psychological
Mindedness to PTSD
Source: Knetig, 2012, p. 54. Reprinted with permission of the
author.
Generating Researchable Questions
To help students generate researchable questions from their
interesting
ideas, we use a brainstorming exercise that begins with labeling
one or two
variables and generating a second or third. Brainstorming
consists of
32
openly and noncritically listing all possible ideas in a given
period of time.
Later you can return to a more critical analysis of each idea and
delete
those that are uninteresting, not meaningful, or impractical.
Ultimately, of
course, it is contact with the literature that determines whether
or not a
research question is viable, because the literature houses the
scholarly
inquiry that goes beyond the limits of your own knowledge.
We suggest that you do this brainstorming exercise in a small
group so that
the person receiving the consultation merely serves as a scribe
to record
the ideas thrown out by the other group members (see Box 2.1).
64. After 5 or
10 minutes, move on to the next person’s partially formed
research topic.
We generally use this exercise in groups of three or four so that
group
members can frequently shift groups and draw on the
spontaneous
reactions of a larger number of peers, uncontaminated by prior
ideas or a
particular mind-set.
The exercise involves suspending critical thinking and allowing
new ideas
to percolate. It should especially suit divergent thinkers, who
will find the
demand to be expansive in their thinking exciting and creative.
Convergent
thinkers may experience the exercise as a bit overwhelming, but
they will
find fulfillment in other stages of the research process that
demand
compulsivity, care, and precision. Every chapter of a
dissertation contains
both divergent and convergent elements.
Note that not all worthwhile research studies focus on three (or
more)
primary variables. Many studies look at the relationship
between two
variables or concepts, and a few descriptive studies make do
with one
variable or construct. The latter generally occurs in the early
stages of
research in an area, when little is known about a topic. Some
investigators
are pathfinders in terms of opening up new topics of research by
65. trying to
understand as much as possible about a phenomenon and
generating more
informed hypotheses for others to test in the future.
Nevertheless, we
believe that most students underestimate what is currently
known about
most topics and that the most interesting, practical, and
theoretically
meaningful studies are likely to consider relationships among
several
variables.
Our exercise for generating research questions is only one
option. Jaccard
and Jacoby (2010) have listed 26 different heuristics for how to
think
creatively about questions or phenomena that may be of interest
to you.
Items on their list include analyzing your own experiences,
using case
33
studies, interviewing experts in the field, role-playing, and
conducting
thought experiments. The adoption of thought experiments
might be
particularly helpful. Jaccard and Jacoby viewed these as
experiments that
you conduct in your mind as if you are really obtaining the data
and
analyzing the results. You can then play with the possibilities of
adding
66. new variables or introducing different contingencies into the
situation. One
contingency is the introduction of so-called counterfactuals into
the
thought experiment (Tetlock & Belkin, 1996). Counterfactuals
refer to
“what-might-have-been” scenarios, such as what might happen
if parents
rather than administrators ran the public schools. Researchers
can use this
strategy to address theoretical alternatives that might otherwise
not be
raised or appreciated.
We conclude this chapter with the outline in Box 2.2, which
asks you to
look at the kinds of issues that need to be considered and
responded to
during the course of developing the research proposal. By and
large, your
dissertation committee will need to be convinced of three things
to be
comfortable with your proposal:
1. Is the question clear and researchable, and will the answer to
the
question extend knowledge in your field of study?
2. Have you located your question within the context of
previous study
such that you have demonstrated a mastery and consideration of
the
relevant background literature?
3. Is the proposed method suitable for exploring your question?
67. Box 2.1 Brainstorming Exercise
Begin by defining one or two variables (or constructs) of
interest. Then generate a list of additional variables (or
constructs) that in some way amplify the original variables or
illuminate the relationship between them. The new
variables you list may be independent variables, dependent
variables, moderating variables, or mediating
variables in the research questions you eventually select. After
brainstorming this list, go back and eliminate
those variables that do not interest you or do not seem
promising to pursue. Finally, see if you can now define
one or more research questions that speak to the relationship
among the two or three variables (or constructs) you
have specified. Ultimately, each of these variables will need to
be operationally defined as you develop your
research study.
Here are some examples of the application of this brainstorming
exercise to topics from different disciplines.
Political Science
Begin with an interest in citizen participation in city council
meetings. List variables or phenomena that might
influence, be influenced by, or be related to this variable. A
sample research question is “What is the impact of
citizen participation in city council meetings on legislative
decision making?”
34
Education
Begin with an interest in single mothers who return to school
while receiving Aid to Families with Dependent
Children (AFDC). List variables or phenomena that might
68. influence, be influenced by, or be related to this
variable. A sample research question is “What is the effect of
the availability of child care on whether single
mothers receiving AFDC return to school?”
Criminal Justice
Begin with an interest in the relationship between neighborhood
crime watch programs and robbery rates. List
variables that might influence or amplify the relationship
between these two variables. A sample research
question is “What is the effect of neighborhood crime watch
programs, in both urban and rural environments, on
the rate of burglaries?”
Psychology
Begin with an interest in the relationship between physical
attractiveness and self-esteem. List variables that
might amplify or influence the relationship between these two
variables. A sample research question is “What is
the role of body image and physical attractiveness in self-
esteem?” Another sample research question is “What is
the role of body image in mediating the relationship between
physical attractiveness and self-esteem?”
Selecting a Suitable Topic: Student Suggestions
35
Over the years, our students have provided many useful
suggestions for completing a dissertation. Here are some
of the suggestions they have offered to one another that pertain
to the earliest stages of developing a dissertation.
Other suggestions are noted at the appropriate places in
subsequent chapters.
69. 1. Start a computer file where you can store good ideas for
future reference. Use the file for noting books
and articles to get from the library, good quotations,
inspirations for future studies, half-baked notions
that might be useful in the future, and so on.
2. Think of your topic as a large jigsaw puzzle with a piece
missing. That piece is what you want to
research to fill in the gap in your field. To discover which piece
is missing, you must read as much of the
literature as possible in your field.
3. Before you begin, read several well-written dissertations
recommended by your chairperson.
4. As you progress through the dissertation process and your
question shrinks due to the necessity of
maintaining a manageable project for one person, don’t lose
heart. Even very small questions can serve
much larger purposes.
5. To keep the perspective of meaningfulness throughout, keep
imagining an audience of individuals who
would want to know the results of your work. Even if you can
imagine only 25 people in the world who
would care, keep that group alive in front of your eyes.
6. A few students and I have found that beginning dissertation
work early on and setting “mile marker
dates” is very helpful. This has helped us keep each other
accountable by regular “check-ins” with each
other. Sharing these dates with friends and family as well as
posting them in a conspicuous place so you
see them pretty much daily has helped as well.
70. 7. Make contact with researchers who may be of interest to you.
It cannot hurt, and it might be quite
helpful.
8. Travel to at least one professional meeting where research in
your area of interest is being presented. I
went to a paper presentation in my area of family violence. I
realized that I knew more about my topic
than I thought and shared my research ideas with one of the
presenters. I came home reinvigorated and
anxious to complete my dissertation.
36
Box 2.2 Outline of Issues for a Student Researcher to Complete
in the
Development of the Research Proposal
Review of the Literature
The classic, definitive, or most influential pieces of research in
this area are . . .
The journals that specialize in the kind of research in which I
propose to engage are . . .
The body(ies) of research to which I wish to add is (are) . . .
The experts in the field of my research are . . .
Statement of the Problem
The intellectual problem(s) I may help solve through this
research is (are) . . .
The moral, political, social, or practical problem(s) I may help
alleviate through this research is (are) . . .
Method
The method I propose to use to answer my question, prove my
71. point, or gain more detailed and
substantive knowledge is . . .
An alternative way to do this study would be . . .
Three important research studies that have been carried out
using the method I propose are . . .
The reason(s) this method is a good one for my question,
proposition, or subject is (are) . . .
Possible weaknesses of this method are . . .
The skills I will need to use this method are . . .
Of these skills, I still need to acquire . . .
I propose to acquire these skills by . . .
Notes
1. A construct is a concept used for scientific purposes in
building
theories. Constructs (e.g., self-esteem), like concepts, are
abstractions
formed by generalizing from specific behaviors or
manipulations. When
constructs are operationalized in such a way that they can be
“scored” to
take on different numerical values, they are referred to as
variables.
2. There has been extensive discussion in recent literature
regarding the
definition of, appropriate statistical analyses for, and
interpretation of
moderating and mediating effects. We recommend the following
discussions: Frazier, Tix, and Barron, 2004; Hayes, 2009;
Jaccard and
Jacoby, 2010; Kazdin, 2007; Kim, Kaye, and Wright, 2001; and
Preacher
and Hayes, 2008.
37
72. 3 Methods of Inquiry Quantitative and
Qualitative Approaches
The principal characteristic of scholarly and scientific inquiry—
as opposed
to informal, intuitive kinds of inquiry—is the use of rationally
grounded
procedures to extend knowledge that a community of scholars
regards as
reliable and valid. The dissertation process is a ritual of
socialization into
that community of scholars, so it is necessary for you, as a
student, to
master the scholarly procedures within your discipline. The
specific
methods chosen to attack a problem will depend on your
discipline and the
nature of the specific problem. There is no universally accepted
approach
within the social sciences, although there are rich research
traditions that
cannot be ignored, as well as a common understanding that
chosen
methods of inquiry must rest on rational justification. This
means that
scientific methods differ from more informal methods of inquiry
by their
reliance on validated public procedures that have been
determined to
produce reliable knowledge.
Currently, there are many disagreements in the social sciences
regarding
73. what constitutes knowledge and the procedures for gaining it.
One way to
think about how research generally contributes to the knowledge
base of a
discipline is in terms of the following three-level hierarchy of
knowledge,
suggested by our colleague Marilyn Freimuth.
Axiologic/Epistemic Level.
This is the underlying level of basic world hypotheses that form
the
foundation for content and method within a field of inquiry.
Epistemology
refers to the study of the nature of knowledge, whereas axiology
refers to
the study of ethics, values, and aesthetics. Examples of
constructs at this
level include the explanatory principle of cause and effect and
the notion
of open systems.
Theoretical Level.
This is the level of models and theories. Theories are premises
to account
for data or, more informally, explanations of how things work
based on
38
data. Examples are the theory of loss aversion in economics
(Tversky &
Kahneman, 1991) and the five-factor theory of personality in
74. psychology
(McCrae & Costa, 2003). The distinction between theories and
models is
murky because these terms are often used interchangeably
within the
social sciences. At the most basic level, both theories and
models refer to
relationships between concepts. For our purposes, the term
model refers to
a higher-order theory, that is, a representational system at a
higher level of
abstraction that can inform and be informed by alternative
theories. (This
concept is similar to the framework or worldview that guides
researchers,
identified as a “paradigm” by Thomas Kuhn [1996].) Thus,
psychoanalysis
could be seen as a model, a wide lens with which to view and
understand
the mysteries of human behavior. Each model carries with it
certain sets of
assumptions. In the case of psychoanalysis, these assumptions
include the
unifying importance of causal determinism and unconscious
motivation.
Note that this use of the term model differs somewhat from that
in the
discussion of working models in Chapter 2.
Empirical Level.
In the field of epistemology, empiricism refers to a commitment
to
obtaining knowledge through sense experience (literally, “based
on
experience” in Greek). Empiricism is frequently contrasted with
75. rationalism, which refers to knowledge derived purely through
thought
and reason, and to more natural philosophical and religious
traditions of
reaching conclusions. In the present context, the empirical level
includes
hypotheses and methods and data of scientific research.
Hypotheses are
tentative answers to questions, generally based on theory.
The primary role of research within this three-level schema is to
link the
theoretical and the empirical. Theories need the support of data
to remain
viable, whereas methods carry assumptions that are theoretical
in nature.
Note that research findings do not contribute directly to the
axiologic/epistemic level or even to basic models. Those levels
reflect
fundamental value commitments and personal preferences that
are rarely
modified on the basis of additional data, especially the kind of
data
generated by scholarly research. It is hard to imagine a
psychoanalyst
becoming a behaviorist or a Republican joining the Democrats
without a
significant shift in values unlikely to be compelled by the
accumulated
wisdom imparted by a series of research studies. Because most
researchers
strongly identify with particular values and carry many personal
39
76. preferences into their work, it becomes especially important to
learn to
discriminate between beliefs and opinions, on the one hand, and
verifiable,
data-inspired support for ideas, on the other hand.
A brief look at the history of science is a humbling experience
that should
put to rest the misguided notion that research discovers truth.
Drilling
holes in the skull (trephining) used to be an acceptable way to
dismiss the
demons responsible for mental illness, and it wasn’t that long
ago that the
sun was thought to circle the earth. One wonders what remnants
of
contemporary scientific truth will be regarded as equally
ludicrous
tomorrow. Instead, what research contributes is a series of
thoughtful
observations that support or question the validity of theories,
which are in
turn based on a set of largely untestable beliefs and
assumptions. Every
once in a while, at opportunistic moments of scholarly
upheaval, a new
paradigm appears that seems to do a better job of explaining the
available
data and guiding further inquiry.
Each social science discipline and set of investigators seems to
have its
own favored approach to generating knowledge. For instance,
public
opinion studies usually rely on survey research methods,
77. psychoanalytic
studies of infants make use of observational techniques, studies
of
organizational effectiveness may employ action research
methods and case
studies, historical investigations of political and social events
rely on
archival records and content analysis, and laboratory studies of
perceptual
processes stress experimental manipulation and hypothesis
testing. Within
your chosen field, it is important to ask how a piece of research
acquires
legitimacy as reliable knowledge. No doubt part of the answer
comes
down to underlying epistemological assumptions and values.
Certainly
research strategies will differ in terms of the problems they
address and the
outcomes they produce. As we later show, one important
distinction in the
choice of method seems to be the nature of the relationship
between the
researcher and the topic of study.
We would argue that researchers in the social sciences have
generally been
myopic in defining the kinds of studies that might legitimately
lend
themselves to research dissertations. Most students in the social
sciences
are taught early on about the difference between independent
and
dependent variables and how experimental research implies
active
manipulation of independent variables to observe a subsequent
78. impact on
dependent variables. This basic and time-honored strategy has
an earthy
40
history in the systematic evaluation of fertilizers for
agricultural
productivity (Cowles, 2000). It remains a cornerstone in
conducting social
science research with human subjects. Yet it is certainly not the
only way
to conduct research.
The only universal in scientific knowledge is a general
commitment to
using logical argument and evidence to arrive at conclusions
that are
recognized as tentative and subject to further amendment. Good
scientists
in action often deviate from an “official” philosophy of science
and a
prescribed methodology. William Bevan (1991), former
president of the
American Psychological Association, noted,
If you want to understand what effective science making is
about, don’t listen to what creative scientists say about their
formal belief systems. Watch what they do. When they engage
in
good, effective science making they don’t, as a rule, reflect on
their presuppositions; they engage in a practical art form in
which their decisions are motivated by the requirements of
particular problem solving. (p. 478)
79. The key to evaluating a completed study is to assess whether the
selected
method is sufficiently rigorous and appropriate to the research
question
and whether the study is conceptually and theoretically
grounded. The
more familiar you are with the full range of alternative research
strategies,
the more enlightened and appropriate your choice of a particular
method is
apt to be. Too often, students become so enamored with an
approach to
research that they choose the method before determining the
question.
Unless the dissertation is designed to illustrate the use of a
promising and
innovative methodology, this is putting the cart before the
horse. In
general, the method needs to evolve out of the research question
and be
determined by it.
Quantitative Methods
The epistemological foundation of most social science inquiry
throughout
the 20th century was logical positivism, a school of thought that
maintains
that all knowledge is derived from direct observation and
logical
inferences based on direct observation. To a great extent, the
notion of
41
80. objectively studying human beings is derived from a love affair
that social
scientists have had with the natural sciences, which sought to
understand
nature by isolating phenomena, observing them, and formulating
mathematical laws to describe patterns in nature. Current
research in the
social sciences is deeply steeped in the empirical and
quantitative
traditions.
Statistical methods are especially useful for looking at
relationships and
patterns and expressing these patterns with numbers.
Descriptive statistics
describe these patterns of behavior, whereas inferential
statistics draw on
probabilistic arguments to generalize findings from samples to
populations
of interest. Kerlinger (1977) focused on the inferential process
when he
defined statistics as
the theory and method of analyzing quantitative data obtained
from samples of observations in order to study and compare
sources of variance of phenomena, to help make decisions to
accept or reject hypothesized relations between the phenomena,
and to aid in making reliable inferences from empirical
observations. (p. 185)
Note that the focus in the natural science model of research is
the study of
average or group effects, not of individual differences. The
kinds of
inferential statements that derive from this model of research
81. refer to
groups of people or groups of events; that is, they are
probabilistic (e.g.,
“Surveys find that most people believe that police officers use
excessive
force in dealing with criminals,” or “Emotional expressiveness
is related to
coping effectively with natural disasters”).
In experimental research, quantitative research designs are used
to
determine aggregate differences between groups or classes of
subjects.
Emphasis is placed on precise measurement and controlling for
extraneous
sources of error. The purpose, therefore, is to isolate a variable
of interest
(the independent variable) and manipulate it to observe the
impact of the
manipulation on a second, or dependent, variable. This
procedure is
facilitated by the “control” of extraneous variables, thus
allowing the
researcher to infer a causal relationship between the two (or
more)
variables of interest.
42
Methodological control is generally accomplished by two
procedures that
rely on the principle of randomness. One is random sampling,
which uses
subjects that have randomly been drawn from the potential pool
82. of subjects
so that each member of the population has an equal chance or
known
probability of being selected. Random selection of subjects
permits the
researcher to generalize the results of the study from the sample
to the
population in question. The second procedure is randomization,
which
assigns subjects to groups or experimental conditions in such a
way that
each subject has an equal chance of being selected for each
condition.
Subject characteristics are thus randomly distributed in every
respect other
than the experimental manipulation or treatment, allowing the
researcher
to infer that resultant differences between the groups must be
the result of
the isolated variable in question.
Unfortunately, these efforts at experimental control are often
impractical in
social science research with human subjects. Psychology, for
instance, has
an honorable tradition of laboratory research using tight
experimental
designs, but research in the clinical or social arena may not
permit the kind
of control stipulated by the experimental method. This dilemma
is equally
prominent in field studies in disciplines such as sociology,
education, and
political science. Jared Diamond (2005), Pulitzer Prize–winning
geographer and biologist, for example, conducted quantitative
“natural
83. experiments” to investigate the problem of deforestation on
Pacific islands.
He and his colleague Barry Rolett numerically graded the extent
of
deforestation on 81 Pacific islands and statistically predicted
this outcome
from a combination of nine input variables, such as the amount
of rainfall,
isolation from human populations, and restoration of soil
fertility. In a
different context, one cannot practically conspire to rear
children using
two distinct parenting styles, nor can one ethically inflict child
abuse to
study its immediate impact in a controlled fashion. Researchers
can,
however, study analogs of these variables using pure
experimental designs
(e.g., one can ask parents to use specific interventions at the
onset of
particular child behaviors). Change studies, in which a
treatment or
program is being evaluated for its effectiveness, may also lend
themselves
well to experimental designs. Even so, it may not be possible to
randomize
subjects into groups that receive a treatment or intervention and
those that
do not. A number of ingenious solutions have been proposed to
deal with
the ethics of denying treatment to those who need it, including
the use of
placebos and waiting-list controls (Kazdin, 2002).
43
84. More typically, the research method of choice in the social
sciences seems
to be a quasi-experimental design that compromises some of the
rigor of
the controlled experiment but maintains the argument and logic
of
experimental research (Kline, 2009; Shadish, Cook, &
Campbell, 2001).
This kind of research uses a systematic, empirical approach in
which the
investigator does not employ a control group or does not
randomly assign
subjects to conditions because events have already occurred or
cannot be
sufficiently manipulated. So-called causal statements become
correlational
statements in quasi-experimental research, although it is often
possible to
infer a sequence of events in causal form. That is one reason
why it is
crucial to have a theoretical model as a foundation for an
empirical study.
The model itself informs your attempt to meaningfully interpret
the results
of the study. However, because it is difficult to ascribe
causality with
confidence from quasi-experimental designs that lack true
experimental
manipulation, independent variables are often termed
“predictor” variables
in these studies (Kline, 2009).
Caution is also needed in interpreting the meaning of results
whenever
85. subjects assign themselves to groups. A colorful example is the
apparent
negative correlation that exists between the numbers of mules
found in the
various states and the number of PhDs living there. The fact
that states that
have a lot of mules don’t have so many PhDs, and vice versa, is
an
empirical observation that can be statistically expressed in the
form of a
correlation coefficient. A researcher would be hard-pressed to
argue a
causal relationship between these two variables unless he or she
drew on
an underlying theoretical model that links the two variables
through a third
(mediating) variable, such as the degree of urbanization. Note
that this
simple correlational study could, at least theoretically, be
transformed into
an experimental study by, for example, flooding some states
with mules to
see if the PhDs leave or wooing the PhDs across state lines to
see if the
number of mules in the new state of residence decreases.
This is not a book on research design, but the adoption of a
particular
research strategy will affect the final form of your dissertation.
Whether a
study employs a true experimental design, a quasi-experimental
design, or
a cross-sectional survey design, the most popular strategy in the
social
sciences is a comparison between groups. That is, independent
(randomly