Example 1
Research Methodology
Transcendental phenomenology is a research methodology where researchers gain first-hand information about the participant’s experience with the specific phenomenon. The researcher then reports that information just as the participant expressed it, without adding in any biases or interpretations (Percy & Kostere, 2008). Creswall and Poth (2018) have said that transcendental phenomenology would be best used when the goal is to obtain the participant’s raw feelings and lived experience about a phenomenon.
The sampling strategy that will be utilized is utilization focused sampling. In this sampling strategy, cases are selected in order to provide researchers with in-depth information that can lead to better decision-making in the future (Patton, 2015). This sampling strategy was chosen because they study will focus on parent experiences with token economies, which will provide practitioners with better direction on token economy implementation. If researchers find out what the families liked and didn’t like about the token economy, then future implementation could potentially exclude some of those disliked portions to make the token economy more likely to be implemented by families.
Data will be collected through interview. In order to ensure that researcher bias is not included, the researcher will bracket her own beliefs in the margin (Capella, 2006). The sample size will be approximately 8 participants. Creswall and Poth (2018) reported that a sample size for phenomenology ranges from 3-15. By choosing 8 participants, there leaves room for participants to drop out, hopefully without falling below the recommended minimum.
Interview Questions
1. Prior to this study, what were some experiences you have had with a token economy?
2. What are your feelings about the token economy?
3. What did you like about the token economy?
4. What did you dislike about the token economy?
5. Can you describe a time where you experienced a complication with the token economy?
6. What were some things that were particularly easy about the token economy?
7. What were some things that were particularly difficult about the token economy?
8. How would you feel if you were asked to implement a token economy for another month?
9. How did your child adjust to the token economy?
10. What were some changes you had to make in order to develop the token economy?
Professor feedback
Below is general feedback that I am going to try to share with everyone:
Researchers have to be sure that they identify an appropriate sampling strategy and sample size, and then provide support for the choices that are made (support from primary sources, not textbooks). The decisions that are made regarding the strategies that are used to conduct the study need to be presented with a well-supported rationale. In other words, after you have read about the various sampling methods used within qualitative research, choose the method that best fits your study, .
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
LASA 1 Final Project Early Methods Section3LASA 1.docxDIPESH30
LASA 1 Final Project Early Methods Section3
LASA 1: FINAL PROJECT EARLY METHODS SECTION
THE ROLE OF INTROVERSION AND EXTRAVERSION
PERSONALITY TRAITS ON MARITAL BLISS
STUDENT
_______ UNIVERSITY
PSY302-A01 Research Methods
Professor
April 15, 2015
Author Note:
This research was carried out as a partial fulfillment towards research methods course by.
Correspondence concerning this paper should be addressed to
1. What is your research question?
What is the significance of extroversion and introversion in marriage?
1. What is your hypothesis or hypotheses? What is the null hypothesis?
Null Hypothesis: Extroversion brings along successful family institution and marital bliss.
Alternate hypothesis: Extroversion does not bring along successful family institution and marital bliss.
1. How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
20 participants will be engaged in the research study. This is a small number that is easier to manage as well as coordinate their activities during the data collection exercise. Ideally, participants are required and are normally sampled from a large population to be a representative. The nature of the study will require the researcher to get participants who have experiences in marriage. On gender, I will sample equal number of men and women to act as the representative of the general population. The approach is guided by the population in the community where the number of women and men is at par. On age, I will pick individuals from across ages although the highest percentage will constitute of married individuals between the age of 30 and 40 years. Further, I will also pick four individuals who have divorced with the aim of understanding whether introversion or extroversion contributed to their divorce. I will also look at the personal traits of individuals; hence will both social and anti-social individuals. The target participants will precise, representative and homogeneous. They will then be divided into different sets or strata that are mutually exclusive in order to aid it obtaining a systematic process of research.
1. What sampling technique will be used to collect your sample? What population does yoursample generalize to?
Being a qualitative research, the research will utilize the sampling method in the collection of data. Surveying and questionnaire are the main data collection methods that are normally used in quantitative research. The methods aids in understanding the behavior and effects from different members of the focus groups. The approach helps to reduce biases that may emerge when using a bigger population size while at the same time gu ...
NORMAN, ELTON_BTM7303-12-8 2
NORMAN, ELTON_BTM7303-12-8 1
Hello Elton,
I appreciate your note. YES. Keep trying. I know that making the transition to doctoral-level reasoning can be hard! It was very hard for me in some areas because it seemed … unnatural. Does that make sense? Some aspects of this type of thinking seemed “clunky” and hard to explain in plain language. I wanted research problems, research purpose statements, etc. to simply flow. In the beginning of my journey there was very little flow (more like trickles) and lots of missteps!
For this assignment, you were asked to build on your assignment last week to further explore how you might examine your research problem using a quantitative methodology. You were required to respond to these questions:
· Please restate the research problem, purpose, and research questions you developed previously and incorporate any faculty feedback as appropriate. This week be sure to also include hypotheses for each of your research questions.
· How might surveys be used to answer your research questions? What are the advantages and disadvantages of using surveys to collect data?
· How might you use an experiment or quasi-experiment to answer your research questions? What are the advantages and disadvantages of using (quasi)experiments to collect your data?
· It is also important to consider how you might analyze the potential data you collect and factors that could affect those analyses. Specifically, what are Type I and Type II errors? How might these impact your study? What is statistical power? How might this impact your study? What steps can you take ahead of time to help avoid issues related to Type I & II errors as well as power?
As part of our standard, you were also required to use scholarly sources to support all assertions and research decisions.
Length: 5 to 7 pages, not including title and reference pages
I used the rubric below to assess your submission. As I moved through each section of your paper, I looked for information that demonstrated you understood important research terms such as hypothesis, null hypothesis, Type I and Type II Errors and statistical power. In most instances you demonstrated some understanding of these concepts or terms. In several instances your understanding hindered your ability to create rigorous hypotheses because there were aspects of these terms that remained unclear. I added several prompts and questions to help you in these areas.
Grading Rubric
Criteria
Content (4 points)
Points
1
State research problem, purpose, research questions and hypotheses
1.5/2
2
Discussed in detail the advantages and disadvantages of using surveys to collect data
.75/ 1
3
Explained how you could use experiments or quasi-experiments to collect data for your study and the advantages and disadvantages of these designs
.75/1
Organization (1 point)
4
Organized and presented in a clear manner. Included a minimum of five scholarly references, with appropri.
A Guide To Using Qualitative Research MethodologyJim Jimenez
This document provides a guide to using qualitative research methodology. It begins by defining qualitative research as aiming to understand social phenomena through words rather than numbers. It notes that qualitative research is appropriate when seeking to understand people's experiences, beliefs, and perspectives. The document outlines important ethical considerations like consent and confidentiality. It then discusses how to develop a qualitative research design, including defining the research question, developing a protocol, and sampling methods. It also details different qualitative data collection methods like interviews and observations. Finally, it addresses practical issues of data management and analysis, including thematic and narrative analysis techniques.
1. The document discusses conducting marketing research for RMIT university to improve the experience for current students and alumni. It recommends defining a clear target population and improving the research structure to achieve all objectives.
2. Interviews are proposed as the best data collection method as they allow for clarification and build rapport between interviewer and interviewee. However, interviews are also time consuming and open to bias.
3. Simple random sampling is recommended to give all participants an equal chance of selection. Surveys are then proposed for quantitative research to collect data from a large number of alumni across different fields of study.
Running head SETTING UP RESEARCH1 Chapter 6 Methods of Measu.docxtodd521
This document discusses different methods for measuring behavior and collecting data in research studies. It covers various types of tests, including achievement tests, personality tests, and multiple choice tests. The key purposes of tests are to determine outcomes of experiments, provide diagnostic information, assist with placement and selection decisions, and evaluate program outcomes. Well-designed tests should reliably differentiate between individuals and assess the intended behaviors or variables. The type of test used depends on the specific research question and variables being studied.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine how to best answer the research question through their methodology while addressing their own capacity and ensuring it is doable. Factors like skills, ethics approval, time, and access must be taken into account. Key aspects of methodology design are identifying the population and sample, as well as how, who, what, when, and where data will be collected. The methodology should aim for credibility through transferability and generalizability.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine their paradigm, methods for collecting data like interviews or surveys, tools, population, sampling technique, how to analyze data, and address any ethical issues. Developing a strong methodology is important for effectively answering the research question and producing credible results.
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
LASA 1 Final Project Early Methods Section3LASA 1.docxDIPESH30
LASA 1 Final Project Early Methods Section3
LASA 1: FINAL PROJECT EARLY METHODS SECTION
THE ROLE OF INTROVERSION AND EXTRAVERSION
PERSONALITY TRAITS ON MARITAL BLISS
STUDENT
_______ UNIVERSITY
PSY302-A01 Research Methods
Professor
April 15, 2015
Author Note:
This research was carried out as a partial fulfillment towards research methods course by.
Correspondence concerning this paper should be addressed to
1. What is your research question?
What is the significance of extroversion and introversion in marriage?
1. What is your hypothesis or hypotheses? What is the null hypothesis?
Null Hypothesis: Extroversion brings along successful family institution and marital bliss.
Alternate hypothesis: Extroversion does not bring along successful family institution and marital bliss.
1. How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
20 participants will be engaged in the research study. This is a small number that is easier to manage as well as coordinate their activities during the data collection exercise. Ideally, participants are required and are normally sampled from a large population to be a representative. The nature of the study will require the researcher to get participants who have experiences in marriage. On gender, I will sample equal number of men and women to act as the representative of the general population. The approach is guided by the population in the community where the number of women and men is at par. On age, I will pick individuals from across ages although the highest percentage will constitute of married individuals between the age of 30 and 40 years. Further, I will also pick four individuals who have divorced with the aim of understanding whether introversion or extroversion contributed to their divorce. I will also look at the personal traits of individuals; hence will both social and anti-social individuals. The target participants will precise, representative and homogeneous. They will then be divided into different sets or strata that are mutually exclusive in order to aid it obtaining a systematic process of research.
1. What sampling technique will be used to collect your sample? What population does yoursample generalize to?
Being a qualitative research, the research will utilize the sampling method in the collection of data. Surveying and questionnaire are the main data collection methods that are normally used in quantitative research. The methods aids in understanding the behavior and effects from different members of the focus groups. The approach helps to reduce biases that may emerge when using a bigger population size while at the same time gu ...
NORMAN, ELTON_BTM7303-12-8 2
NORMAN, ELTON_BTM7303-12-8 1
Hello Elton,
I appreciate your note. YES. Keep trying. I know that making the transition to doctoral-level reasoning can be hard! It was very hard for me in some areas because it seemed … unnatural. Does that make sense? Some aspects of this type of thinking seemed “clunky” and hard to explain in plain language. I wanted research problems, research purpose statements, etc. to simply flow. In the beginning of my journey there was very little flow (more like trickles) and lots of missteps!
For this assignment, you were asked to build on your assignment last week to further explore how you might examine your research problem using a quantitative methodology. You were required to respond to these questions:
· Please restate the research problem, purpose, and research questions you developed previously and incorporate any faculty feedback as appropriate. This week be sure to also include hypotheses for each of your research questions.
· How might surveys be used to answer your research questions? What are the advantages and disadvantages of using surveys to collect data?
· How might you use an experiment or quasi-experiment to answer your research questions? What are the advantages and disadvantages of using (quasi)experiments to collect your data?
· It is also important to consider how you might analyze the potential data you collect and factors that could affect those analyses. Specifically, what are Type I and Type II errors? How might these impact your study? What is statistical power? How might this impact your study? What steps can you take ahead of time to help avoid issues related to Type I & II errors as well as power?
As part of our standard, you were also required to use scholarly sources to support all assertions and research decisions.
Length: 5 to 7 pages, not including title and reference pages
I used the rubric below to assess your submission. As I moved through each section of your paper, I looked for information that demonstrated you understood important research terms such as hypothesis, null hypothesis, Type I and Type II Errors and statistical power. In most instances you demonstrated some understanding of these concepts or terms. In several instances your understanding hindered your ability to create rigorous hypotheses because there were aspects of these terms that remained unclear. I added several prompts and questions to help you in these areas.
Grading Rubric
Criteria
Content (4 points)
Points
1
State research problem, purpose, research questions and hypotheses
1.5/2
2
Discussed in detail the advantages and disadvantages of using surveys to collect data
.75/ 1
3
Explained how you could use experiments or quasi-experiments to collect data for your study and the advantages and disadvantages of these designs
.75/1
Organization (1 point)
4
Organized and presented in a clear manner. Included a minimum of five scholarly references, with appropri.
A Guide To Using Qualitative Research MethodologyJim Jimenez
This document provides a guide to using qualitative research methodology. It begins by defining qualitative research as aiming to understand social phenomena through words rather than numbers. It notes that qualitative research is appropriate when seeking to understand people's experiences, beliefs, and perspectives. The document outlines important ethical considerations like consent and confidentiality. It then discusses how to develop a qualitative research design, including defining the research question, developing a protocol, and sampling methods. It also details different qualitative data collection methods like interviews and observations. Finally, it addresses practical issues of data management and analysis, including thematic and narrative analysis techniques.
1. The document discusses conducting marketing research for RMIT university to improve the experience for current students and alumni. It recommends defining a clear target population and improving the research structure to achieve all objectives.
2. Interviews are proposed as the best data collection method as they allow for clarification and build rapport between interviewer and interviewee. However, interviews are also time consuming and open to bias.
3. Simple random sampling is recommended to give all participants an equal chance of selection. Surveys are then proposed for quantitative research to collect data from a large number of alumni across different fields of study.
Running head SETTING UP RESEARCH1 Chapter 6 Methods of Measu.docxtodd521
This document discusses different methods for measuring behavior and collecting data in research studies. It covers various types of tests, including achievement tests, personality tests, and multiple choice tests. The key purposes of tests are to determine outcomes of experiments, provide diagnostic information, assist with placement and selection decisions, and evaluate program outcomes. Well-designed tests should reliably differentiate between individuals and assess the intended behaviors or variables. The type of test used depends on the specific research question and variables being studied.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine how to best answer the research question through their methodology while addressing their own capacity and ensuring it is doable. Factors like skills, ethics approval, time, and access must be taken into account. Key aspects of methodology design are identifying the population and sample, as well as how, who, what, when, and where data will be collected. The methodology should aim for credibility through transferability and generalizability.
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine their paradigm, methods for collecting data like interviews or surveys, tools, population, sampling technique, how to analyze data, and address any ethical issues. Developing a strong methodology is important for effectively answering the research question and producing credible results.
Survey research involves collecting information from a sample of individuals to determine opinions, preferences, or knowledge about a population. The key steps in survey research include defining objectives and the target population, determining what data to collect, selecting an appropriate sample and method of data collection, collecting the data, analyzing results, and reporting findings. Some common problems that can threaten the validity of survey results include nonresponse bias if those who do not respond differ significantly from respondents. Techniques like multiple contacts and personalized correspondence can help increase response rates.
OverviewAs a social science student, it is vitally important t.docxkarlhennesey
Overview
As a social science student, it is vitally important that you become an educated consumer of social science research, even if you never get to conduct an actual research study.
You need to have a basic understanding of the steps in the scientific process, a familiarity with commonly used social science research designs and methods, and a knowledge of procedures for collecting and analyzing social science data.
This module provides very basic information about these topics. It addresses the following subjects:
· the scientific method
· qualitative and quantitative research
· data analysis and presentation
· discipline-specific research designs and methods The Scientific Method
The scientific method is a form of inquiry that was originally developed to answer questions in the natural sciences. The scientific method uses systematic observation and measurement to confirm or disconfirm hypotheses that most often are derived from underlying theories.
When a hypothesis is confirmed, it lends support to the underlying theory. When it is not confirmed, researchers must reformulate the theory and come up with other explanations. Scientists share their findings by presenting at conferences or publishing in peer-reviewed journals. Sharing results with the research world is an important part of the scientific method because science is an iterative activity.
As social scientists, we have a great challenge. Because we cannot exert complete control over human behavior, it is not possible to conduct true experiments. Real life cannot be captured in a lab, and human behavior cannot be explained by one or even two causes. This makes it difficult to determine "cause and effect." For example, if we are interested in knowing why poor people have compromised health outcomes, we would need to account for an impossibly large number of factors or variables such as race, ethnicity, genetic markers, income, education level, access to health care services, and living conditions.
Steps for Conducting a Research Study
Figure 4.1
Steps for Conducting a Research Study
Source: UMUC PSYC 100.
The use of the scientific method allows researchers to develop explanations of social science phenomena. The steps of the research process are explained from a psychological perspective in this tutorial (Bradley, 2000).
Step 1: Make an Observation
The starting place for any research study is an observation (idea) regarding a topic of interest to you, the researcher. It may come from a conversation with a friend, a book or television program, or the conclusion of a related research project. All that is needed at this point is your interest in pursuing the topic further.
Let's take an example that we will use for all of the steps in the process. You observe that you are able to memorize items such as telephone numbers better when you eat candy. Because of this, you wonder if there is a connection between the primary component of candy (sugar) and memory.
Step 2: Propose a Hypoth ...
This document discusses quantitative research, defining it as research that uses numerical data and statistical analysis to explain phenomena. It notes that quantitative research aims to be objective and reliable by reducing problems to variables that can be measured. The document outlines key characteristics of quantitative research, including that it tests hypotheses, looks at relationships between variables, and generalizes findings from a sample to a population. It also discusses advantages like objectivity and replicability, as well as disadvantages like ignoring context. Finally, it explores the importance of quantitative research in fields like education, business, medicine, science and technology.
Running head SURVEY METHODS1SURVEY METHODS 2,.docxtodd521
Running head: SURVEY METHODS 1
SURVEY METHODS 2
,
I appreciate the online submission of the assignment. I want to remind you of the importance of submitting assignments on-time to avoid late penalties. This is particularly true with the signature assignment that is worth a significant portion of your overall course grade.
In a 6-9-page paper using a minimum of 5 scholarly sources, you are to complete a three- part assignment. In the first, you are to select a method of survey administration and the provide the rationale for that selection for each of 4 different research objectives. In part 2, you are to provide a list of questions that would be used on a questionnaire to meet the objectives. Finally, assuming that you may be using a survey in your research, you are to decide on and explain the method of administration you would use.
You met the assignment requirements with respect to the use of scholarly sources and meeting page expectations. I was surprised to not see the textbook on the reference page given that this should be your primary source for basic information. The text was selected by the faculty due to both content and level. That is why this is required, not optional, reading.
There is an issue with respect to APA formatting that is somewhat surprising given this is the fifth week in the course. First, you are not adhering to the required line spacing. Second, you need to be applying feedback on past assignments. For instance, how the assignment should be spaced is shown below as an example. Finally, while you want to use headings to organize your paper, this can be overdone. In the first part 1 of the assignment, you are asked to decide on the method of survey administration for a number of scenarios. In part 2, you are being asked to provide a list of questions that would meet the objective. Together, these are not mini-papers for each scenario. Therefore, it is not necessary or appropriate to have an introduction and conclusion for each one with is often redundant and repetitive. It is important to remember that scholarly writing is to be both precise and concise. That is, you want to provide the necessary information without excess verbiage and repetition. A brief introduction to the paper overall or even each part might be appropriate but is not necessary. You were advised of this previously.
Overall, in part one, you are not providing a sufficient rationale for the selection of your survey method. As advised in the feedback on the last assignment, this involves examining the specifics of the information needs, who are the target respondents and availability of sampling frames and the criteria to be used in the selection of a method. This is discussed at length in the required reading. As noted in the assignment instructions, “The researcher needs to carefully consider the objectives of the study, the questions that need to be asked and the target respondents in addition to the pros/cons of the alternatives.”
It.
Mba724 s3 2 elements of research design v2Rachel Chung
The document discusses research design and different types of research studies. It explains that the research design depends on the research questions being asked and objectives. Descriptive studies aim to describe characteristics while explanatory studies examine relationships between variables. Key research design considerations include whether the study is exploratory or formal, experimental or non-experimental, uses surveys, observations or experiments, and is descriptive or aims to explain relationships. Control and random assignment to conditions are important for causal inferences from experimental designs.
Here are the key elements of a research methodology chapter:
1. Research Design
- Describe the overall research design and approach. Is it qualitative, quantitative, or mixed methods?
- Provide rationale for chosen design.
2. Data Collection Methods
- Describe specific methods for collecting primary data, e.g. surveys, interviews, experiments.
- Include details on instrument design, sampling approach, sample size.
3. Data Analysis Methods
- Describe how collected data will be analyzed both qualitatively and quantitatively
- Cite specific analytical techniques, e.g. thematic analysis, regression analysis
4. Validity and Reliability
- Discuss strategies for ensuring validity of
The first document discusses different types of interviews used for data collection, including structured interviews which use predetermined questions correlated to job competencies, and unstructured interviews which are more free-flowing. The second document discusses reasons for conducting research such as expanding knowledge, keeping updated, and building credibility. The third document discusses intention as an independent variable that affects behavior as the dependent variable in experiments, and conceptual models for software that describe tasks and goals at an abstract level prior to interface design.
The document discusses the research process and key aspects of conducting research. It defines research and discusses the importance of research. It then enumerates the four frameworks of the research process - measurement objectives, data collection processes, recommended survey, and reporting plan. Finally, it discusses the importance of having a literature review and how the research process starts with identifying a problem and reviewing literature before collecting and analyzing data.
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docxcravennichole326
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
Examine a web browser interface and describe the various forms .docxcravennichole326
Examine a web browser interface and describe the various forms of analogy and composite interface metaphors that have been used in its design. What familiar knowledge has been combined with new functionality? need a couple of paragraphs.. and one reference
need this in the next 4 hours..
.
Examine a scenario that includes an inter-group conflict. In this sc.docxcravennichole326
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docxcravennichole326
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
.
Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docxcravennichole326
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
13. When using ATM, which of the following is NOT one of the advantages for the
use of virtual paths?
A. less work is needed to set a virtual path
B. the network architecture is simplified
C.
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docxcravennichole326
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docxcravennichole326
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docxcravennichole326
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docxcravennichole326
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docxcravennichole326
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
More Related Content
Similar to Example 1Research MethodologyTranscendental phenomenology is a.docx
Survey research involves collecting information from a sample of individuals to determine opinions, preferences, or knowledge about a population. The key steps in survey research include defining objectives and the target population, determining what data to collect, selecting an appropriate sample and method of data collection, collecting the data, analyzing results, and reporting findings. Some common problems that can threaten the validity of survey results include nonresponse bias if those who do not respond differ significantly from respondents. Techniques like multiple contacts and personalized correspondence can help increase response rates.
OverviewAs a social science student, it is vitally important t.docxkarlhennesey
Overview
As a social science student, it is vitally important that you become an educated consumer of social science research, even if you never get to conduct an actual research study.
You need to have a basic understanding of the steps in the scientific process, a familiarity with commonly used social science research designs and methods, and a knowledge of procedures for collecting and analyzing social science data.
This module provides very basic information about these topics. It addresses the following subjects:
· the scientific method
· qualitative and quantitative research
· data analysis and presentation
· discipline-specific research designs and methods The Scientific Method
The scientific method is a form of inquiry that was originally developed to answer questions in the natural sciences. The scientific method uses systematic observation and measurement to confirm or disconfirm hypotheses that most often are derived from underlying theories.
When a hypothesis is confirmed, it lends support to the underlying theory. When it is not confirmed, researchers must reformulate the theory and come up with other explanations. Scientists share their findings by presenting at conferences or publishing in peer-reviewed journals. Sharing results with the research world is an important part of the scientific method because science is an iterative activity.
As social scientists, we have a great challenge. Because we cannot exert complete control over human behavior, it is not possible to conduct true experiments. Real life cannot be captured in a lab, and human behavior cannot be explained by one or even two causes. This makes it difficult to determine "cause and effect." For example, if we are interested in knowing why poor people have compromised health outcomes, we would need to account for an impossibly large number of factors or variables such as race, ethnicity, genetic markers, income, education level, access to health care services, and living conditions.
Steps for Conducting a Research Study
Figure 4.1
Steps for Conducting a Research Study
Source: UMUC PSYC 100.
The use of the scientific method allows researchers to develop explanations of social science phenomena. The steps of the research process are explained from a psychological perspective in this tutorial (Bradley, 2000).
Step 1: Make an Observation
The starting place for any research study is an observation (idea) regarding a topic of interest to you, the researcher. It may come from a conversation with a friend, a book or television program, or the conclusion of a related research project. All that is needed at this point is your interest in pursuing the topic further.
Let's take an example that we will use for all of the steps in the process. You observe that you are able to memorize items such as telephone numbers better when you eat candy. Because of this, you wonder if there is a connection between the primary component of candy (sugar) and memory.
Step 2: Propose a Hypoth ...
This document discusses quantitative research, defining it as research that uses numerical data and statistical analysis to explain phenomena. It notes that quantitative research aims to be objective and reliable by reducing problems to variables that can be measured. The document outlines key characteristics of quantitative research, including that it tests hypotheses, looks at relationships between variables, and generalizes findings from a sample to a population. It also discusses advantages like objectivity and replicability, as well as disadvantages like ignoring context. Finally, it explores the importance of quantitative research in fields like education, business, medicine, science and technology.
Running head SURVEY METHODS1SURVEY METHODS 2,.docxtodd521
Running head: SURVEY METHODS 1
SURVEY METHODS 2
,
I appreciate the online submission of the assignment. I want to remind you of the importance of submitting assignments on-time to avoid late penalties. This is particularly true with the signature assignment that is worth a significant portion of your overall course grade.
In a 6-9-page paper using a minimum of 5 scholarly sources, you are to complete a three- part assignment. In the first, you are to select a method of survey administration and the provide the rationale for that selection for each of 4 different research objectives. In part 2, you are to provide a list of questions that would be used on a questionnaire to meet the objectives. Finally, assuming that you may be using a survey in your research, you are to decide on and explain the method of administration you would use.
You met the assignment requirements with respect to the use of scholarly sources and meeting page expectations. I was surprised to not see the textbook on the reference page given that this should be your primary source for basic information. The text was selected by the faculty due to both content and level. That is why this is required, not optional, reading.
There is an issue with respect to APA formatting that is somewhat surprising given this is the fifth week in the course. First, you are not adhering to the required line spacing. Second, you need to be applying feedback on past assignments. For instance, how the assignment should be spaced is shown below as an example. Finally, while you want to use headings to organize your paper, this can be overdone. In the first part 1 of the assignment, you are asked to decide on the method of survey administration for a number of scenarios. In part 2, you are being asked to provide a list of questions that would meet the objective. Together, these are not mini-papers for each scenario. Therefore, it is not necessary or appropriate to have an introduction and conclusion for each one with is often redundant and repetitive. It is important to remember that scholarly writing is to be both precise and concise. That is, you want to provide the necessary information without excess verbiage and repetition. A brief introduction to the paper overall or even each part might be appropriate but is not necessary. You were advised of this previously.
Overall, in part one, you are not providing a sufficient rationale for the selection of your survey method. As advised in the feedback on the last assignment, this involves examining the specifics of the information needs, who are the target respondents and availability of sampling frames and the criteria to be used in the selection of a method. This is discussed at length in the required reading. As noted in the assignment instructions, “The researcher needs to carefully consider the objectives of the study, the questions that need to be asked and the target respondents in addition to the pros/cons of the alternatives.”
It.
Mba724 s3 2 elements of research design v2Rachel Chung
The document discusses research design and different types of research studies. It explains that the research design depends on the research questions being asked and objectives. Descriptive studies aim to describe characteristics while explanatory studies examine relationships between variables. Key research design considerations include whether the study is exploratory or formal, experimental or non-experimental, uses surveys, observations or experiments, and is descriptive or aims to explain relationships. Control and random assignment to conditions are important for causal inferences from experimental designs.
Here are the key elements of a research methodology chapter:
1. Research Design
- Describe the overall research design and approach. Is it qualitative, quantitative, or mixed methods?
- Provide rationale for chosen design.
2. Data Collection Methods
- Describe specific methods for collecting primary data, e.g. surveys, interviews, experiments.
- Include details on instrument design, sampling approach, sample size.
3. Data Analysis Methods
- Describe how collected data will be analyzed both qualitatively and quantitatively
- Cite specific analytical techniques, e.g. thematic analysis, regression analysis
4. Validity and Reliability
- Discuss strategies for ensuring validity of
The first document discusses different types of interviews used for data collection, including structured interviews which use predetermined questions correlated to job competencies, and unstructured interviews which are more free-flowing. The second document discusses reasons for conducting research such as expanding knowledge, keeping updated, and building credibility. The third document discusses intention as an independent variable that affects behavior as the dependent variable in experiments, and conceptual models for software that describe tasks and goals at an abstract level prior to interface design.
The document discusses the research process and key aspects of conducting research. It defines research and discusses the importance of research. It then enumerates the four frameworks of the research process - measurement objectives, data collection processes, recommended survey, and reporting plan. Finally, it discusses the importance of having a literature review and how the research process starts with identifying a problem and reviewing literature before collecting and analyzing data.
Similar to Example 1Research MethodologyTranscendental phenomenology is a.docx (9)
Examine how nature is discussed throughout The Open Boat.” Loo.docxcravennichole326
Examine how nature is discussed throughout “The Open Boat.” Look at the literary critical piece by Anthony Channell Hilfer. Once you have established your own ideas, consider how Hilfer discusses nature in the short story and analyze the following questions: What does nature mean to the men aboard the boat? or Do their perceptions of nature shift throughout the story? Why or why not?
Do their perceptions of nature shift throughout the story? Why or why not?
Write down a loose response about what I think of the question and what I remember of the story.
ICE method.
I introduce the citation
C the citation itself
E explain its meaning to your argument.
The scenes shift with no discernable rhyme or reason. Crane invites every reader in. Critic Anthony Channell Hilfer disagrees with point, saying, “Crane’s image is an accusation of the putative picturesque spectators” (Hilfer 254). Hilfer’s challenge goes against what Crane is trying to do, by making nature a copilot through the reading.
3. Nature as Protagonist in “The Open Boat”
Anthony Channell Hilfer
Texas Studies in Literature and Language, Volume 54, Number 2, Summer
2012, pp. 248-257 (Article)
Published by University of Texas Press
DOI:
For additional information about this article
[ Access provided at 9 Apr 2020 17:36 GMT from Marymount University & (Viva) ]
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
https://doi.org/10.1353/tsl.2012.0012
https://muse.jhu.edu/article/476402
Anthony Channell Hilfer248
3. Nature as Protagonist in “The Open Boat”
The bottom of the sea is cruel.
—Hart Crane, “Voyages”
As many critics have argued, questions of perspective and epistemology are
central to Stephen Crane’s “The Open Boat” (Kent; Hutchinson). The story’s
first sentence famously clues us to this: “None of them knew the color of
the sky” (68). But behind the uncertainties of perspective is a determinable
ontology, a presence, or rather, I shall argue, a sort of presence, the existence
of which implies a rectified aesthetic response. This response emerges, how-
ever, from negations, denials, and occultations: what is not seen, who is not
there, and what does not happen.3 Here again, when we look at nature we
behold things that are not there and miss “the nothing that is.”
Fully as much as Stevens in “The Snow Man,” Crane is concerned
with certain conventions of representation: personification, the pictur-
esque, the American sublime, and the melodramatic, which although it
does not inform “The Snow Man” is played on in Stevens’s “The Ameri-
can Sublime.” Crane’s story is intertextual with nature poetry, sentimental
poetry, hymns, and landscape art, as well as with Darwinism, theological
clichés, and, less obviously, theological actualities. For the most part these
conventions add up to what the Stevens poem declares is “not there.” To
get to “the nothing that is” we must first traverse this ocean of error. Doing
so helps keep our p.
Examine All Children Can Learn. Then, search the web for effec.docxcravennichole326
Examine
"All Children Can Learn"
. Then, search the web for effective, evidence-based differentiated strategies that are engaging, motivating, and address the needs of individual learners.
First, provide five evidence-based strategies:
Two instructional strategies (i.e., graphic organizers),
Two instructional tools (e.g., technology tool, device or iPad App, Web Quests, etc.),
One activity (e.g., Think-Pair-Share).
Second, for the two instructional strategies you listed explain how you can alter each to address the classroom needs you designed in Weeks One and Two and how the modification is relevant to the theory of differentiation.
.
Examine each of these items, which are available on the internet .docxcravennichole326
Examine each of these items, which are available on the internet:
1) for music, listen to the first movement of J.S. Bach's MAGNIFICAT; this is the High Baroque era. If you can find a performance with Sir John Eliot Gardiner and his Monteverdi Choir and the English Baroque soloists, go for it.
2) For art, find Giovanni Bellini's ST. FRANCIS IN THE DESERT; you might want to read up on the background of this wonderful painting. Not only St. Francis, but what else do you notice i the painting?
3) For architecture, look at the church at Melk Abbey, Austria; BE SURE to look at the interior shots. Again,
this is high Baroque--but in post-Reformation Catholicism, it had a political aim, too; can you figure it out?
After you have analyzed these, telling what you think the artists/musicians valued and were trying to express, tell me what
YOU think about them! Remember, if you read up on these items, LIST THE WORKS YOU CONSULTED! That way, you avoid plagiarism.
write a 1-page paper on each of these three, telling 1) where they found this value, 2) why it was important “back then,” and 3) is it still around today.
.
Examine a web browser interface and describe the various forms .docxcravennichole326
Examine a web browser interface and describe the various forms of analogy and composite interface metaphors that have been used in its design. What familiar knowledge has been combined with new functionality? need a couple of paragraphs.. and one reference
need this in the next 4 hours..
.
Examine a scenario that includes an inter-group conflict. In this sc.docxcravennichole326
Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility.
Journal of Personality and Social Psychology, 8
(4), 377-383.
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups
.
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA style, including those in the Learning Resources.
.
Examine a current law, or a bill proposing a law, that has to do wit.docxcravennichole326
Examine a current law, or a bill proposing a law, that has to do with technology and criminal activity. The law can be at the state or federal level. Identify the law or bill, where it comes from, and its purpose or intent. Next, identify positive outcomes if the law is successful. Finally, identify at least two unintended consequences that the law could bring about. . . DUE 4/18, 2021
.
Exam IT 505Multiple Choice (20 questions , 2 points each)Pleas.docxcravennichole326
Exam IT 505
Multiple Choice (20 questions , 2 points each)
Please Submit a word document of your exam. Please DO NOT repeat the questions. Only submit your answers for example 1.A, 2. B……Ect
1. Which of the following is NOT one of the typical characteristics of back-end networks?
A. high data rate B. high-speed interface
C. distributed access D. extended distance
2. Problems with using a single Local Area Network (LAN) to interconnect devices
on a premise include:
A. insufficient reliability, limited capacity, and inappropriate network
interconnection devices
B. insufficient reliability, limited capacity, and limited distances
C. insufficient reliability, limited distances, and inappropriate network
interconnection devices
D. limited distances, limited capacity, and inappropriate network
interconnection devices
3. Which of following is NOT one of the designs that determines data rate and
distance?
A. the number of senders B. the number of receivers
C. transmission impairment D. bandwidth
4. The fact that signal strength falls off with distance is called ________________.
A. bandwidth B. attenuation
C. resistance D. propagation
5. Which of the following is NOT one of the distinguishing characteristics for optical
fiber cables compared with twisted pair or coaxial cables?
A. greater capacity B. lower attenuation
C. electromagnetic isolation D. heavier weight
6.________ is a set of function and call programs that allow clients and servers to intercommunicate.
A. IaaS B. SQL C. API D. Middleware
7. A computer that houses information for manipulation by networked clients is a __________.
A. server B. minicomputer C. PaaS D. broker
8. ________ is software that improves connectivity between a client application and a server.
A. SQL B. API C. Middleware D. SAP
9. The inability of frame relay to do hop by hop error control is offset by:
A. its gigabit speeds B. its high overhead
C. the extensive use of in-band signaling D. the increasing reliability of networks
10. All Frame Relay nodes contain which of the following protocols?
A. LAPB B. LAPD
C. LAPF Core D. LAPF Control
11. The technique employed by Frame Relay is called __________.
A. inband signaling B. outband signaling
C. common channel signaling D. open shortest path first routing
12. In ATM, the basic transmission unit is the ________.
A. frame B. cell
C. packet D. segment
13. When using ATM, which of the following is NOT one of the advantages for the
use of virtual paths?
A. less work is needed to set a virtual path
B. the network architecture is simplified
C.
EXAM
Estructura 8.1 - Miniprueba A
Verbos
Complete the chart with the correct verb forms.
infinitivo
seguir
(1) [removed]
yo
(2) [removed]
morí
tú
seguiste
(3) [removed]
nosotras
seguimos
(4) [removed]
ellos
(5) [removed]
murieron
Completar
Fill in the blanks with the correct preterite forms of the verbs in parentheses.
Diego y Javier [removed] (conseguir) un mapa.
Esta mañana usted [removed] (despedirse) de los estudiantes.
Tú [removed] (sentirse) mal ayer.
La semana pasada yo no [removed] (dormir) bien.
Amparo [removed] (preferir) comer en casa.
Oraciones
Write sentences using the information provided. Use the preterite and make any necessary changes.
Modelo
Edgar / preferir / pollo asado
Edgar prefirió el pollo asado.
Álvaro y yo / servir / los entremeses
[removed]
¿quién / repetir / las instrucciones?
[removed]
ayer / yo / despedirse / de / mis sobrinos
[removed]
ustedes / dormirse / a las diez
[removed]
La cena
Fill in the blanks with the preterite form of the appropriate verbs from the list. Four verbs will not be used.
abrir
conseguir
escoger
leer
mirar
pedir
preferir
probar
repetir
sentirse
servir
vestirse
Anoche Jorge, Iván y yo salimos a cenar a Mi Tierra, un restaurante guatemalteco. Nosotros
(1) [removed]
este lugar porque Jorge
(2) [removed]
una reseña (
review
) en Internet que decía (
said
) que la comida es auténtica y muy sabrosa. No es un restaurante elegante; entonces nosotros
(3) [removed]
de bluejeans. De verdad, en Mi Tierra mis amigos y yo
(4) [removed]
como (
like
) en casa. El camarero que nos
(5) [removed]
fue muy amable. Para empezar, Jorge e Iván
(6) [removed]
tamales, pero yo
(7) [removed]
esperar el plato principal: carne de res con arroz y frijoles. Comimos tanto (
so much
) que no
(8) [removed]
nada de postre (
dessert
). ¡Fue una cena deliciosa!
.
Examine current practice guidelines related to suicide screeni.docxcravennichole326
Examine current practice guidelines related to suicide screening and prevention and how they could pertain to John.
Choose two of the following questions to answer as part of your initial post.
What events in John's life created a "downward spiral" into homelessness and hopelessness? Which events were related to social needs, mental health needs, and medical needs, and which could health care have addressed?
What were some of the barriers John faced in accessing medical care and mental health care?
How does homelessness and mental illness intersect? Do you believe homelessness may develop because of a mental health issue, or do you believe those who become homeless eventually sink into psychological despair?
The tipping point for many people who live at the margins of society may be things that could have been managed given the right support. How can your role as an APRN help identify, alleviate, or support those who are in need like John?
In your own experience, have you encountered a homeless individual? What was that like? Do you recall what you were thinking?
Please include at least three scholarly sources within your initial post.
Rubric:
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understandin.
Examine Case Study Pakistani Woman with Delusional Thought Processe.docxcravennichole326
Examine Case Study: Pakistani Woman with Delusional Thought Processes.
You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
BACKGROUND
The client is a 34-year-old Pakistani female who moved to the United States in her late teens/early 20s. She is currently in an “arranged” marriage (her husband was selected for her since she was 9 years old). She presents to your office today following a 21 day hospitalization for what was diagnosed as “brief psychotic disorder.” She was given this diagnosis as her symptoms have persisted for less than 1 month.
Prior to admission, she was reporting visions of Allah, and over the course of a week, she believed that she was the prophet Mohammad. She believed that she would deliver the world from sin. Her husband became concerned about her behavior to the point that he was afraid of leaving their 4 children with her. One evening, she was “out of control” which resulted in his calling the police and her subsequent admission to an inpatient psych unit.
During today’s assessment, she appears quite calm, and insists that the entire incident was “blown out of proportion.” She denies that she believed herself to be the prophet Mohammad and states that her husband was just out to get her because he never loved her and wanted an “American wife” instead of her. She tells you that she knows this because the television is telling her so.
She currently weighs .
Examination of Modern LeadershipModule 1 Leadership History, F.docxcravennichole326
Examination of Modern Leadership
Module 1: Leadership: History, Fundamentals, and the Modern Context
Module 1 content establishes the context for the entire course dedicated to the examination of modern and postmodern leadership. The introduction of critical theory and its use in ORG561 provides a framework for investigation. The context of social, economic, political, and technological environments informs an exploration of modern and postmodern leadership approaches. Emphasis on leader self-awareness sets the stage for reflection, introspection, and personal leadership development.
Learning Outcomes
1. Compare and contrast historical leadership concepts against modern and postmodern organization needs.
2. Analyze leadership approaches using a critical framework.
3. Construct a personal leadership biography.
For Your Success & Readings
A key to success in ORG561 is to start early, build, reflect, reinforce, build, reflect, and reinforce.
Begin each week’s study by reading and comprehending the learning outcomes. Learning outcomes are always revealed in assignments, discussions, and lectures. Likewise, learning outcomes are reflected in rubrics, which are used as objective measures for scoring and grading. Establish the learning outcomes as your checklist for success.
In Module 1 criticaltheory is introduced through the readings, lecture, discussion, and Critical Thinking Assignment. The critical approach provides new frameworks on which to research leadership. You may not be familiar with critical inquiry, so seize the opportunity to advance your analytic skills. You are expected to use one or more critical frames in each module of this course. Take the time this week to fully understand the reasoning and context of critical theory.
Studying the history of leadership requires reading publications from earlier eras. Notice that some of the required and recommended readings for Module 1 are not current publications, but these contribute to understanding the earlier periods of organization and leadership study.
Postmodern leadership literature expounds on the notion that self-awareness is a critical component required to lead. In ORG561, the thread of self-examination is woven throughout the course. You will have opportunities to move beyond reflection to develop a better understanding of personal assumptions and biases, skills and competencies, and professional development plans, all related to leadership. Embrace the opportunity!
Required
· Introduction and Chapters 1 & 2 in Leadership: A Critical Text
· Axley, S. R. (1990). The practical qualities of effective leaders. Industrial Management, 32(5), 29-31.
· Brocato, B., Jelen, J., Schmidt, T., & Gold, S. (2011). Leadership conceptual ambiguities.Journal of Leadership Studies, 5(1), 35-50. doi:10.1002/jls.20203
· Gandolfi, F., & Stone, S. (2016). Clarifying leadership: High-impact leaders in a time of leadership crisis. Revista De Management Comparat International, 17(3), 212-224.
· Blom, M. .
Examine current international OB issues that challenge organizat.docxcravennichole326
Examine current international OB issues that challenge organizational leaders to resolve critical issues involving cross-cultural communication, negotiation, leadership, motivation, decision-making, among others.
(1) identify the key organizational behavior issues facing management,
(2) what impact the international environment has on these issues,
(3) strategies management should use to overcome these issues,
(4) how these strategies will impact the overall organizational operations, and
(5) identify the potential costs and risks to the organizations of implementing the newly developed strategies.
Offer a set of recommendations, which must be derived from both data and theory. Teams must include aspects of global leadership, global motivation and global team-management in their work.
APA format, Times New Roman (12), 20-25 pages, No plagiarism.
.
Executive Program Practical Connection Assignment .docxcravennichole326
Executive Program Practical Connection Assignment
Component Proficient (15 to 20 points) Competent (8 to 14 points) Novice (1 to 7 points) Score
Assignment
Requirements
Student completed all required
portions of the assignment
Completed portions of the
assignment
Did not complete the required
assignment.
Writing Skills,
Grammar, and APA
Formatting
Assignment strongly demonstrates
graduate-level proficiency in
organization, grammar, and style.
Assignment is well written, and ideas
are well developed and explained.
Demonstrates strong writing skills.
Student paid close attention to spelling
and punctuation. Sentences and
paragraphs are grammatically correct.
Proper use of APA formatting. Properly
and explicitly cited outside resources.
Reference list matches citations.
Assignment demonstrates graduate-
level proficiency in organization,
grammar, and style.
Assignment is effectively
communicated, but some sections
lacking clarity. Student paid some
attention to spelling and
punctuation, but there are errors
within the writing. Needs attention
to proper writing skills.
Use of APA formatting and citations
of outside resources, but has a few
instances in which proper citations
are missing.
Assignment does not demonstrate
graduate-level proficiency in
organization, grammar, and style.
Assignment is poorly written and
confusing. Ideas are not
communicated effectively. Student
paid no attention to spelling and
punctuation. Demonstrates poor
writing skills.
The assignment lacks the use of APA
formatting and does not provide
proper citations or includes no
citations.
Maintains
purpose/focus
Submission is well organized and has a
tight and cohesive focus that is
integrated throughout the document
Submissions has an organizational
structure and the focus is clear
throughout.
Submission lacks focus or contains
major drifts in focus
Understanding of
Course Content
Student demonstrates understand of
course content and knowledge.
Student demonstrates some
understanding of course content
and knowledge.
Student does not demonstrate
understanding of course content and
knowledge.
Work Environment
Application
Student strongly demonstrates the
practical application, or ability to apply,
of course objectives within a work
environment.
Student demonstrates some
practical application, or ability to
apply, of course objectives within a
work environment.
Student does not demonstrate the
practical application, or ability to
apply, of course objectives within a
work environment.
Executive Program Practical Connection Assignment
At UC, it is a priority that students are provided with strong educational programs and courses that
allow them to be servant-leaders in their disciplines and communities, linking research with practice and
kn.
Executive Program Practical Connection Assignment Component .docxcravennichole326
Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
.
Executive Program Group Project Assignment Component Profi.docxcravennichole326
Executive Program Group Project Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
Criteria Excellent Satisfactory Less than Satisfactory Not Completed
Log
Completion
4 points
Food logs are
complete with detailed
food/beverage items
3 points
Food logs are
complete but lack
some detail on
food/beverage items
(3 pts)
2 points
Food logs are
complete are missing
substantial detail on
food/beverage items
0 points
Student did not
complete this
component of the
project.
/ 4
Por.
Executive Practical Connection Activityit is a priority that stu.docxcravennichole326
Executive Practical Connection Activity
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment:
Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Requirements:
· Provide a 500 word (or 2 pages double spaced) minimum reflection.
· Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
· Share a personal connection that identifies specific knowledge and theories from this course.
· Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
· You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace.
MY ROLE: BIGDATA/KAFKA ADMIN
Need Plagiarism report for this Assignement.
****Directions
Choose from one of the following tweets and answer the 4 questions, Include at least one scholarly source***** The link is included in each tweet for more information.
1. Identify a healthcare issue within your community and explain the issue to your class colleagues. (You may use the same issue you identified in Week 2, but please expand your responses to address this week's focus).
2. Describe the type of healthcare policy you would advocate for in an effort to change this issue.
3. What type of campaign would you need to launch in order to gather a network of support?
4. Compose a Tweet that describes what you have shared with your class colleagues. Remember, Twitter only allows for 140 characters so you will need to be concise.
1. NR708HealthPol Retweeted
Tara Heagele, PhD, RN, PCCN, EMT@TaraHeagele
#NurseTwitter Hurricane season starts today! Helping Vulnerable People Before Disasters Strike | Campaign for Action https://campaignforaction.org/helping-vulnerable-people-before-disasters-strike/#.XtUB00-UAZ4.twitter …
Helping Vulnerable People Before Disasters Strike | Campaign for Action
Floods, tornadoes, heat waves, blizzards, earthquakes, and hurricanes threaten the health and well-being of millions of people each year
campaignforaction.org
13h
·
·
2. NR708HealthPol Retweeted
Diana Mason@djmasonrn
By @AmyAnderso.
Executive FunctionThe Search for an Integrated AccountMari.docxcravennichole326
Executive Function
The Search for an Integrated Account
Marie T. Banich
Department of Psychology & Neuroscience, and Institute of Cognitive Science, University of Colorado at Boulder;
Department of Psychiatry, University of Colorado Denver
ABSTRACT—In general, executive function can be thought
of as the set of abilities required to effortfully guide be-
havior toward a goal, especially in nonroutine situations.
Psychologists are interested in expanding the under-
standing of executive function because it is thought to be a
key process in intelligent behavior, it is compromised in a
variety of psychiatric and neurological disorders, it varies
across the life span, and it affects performance in compli-
cated environments, such as the cockpits of advanced
aircraft. This article provides a brief introduction to the
concept of executive function and discusses how it is
assessed and the conditions under which it is compromised.
A short overview of the diverse theoretical viewpoints re-
garding its psychological and biological underpinnings is
also provided. The article concludes with a consideration
of how a multilevel approach may provide a more inte-
grated account of executive function than has been previ-
ously available.
KEYWORDS—executive function; frontal lobe; prefrontal
cortex; inhibition; task switching; working memory; atten-
tion; top-down control
Like other psychological constructs, such as memory, executive
function is multidimensional. As such, there exists a variety of
models that provide varying viewpoints as to its basic component
processes. Nonetheless, common across most of them is the idea
that executive function is a process used to effortfully guide
behavior toward a goal, especially in nonroutine situations.
Various functions or abilities are thought to fall under the rubric
of executive function. These include prioritizing and sequencing
behavior, inhibiting familiar or stereotyped behaviors, creating
and maintaining an idea of what task or information is most
relevant for current purposes (often referred to as an attentional
or mental set), providing resistance to information that is dis-
tracting or task irrelevant, switching between task goals, uti-
lizing relevant information in support of decision making,
categorizing or otherwise abstracting common elements across
items, and handling novel information or situations. As can be
seen from this list, the functions that fall under the category of
executive function are indeed wide ranging.
ASSESSING EXECUTIVE FUNCTION
The very nature of executive function makes it difficult to
measure in the clinic or the laboratory; it involves an individual
guiding his or her behavior, especially in novel, unstructured,
and nonroutine situations that require some degree of judgment.
In contrast, standard testing situations are structured—partic-
ipants are explicitly told what the task is, given rules for per-
forming the task, and provide.
Executive Compensation and IncentivesMartin J. ConyonEx.docxcravennichole326
Executive Compensation and Incentives
Martin J. Conyon*
Executive Overview
The objective of a properly designed executive compensation package is to attract, retain, and motivate
CEOs and senior management. The standard economic approach for understanding executive pay is the
principal-agent model. This paper documents the changes in executive pay and incentives in U.S. firms
between 1993 and 2003. We consider reasons for these transformations, including agency theory, changes
in the managerial labor markets, shifts in firm strategy, and theories concerning managerial power. We show that
boards and compensation committees have become more independent over time. In addition, we demonstrate
that compensation committees containing affiliated directors do not set greater pay or fewer incentives.
Introduction
E
xecutive compensation is a complex and con-
troversial subject. For many years, academics,
policymakers, and the media have drawn atten-
tion to the high levels of pay awarded to U.S.
chief executive officers (CEOs), questioning
whether they are consistent with shareholder in-
terests.1 Some academics have further argued that
flaws in CEO pay arrangements and deviations
from shareholders’ interests are widespread and
considerable.2 For example, Lucian Bebchuk and
Jesse Fried provide a lucid account of the mana-
gerial power view and accompanying evidence.3
Marianne Bertrand and Sendhil Mullainathan too
provide an analysis of the ‘skimming view’ of CEO
pay.4 In contrast, John Core et al. present an
economic contracting approach to executive pay
and incentives, assessing whether CEOs receive
inefficient pay without performance.5 In this pa-
per, we show what has happened to CEO pay in
the United States. We do not claim to distinguish
between the contracting and managerial power
views of executive pay. Instead, we document the
pattern of executive pay and incentives in the
United States, investigating whether this pattern
is consistent with economic theory.
The Context: Who Sets Executive Pay?
B
efore examining the empirical evidence pre-
sented in this paper, it is important to consider
the pay-setting process and who sets executive
pay. The standard economic theory of executive
compensation is the principal-agent model.6 The
theory maintains that firms seek to design the most
efficient compensation packages possible in order to
attract, retain, and motivate CEOs, executives, and
managers.7 In the agency model, shareholders set
pay. In practice, however, the compensation com-
mittee of the board determines pay on behalf of
shareholders. A principal (shareholder) designs a
contract and makes an offer to an agent (CEO/
manager). Executive compensation ameliorates a
moral hazard problem (i.e., manager opportunism)
arising from low firm ownership. By using stock
options, restricted stock, and long-term contracts,
shareholders motivate the CEO to maximize firm
value. In other words, shareholders try to design
optimal compensation packages .
Executing the StrategyLearning ObjectivesAfter reading.docxcravennichole326
Executing the Strategy
Learning Objectives
After reading this chapter, you should be able to:
• Distinguish good operational plans from weak ones.
• Detail the value of tracking progress on all operational plans.
• Discuss why emergent strategies occur and how they might affect an organization’s
current strategy.
• Implement the ten basic steps of a generic strategic formulation process.
• Manage, improve, and evaluate an existing strategic management process.
Chapter 9
Neil Webb/Ikon Images/Getty Images
spa81202_09_c09.indd 247 1/16/14 10:08 AM
CHAPTER 9Section 9.1 Managing Operational Plans
Implementing a strategy (see Figure 1.1) in the real world is not a leisurely swim across
a calm pond on a sunny day, but rather like crossing from one bank of a raging river to
the other, encountering hidden eddies, fog, driving rain, lightning, and riptides along the
way. While it is not impossible to reach the other bank (the goal), the task often becomes
one of overcoming obstacles and making constant adjustments without losing sight of the
goal. Implementation is like that. Even the most brilliant strategy is worthless if it cannot
be implemented.
This chapter focuses on strategy execution and its difficulties. Part of the chapter is devoted
to assessing, improving, and managing the strategy formulation process itself.
9.1 Managing Operational Plans
The process for obtaining board approval of operational plans is covered in this chapter.
Exactly what is it that gets approved? An operational plan is a document that specifies the
projects or tasks that must be accomplished to achieve particular operational objectives.
Many of these plans will contain activities that are ongoing. Some will include plans for
enhanced or new services. Details specified in operational plans include the names of those
who will be involved and the indi-
vidual responsible for each one, what
equipment will be needed, when each
will start and end, and the estimated
costs for each activity. Given the level
of detail required, it should come as
no surprise that an operational plan
for a large functional unit, such as the
nursing department in a hospital, can
run to many pages, as there are lots of
activities to be detailed. Operational
plans for small HSOs such as physi-
cian clinics and community health
centers may be just a few pages long
unless new strategic initiatives are to
be undertaken.
It takes contributions from everyone
who will be involved in that HSO’s
operations to create such plans. They
will make sure that continuing cur-
rent operations are included in the plans, which is easily done. What adds a level of com-
plexity and difficulty is incorporating additional tasks demanded by a change in strategy.
Consider the following scenarios, which illustrate the difficulty in creating operational
plans that involve more than simply repeating what was done the previous year:
Javier Larrea/age fotostock/Getty Ima.
Executing Strategies in a Global Environment Examining the Case of .docxcravennichole326
Executing Strategies in a Global Environment: Examining the Case of Federal Express 5-7 pages
Requirements:
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Example 1Research MethodologyTranscendental phenomenology is a.docx
1. Example 1
Research Methodology
Transcendental phenomenology is a research methodology
where researchers gain first-hand information about the
participant’s experience with the specific phenomenon. The
researcher then reports that information just as the participant
expressed it, without adding in any biases or interpretations
(Percy & Kostere, 2008). Creswall and Poth (2018) have said
that transcendental phenomenology would be best used when the
goal is to obtain the participant’s raw feelings and lived
experience about a phenomenon.
The sampling strategy that will be utilized is utilization focused
sampling. In this sampling strategy, cases are selected in order
to provide researchers with in-depth information that can lead to
better decision-making in the future (Patton, 2015). This
sampling strategy was chosen because they study will focus on
parent experiences with token economies, which will provide
practitioners with better direction on token economy
implementation. If researchers find out what the families liked
and didn’t like about the token economy, then future
implementation could potentially exclude some of those disliked
portions to make the token economy more likely to be
implemented by families.
Data will be collected through interview. In order to ensure that
researcher bias is not included, the researcher will bracket her
own beliefs in the margin (Capella, 2006). The sample size will
be approximately 8 participants. Creswall and Poth (2018)
reported that a sample size for phenomenology ranges from 3-
15. By choosing 8 participants, there leaves room for
participants to drop out, hopefully without falling below the
recommended minimum.
Interview Questions
1. Prior to this study, what were some experiences you have had
2. with a token economy?
2. What are your feelings about the token economy?
3. What did you like about the token economy?
4. What did you dislike about the token economy?
5. Can you describe a time where you experienced a
complication with the token economy?
6. What were some things that were particularly easy about the
token economy?
7. What were some things that were particularly difficult about
the token economy?
8. How would you feel if you were asked to implement a token
economy for another month?
9. How did your child adjust to the token economy?
10. What were some changes you had to make in order to
develop the token economy?
Professor feedback
Below is general feedback that I am going to try to share with
everyone:
Researchers have to be sure that they identify an appropriate
sampling strategy and sample size, and then provide support for
the choices that are made (support from primary sources, not
textbooks). The decisions that are made regarding the strategies
that are used to conduct the study need to be presented with a
well-supported rationale. In other words, after you have read
about the various sampling methods used within qualitative
research, choose the method that best fits your study, and then
provide the reasons that you decided to utilize the sampling
strategy that was chosen. The reason should be related to the
goal of your study, which is to obtain data capable of answering
the research question, and presented with support.
It will also be necessary to determine the appropriate sample
size. Capella requires 8 to 14 participants with the stipulation
that data collection will continue until data saturation is
achieved. The sample size will need to be supported. One way
to support a specific 'sample size' is to locate similar, recently
3. published studies using the same method, and review the sample
sizes that were needed to complete the studies. You can then
provide insight into the sample sizes that are typical, and utilize
that range as a goal (and then stipulate that the overall goal is
data saturation). For example, if you locate several similar
studies using your method that were successfully completed
using sample sizes ranging from 10 to 20 participants, you can
state that your sample size aligns with these studies and will
seek to secure 8 to 14 participants, but continue recruitment and
data collection until data saturation is achieved.
When describing the data collection methods, keep in mind that
data collection includes the methods that are used to
capture, de-identify, transform, store, and manage the data that
is collected. The methods that will be used to recruit
participants and collect data will need to be described in detail.
The main instruments that will be used to collect data include
the researcher and the interview questions. For this reason, the
researcher has to take steps to reduce bias and the
interview questions have to be open (can't be answered with one
or a few words) and aligned closely to the research question.
Since the only question that the researcher truly wants to
answer is the research question, the first question posed to
participants within an interview would simply be the research
question posed as a question to the participant. You want to
explore the behaviors, emotions, thoughts, and influential
factors surrounding a particular experience. Questions that
probe things outside of the experience, like anything that led up
to or happened subsequent to the experience, wouldn't be
explored. When developing the interview questions, researchers
have to avoid making assumptions and asking questions that are
leading. They also should avoid asking compound question
(multiple questions embedded in one question). This can
overwhelm participants and reduce the amount of data that is
collected. Participants will usually only answer one portion of
compound question in detail. Framing questions in an open and
non-leading manner provides researchers with the opportunity
4. to collect large amounts of unbiased data capable of providing
an in-depth answer to the research question.
Use this feedback to further develop what is presented.
Dr. Roberts
Professor feedbackTop of Form
The interview questions that you put together are
good, Mashonda. You could also ask them to tell you about
their personal experiences using this method, what they would
tell someone else that was thinking about using this method, or
to even tell you a story about using this method. A great way to
end the interview is to simply ask them if there is anything else
that they think is important to know that wasn't shared in the
interview. Thank you for what you contributed to this
discussion this week.
Example 2
Topic: Burnout and stress among direct support professionals
(DSPs)
Methodological Approach:Phenomenological Research
Sampling Strategy: Purposeful Sampling- Typical Cases
Rationale: Purposeful Sampling is the selection of cases that are
best suited to provide insight into the research question (Patton,
2015). To select participants that can explain the average
experience, the typical case method can be used (Patton, 2015).
A sample of average aged people who have worked residential
direct support for the mean years of tenure would help provide a
clear picture of what could be a normal experience (Patton,
2015). This study does not serve to make definitive statements,
just highlight the burnout in this population which this
technique is illustrative of (Patton, 2015).
5. Sample Size: Sample size is important when considering the
purpose and rationale of a study (Patton, 2015). Typically,
phenomenological research has 5 to 25 participants included
(Creswell & Poth, 2018). I would like to choose a slightly larger
minimum sample size of 15 to maximize breadth across
participants as I am looking to determine a cultural phenomenon
of burnout (Patton, 2015).
Data Collection Procedures: After finding a sample that has
experienced the phenomenon of burnout, typically
phenomenology includes multiple interviews with the identified
participants (Creswell & Poth, 2018). This data is transcribed
into digital files and evaluated to create textual and structural
descriptions (Creswell & Poth, 2018). Additional data that can
be collected beyond self-reflection can include depictions of the
unique experience outside of the context of the project although
this may be challenging to obtain for this population (Creswell
& Poth, 2018).
Open-Ended Questions:
1. How do direct support professionals experience burnout?
2. How does their workplace environment support their well-
being?
3. What stressors do DSPs experience at work?
4. What stressors do they experience at home?
5. How is burnout defined?
6. How do they cope with their life stressors?
7. What makes the role of a DSP unique?
8. What do they hope for in their career?
9. How long do they intend to stay in this role?
10. How has burnout affected their perception of the people
they work with?
Professor Feedback
Be careful to remain focused on inner experiencing, only
explore the topic of interest, and not allow your personal
assumptions to creep into the interview
6. questions, Amanda. Phenomenology explores inner experience,
and would ask questions such as the following: What was it
like? What were the dimensions of the experience? What
feelings were experienced? What bodily sensations were
experienced? What stood out within this experience? Sometimes
thinking about what you would want to ask participants helps
determine the focus of the study. If you wanted to explore outer
world experiencing then you would need to consider a different
method. Keep everything focused on the internal world of the
participant and you will remain aligned with this method. I hope
that this helps.
Dr. Roberts
Bottom of Form
Article
The Role of Self-
Esteem in Suicides
Among Young Men
Mette Lyberg Rasmussen
1
, Kari Dyregrov
1,2
,
Hanne Haavind
3
, Antoon A. Leenaars
7. 1
, and
Gudrun Dieserud
1
Abstract
This study explores self-esteem in suicide among young males
with no earlier
history of suicide attempt(s) or treatment in mental health
services. The data
come from an ongoing psychological autopsy study; 10 cases of
young men aged
18 to 30, were selected to generate a phenomenologically based
understanding of
the psychological mechanisms and processes involved in the
suicidal process. The
analyses are based on in-depth interviews with 61 closely
connected individuals,
as well as suicide notes. We used Interpretative
Phenomenological Analysis. For
these young men, the transition to young adulthood, a period of
major life chal-
lenges, seemed to be associated with personal defeats.
According to their signifi-
8. cant others, the deceased seemed to have experienced
intolerable discrepancies
between their actual performances and their ideal self standards.
Four themes
emerged from the analysis: (a) striving to find a viable path to
life as an adult man;
(b) experiencing a sense of failure according to own standards;
(c) emotional self-
restriction in relationships; and (d) strong feelings of loneliness
and rejection of
self. Improved understanding of suicides outside the mental
illness paradigm may
have important implications for preventive strategies.
OMEGA—Journal of Death and
Dying
2018, Vol. 77(3) 217–239
! The Author(s) 2015
Reprints and permissions:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/0030222815601514
journals.sagepub.com/home/ome
9. 1
Norwegian Institute of Public Health, Division of Mental
Health, Oslo, Norway
2
Center for Crisis Psychology, Bergen, Norway
3
Department of Psychology, University of Oslo, Norway
Corresponding Author:
Mette Lyberg Rasmussen, Norwegian Institute of Public Health,
Division of Mental Health,
P.O. Box 4404, Nydalen, Norway.
Email: [email protected]
https://us.sagepub.com/en-us/journals-permissions
https://doi.org/10.1177/0030222815601514
journals.sagepub.com/home/ome
http://crossmark.crossref.org/dialog/?doi=10.1177%2F00302228
15601514&domain=pdf&date_stamp=2015-08-19
Keywords
suicide, young men, self-esteem, shame, psychological autopsy,
qualitative analysis,
suicide prevention
Our knowledge base for suicide prevention is largely based on
studies of clinical
populations, often indicating a causal relationship between
10. suicide and mental
disorder (e.g., Cavanagh, Carson, Sharpe, & Lawrie, 2003).
However, several
studies have not supported this causal link, and there is growing
evidence that
not all suicides are preceded by symptoms of serious mental
disorder (Judd,
Jackson, Komiti, Bell, & Fraser, 2012; O’Connor, Sheehy, &
O’Connor, 1999;
Owens, Booth, Briscoe, Lawrence, & Lloyd, 2003). From a
preventive standpoint,
due to high suicide rates among young men, there is a need to
understand more of
the complexity that places men in particular at risk (De Leo,
2002). Further, there
is a need for greater understanding of suicide among individuals
who do not
present symptoms of serious mental illness prior to death
(O’Connor & Sheehy,
2001; Shneidman, 1985). The transition from late adolescence
to young adulthood
is a period of major life challenges and developmental changes
in the self (Erikson,
1968; Harter, 1999), a phenomenon often overlooked by suicide
researchers (King,
Apter, & Zohar, 2007; Leenaars, 2004). In particular, there is a
need to understand
more of the psychological characteristics and mechanisms, such
as self-esteem,
that regulate the dynamics of suicide in young individuals
(Evans, Hawton, &
Rodham, 2005; King et al., 2007). In the present study, self-
esteem was explored
in relation to suicide among young men from a nonclinical
sample.
11. Self-Esteem and Suicide
Significant research on psychological processes leading to
suicidal behavior has,
in various ways, focused on deficits in self-esteem. In analyses
of the self eva-
luative component of the self-concept, negative self-evaluation
in particular has
been identified as a key factor in the suicidal process
(Fergusson, Beautrais, &
Horwood, 2003; Overholser, Adams, Lehnert, & Brinkman,
1995; Thompson,
2010). In several studies, suicide attempters have been found to
have signifi-
cantly lower self-esteem compared with both normal controls
(Dieserud,
Røysamb, Ekeberg, & Kraft, 2001; Grøholt, Ekeberg,
Wichstrøm, &
Haldorsen, 2005; Overholser et al., 1995) and psychiatric
outpatients with no
history of suicidal behavior (Dieserud et al., 2001). While these
studies have
effectively linked negative self-evaluation to suicide attempts,
the nature of
self-esteem in relation to suicide is still poorly understood
(Harter, 2006).
A major problem of much of the research relating to self-esteem
has
been the conceptualization of self-esteem as a global measure of
self-worth
218 OMEGA—Journal of Death and Dying 77(3)
12. (Crocker & Park, 2004; Mruk, 2006). Consequently, research
has been focused
on the examination of the level of self-esteem as the critical
aspect in suicidal
individuals. However, there is evidence suggesting that self-
esteem should be
conceptualized as a multidimensional developmental construct,
including both
competence and worth as primary components (Harter, 1999).
Self-esteem,
defined as, “the conviction that one is competent to live and
worthy of living”
(Branden, 1969, p. 110), is a complex construct (Mruk, 2006). A
person’s self-
esteem may be situation-specific as a person can have different
perception of self-
esteem in different relational contexts (Harter & Whitesell,
2003). In one of
several studies, Harter and Whitesell (2003) found that while
some adolescents
reported stable self-worth across social contexts with parents,
teachers, and
classmates, others reported extreme variations. Other studies
have shown that
people whose self-esteem depends on approval from others can
be particularly
vulnerable toward acceptance and rejection and a need to live
up to own/others’
expectations (Crocker & Park, 2004; Guay, Delisle, Fernet,
Julien, & Sene_cal,
2008; Leary & Guadagno, 2011). Similarly, people whose self-
esteem is based on
their own competencies may be very vulnerable toward failure
or lack of success
in the domain in which they have invested their self-worth
(Crocker & Park,
13. 2004; Crocker & Wolfe, 2001; Deci & Ryan, 1995).
Consequently, a major factor
in self-esteem regulation is the perceived discrepancy between
the ideal and
actual self, such as might be illustrated when one falls short of
expectations or
standards in domains of importance (Deci & Ryan, 1995;
Harter, 1999; Harter &
Whitesell, 2003). Thus, a discrepancy between the ideal and
actual self is sug-
gested to be of central importance for the suicidal self
(Baumeister, 1990; Vohs &
Baumeister, 2010). Yet, such a discrepancy has been largely
unexplored.
The Psychological Autopsy method (PA; Shneidman, 1993) has
become a
primary approach to studying suicide. Qualitative methods of
analyses are con-
sidered particularly suitable for studying the link between self-
esteem and beha-
vior (Mruk, 2006). Thus, there is a need for PA studies based on
in-depth
interviews with many informants, and qualitative methods of
analyses if a
better understanding of the interplay between internal and
external factors influ-
encing self-esteem in suicide is to be attained.
As a person’s self-esteem may vary by relationship context, it is
important to
explore both the mother’s and the father’s perception of how the
relationship
with their son has developed, and how they have handled the
transition from
being a dependent son to an independent young man. In similar
14. ways, due to
identification issues, the standards and ideals of significant
male friends may be
highly influential on the standards and ideals of the deceased.
The issue of sexual
identity and capacity for intimacy is of central existential value
to young men
(Erikson, 1968). This may be explored by information from
intimate partners of
the deceased. Through all significant relationships, self-esteem
will be intrinsi-
cally connected to standards of masculinity in the transition to
adulthood
(Connell, 2005).
Rasmussen et al. 219
The aim of the present study was to analyze the role of self-
esteem in the
suicidal process of young men with no prior psychiatric
treatment and no pre-
vious suicide attempts, in their transition from late adolescence
to young
adulthood.
Method
A Phenomenological Approach
The study is based on data from an ongoing PA study (Dieserud,
2006) where
the main purpose is to generate a phenomenologically based
understanding of
the psychological mechanisms and processes involved in the
15. suicidal process, by
means of qualitative analyses. The study was based on in-depth
interviews and
suicide notes when available.
Sample
A sample of 10 young men who died by suicide was studied by
analyzing in
depth-interviews of four to eight key informants related to each
suicide, as well
as six suicide notes. A total of 61 individuals, who were closely
connected to the
deceased, were interviewed. All informants were over 18 years
old.
The suicides of these 10 young men were selected from a total
of 20 suicides
from the PA study, among individuals with no prior psychiatric
treatment and
no previous suicide attempts. The selection was based on the
first author’s first
reading, rereading, and the construction of case narratives of all
20 suicides (120
interviews). A bottom-up approach starting with no fixed
notions as to what
would emerge from the narratives of the informants was used.
As self-esteem
issues became more and more salient in the construction of the
case narratives of
the young men due to a problematic doubleness in their self in
the transition to
adulthood, the choice of sample was governed by a wish for a
deeper exploration
of the role of self-esteem in these suicides. The doubleness was
related to how
16. these young men apparently had normal and successful
developmental processes
in the transition to adulthood, yet at the same time, struggled
with difficulties
related to normal developmental tasks. The 10 young deceased
were all between
18 and 30 years of age, and represent all men under the age of
30 in the PA
study. Both parents of the deceased were included as
informants, with one
exception where the father not available. Additionally, in most
cases, the siblings
of the deceased were also included as informants. Five of the
deceased have had
serious relationships to girlfriends, all these young woman were
included as
participants. All the deceased had between one and five close
male friends
who were also included as informants. Three of the deceased
young men
had lived together with their parents, five lived in rented
apartments or
houses, and two were homeowners. Three of the deceased were
students
220 OMEGA—Journal of Death and Dying 77(3)
(high school/university), five were employed, and two were
unemployed. One of
the deceased was a father. The methods of suicide included
hanging (8) and
shooting (2). Almost all interviews took place between 6 and 18
months after
the suicide; in one case, the interviews took place within 24
17. months of the
suicide.
Procedure
Data were collected from all municipalities in the 7 of 19
counties in Norway
with the highest number of suicides in 2003. All suicides took
place during the
time period 2005 to 2009. Chief municipal medical officers in
the selected muni-
cipalities were asked to (a) identify cases of suicide based on
death certificates
and forensic reports; (b) ensure the exclusion of those with
previous suicide
attempts and previous treatment in mental health services; and
(c) contact the
General Practitioner of the deceased, who provided the name
and address of
the deceased’s next of kin. The chief municipal medical officer
sent a letter to the
next of kin with thorough information about the project and
purpose of the
study. A consent form that the next of kin had to return to the
project
leader should they wish to participate was also included. In the
letter, the infor-
mants were asked to provide suicide notes, if available. To
shorten the time
needed for data collection, some informants were recruited by
Center for
Crisis Psychology in Bergen. As soon as the completed consent
form was
received, the informant was contacted by phone, by the
interviewer, and a
time and place for the interview was agreed on. After the
18. interview, the infor-
mant was asked to provide names and addresses of at least four
other infor-
mants who knew the deceased well. The procedure of sending a
letter and
consent form was then repeated, but now the letter was sent
from the project
leader (G. D.). Most of the interviews were conducted in the
homes of the
informants, some in the researchers’ offices, and some at hotels,
depending on
the preferences of the informants.
The interviews started with a narrative section, which opened
with the
researcher posing a question about the informants’ perception as
to what led
to the suicide: “What are your thoughts on the circumstances
that led to the
suicide of . . .?” This part of the interview was governed
primarily by allowing
the informant to speak without any interruptions or leading
questions from the
interviewer. After this section was completed, a problem-
focused part of the
interview was performed. In this part, the interviewer asked
focused questions
about topics not previously covered in the narrative section. The
informants
were also asked to clarify details from the narrative that needed
to be fol-
lowed-up or verified to ensure that the information provided
was correctly
perceived by the interviewer. A theme guide consisting of 16
categories based
on Shneidman (1993) was used. The themes in this study cover
19. details of the
death, personal, and family history of the deceased, relationship
issues,
Rasmussen et al. 221
personality, lifestyle, patterns of reaction to stress, alcohol or
drug use, changes
in the deceased before death, and strengths and successes.
Three researchers with extensive experience and knowledge in
the field of
suicidology and in-depth interviewing of bereaved individuals
conducted the
interviews (M. L. R., K. D., and G. D.). The interviews, lasting
an average of
2.5 hr (range 1.5–3 hr), were audio-taped and transcribed
verbatim. Each inter-
view contained approximately 30 to 40 transcribed pages. To
strengthen the
interrater reliability of the transcriptions, a coding system for
paralinguistic
expressions including verbal pauses, laughter, and crying was
used by two
trained transcribers.
Ethical Considerations
All procedures were conducted in accordance with the Helsinki
declaration. The
study was approved by the Norwegian Regional Committee for
Medical
Research Ethics and the Data Inspectorate of Norway. The
informants were
20. contacted by letter in order to reduce pressure on informants
concerning parti-
cipation. In the recruitment letter, the purpose, method, and
procedure of the
study were described, and the informants were offered
telephone contact with
the researcher for more information. The participants were
assured of anonym-
ity, confidentiality, and freedom to withdraw from the study at
any time. Thus,
care of the participants during the entire research process was
performed accord-
ing to recommendations for research on vulnerable populations
(Dyregrov,
2004). Informants were informed that data would be published
in a nonidentifi-
able way. At the end of the formal interview, a debriefing
conversation was held
to allow the participants ask questions, as well as for the
researcher to ensure
that the participants were not left in distress. Arrangements with
mental health
services were made for the participants who were in need for
such.
Analysis of Data
Qualitative analysis was conducted following the flexible
guidelines of
Interpretative Phenomenological Analysis (IPA; Smith, Flowers,
& Larkin,
2009). Since this study is concerned with the exploration of
psychological pro-
cesses and mechanisms involved in suicide, the procedure
adopted involved
treating the interviews and suicide notes around each suicide as
21. one set of
data. The analysis was carried out case by case, with an
awareness of how
each informant filled the existential space between the deceased
and the infor-
mant as a male friend, as a brother, as a son, and as a boyfriend.
Additionally,
since it was another person who was telling about—or trying to
imagine–what
was on the mind of the deceased, it was important that the
informants were able
to locate their notions about what could matter to the deceased
during his life
and in the period prior to the suicide, in actual experiences.
Experiences could be
222 OMEGA—Journal of Death and Dying 77(3)
from their (longstanding) relationship and anchored in events
that took place in
time and social space. Thus, each of these young men was the
subject of the
analyses in relation to the existential issues (i.e., issues that
matter for building
and sustaining a sense of freedom and self-determination) at
stake in their life
prior to the suicide. In this sense, each informant was invited to
contribute to an
“insider” perspective as they saw it. During the interviews,
“how do we know
him” was an ongoing issue, open to interpretation and critical
questions from
the interviewer. In the analyses, when all interviews around the
same case were
22. pieced together, the researchers were concerned about
construing the deceased
as a subject and the suicide as influenced by the existential
places that the
deceased had inhabited. Thus, in line with the
phenomenological and hermeneu-
tical obligations of IPA, critical questions about the
interpretations were con-
tinually asked during the data analysis. By letting the deceased
be the subject for
our analysis, the researchers interpreted the informants’
interpretations of the
deceased, through a triple hermeneutics (Smith et al., 2009).
The next stage of the analysis was to compare all the 10 cases
with each other,
looking for emerging themes and dynamics in the regulation of
self-esteem in the
transition to adulthood. For the first author, this involved
returning to all the
transcripts connected to each suicide and transforming the
initial thoughts
and questions to the data, based on notes from the first close
readings, to
codes for the emerging themes. The search was for themes that
emerged
across the cases. This involved both themes that emerged from
comparing exis-
tential issues from informants who shared the same position,
like being with
friends, being with mother, being with father, and so forth, and
themes that
emerged as similar for some cases across all of the interviews
connected to the
same suicide. Existential issues are telling the researcher about
who one can—or
23. cannot—be in the world, and existential places connect people
in specific posi-
tions. The regulation of self-esteem and the possible meanings
of the suicidal act
could therefore be seen as a set of tensions and movements
between “actual and
idealized existential places.” In keeping with the IPA
idiographic commitment, it
was important to allow new themes to emerge within each case
when they were
compared with other cases. In this way, the interpretation
became an interactive
process where the researcher moved back and forth between the
various analy-
tical stages, between the different informants around each
suicide as well as
between the suicides—always sticking to what the participants
said. The con-
cluding stage was to look for and connect all the superordinate
themes across the
suicides.
The validity and credibility of the analyses was based on
triangulation on
three levels. First, by using the PA-method, interviewing four to
eight indivi-
duals with close relationships to the deceased and analyzing
suicide notes, it is
assumed that it is possible to construct a valid picture of the
deceased.
Second, through a critical examination by the interpreters, who
were the
actual interviewers (M. L. R., K. D., and G. D.), attempts were
made to
Rasmussen et al. 223
24. reduce interviewer bias. Third, the analysis was conducted by
the first author
(M. L. R.). To ensure that the analysis is not confined to one
perspective, the
developing analyses were continuously discussed within the
other authors and
within the research team (Yardley, 2008). Regarding reflexivity,
the first, second,
and fifth authors are female psychologists/sociologist with long
experience in
working with suicide prevention, suicide attempters, suicide
bereaved, and qua-
litative methodology. The third author is a female professor in
clinical psychol-
ogy with considerable experience within developmental
psychology and a nestor
within qualitative research. The fourth author is a male
psychologist and a very
experienced suicidologist, with a strong international
reputation.
Results
Based on the qualitative analysis (IPA), four superordinate
themes emerged: (a)
striving to find a viable path to life as an adult man; (b)
experiencing a sense of
failure according to own standards; (c) emotional self-
restriction in relation-
ships; and (d) strong feelings of loneliness and rejection of self.
Quotes are
used to substantiate each of the superordinate themes, although
in an anon-
25. ymous way.
Striving to Find a Viable Path to Life as an Adult Man
All the deceased were described as coming from resourceful
families in the sense
that the men had grown up with both parents, or a mother, and a
father figure.
Parents, siblings, and friends would all describe the living
conditions of the
deceased as quite ordinary (very good) and before the suicide,
the men func-
tioned within the range of normality. The friends of these young
men talked
about deceased as individuals who were more or less in the
same life situation
as themselves, with respect to having good jobs, being
financially stable, and
as having many of the same interests in life. Although some of
the deceased
were described as excellent in their work, or as talented
students, these men
still seemed to move in the direction of overachievers or as
persons who, in
addition to being ambitious on their own behalf, also always
helped others.
Friends linked their own understanding of the suicide to the
discrepancy
between how the deceased constantly strived to live up to high
self ideals,
while at the same time struggling to function and adapt
effectively in love and
work. Some of the young men were described as being alone
and too constrained
to be able to overcome personal difficulties. In one way or
another, all the
26. deceased seemed to be striving to find their path in life through
education or
work.
The following refers to one of the deceased who was described
by all his
informants as a shy person and as being in limbo after high
school. One infor-
mant focused on how the deceased was striving to live up to an
ideal standard of
224 OMEGA—Journal of Death and Dying 77(3)
achievement while, at the same time lacking the capacity to find
a viable path in
life,
And about that, yeah . . . that he couldn’t figure out what he
should do with his life,
even though he did do something, he did apply for university in
the end then
but . . . I don’t know if it was just like, for the sake of having a
plan for show . . . it’s
difficult to figure things out you know, if you can’t find a path
at all in life.
According to a friend, who was also shy, but who had managed
to find a path
in love and work, the deceased
was still in the same place . . . he was at home a lot, just by his
27. computer . . . he didn’t
dare to open up . . . he had not made any progress toward girls
either,
I think . . . there was like no attachment or anything.
In another case, a best friend described how the deceased
identified with and
tried to copy him, instead of making decisions for his life based
on his own
values and desires:
. . . we have spent much time together, both leisure time and
time at work. We were
always together . . . and I sort of became a model for him.
Whatever I did, he would
do all the time . . . he got restless if he did not manage these
things . . . He really
wanted to be like me.
The deceased seemed to have coped by adapting the life styles,
plans, and
values of some “superior” others (friend, father, authorities, and
boss). Many
informants point to the importance of significant others for
emotion-regulation
and sense of self-worth, and described, like in the case above,
how any discre-
pancy from their standard created emotional stress:
He really looked up to his dad, was actually very afraid of his
dad, I think. And yet
28. he sort of saw up to him, you know, that he could always ask
for advice and
always, yeah . . . and he did that quite a lot, he called his dad
about every-
thing . . . but at the same time he could get really angry if he
felt that he did not
manage things just as well as his dad did, so he could get really
angry.
In these two examples, the informants are referring to the lack
of reciprocity
in how the deceased compared himself to others. In another
case, according to
the ex-girlfriend, the deceased only seemed to find inner
balance and be relaxed
when he was very close to her (“as-one-with”). These young
men seemed to have
a strong need to seek emotional stability, safety, identity, and a
sense of worth
from another person. Thus, instead of drawing on their own
capacities for
finding their path in life, the young men in this study were
constantly striving
Rasmussen et al. 225
to reach a perceived ideal standard for successful achievement.
As a group, they
were young men whose identities were tied up to a very high
activity level,
29. successful performance at work (or studies), good looking
bodies/clothes/
girlfriend, and a perfect facade. These young men could not rely
on their own
judgments since they were in such great need for admiration,
confirmation,
nurturance, and guidance from those they regarded as their
superior others.
In one case, the ex-girlfriend described how she understood the
striving of the
deceased to cover up for an “unsecure” part of his self:
. . . he has always been very insecure, so he became very
dependent on, very inspired
by his success and the confirmation he got from other people . .
. and very concerned
about proving to the world that in a way he did well. So he was
very, or he always
felt very . . . inferior through the years. He was very . . . it
meant a lot to him to
succeed in a way, so be able to show people and be good
enough.
Their intensity in life and their need for successful achievement
were, by many
friends and ex-girlfriends, understood as a compensation for a
deeper sense of
insecurity, worthlessness, inadequacy, deficiency, inner
emptiness, and dread of
being alone. Despite being described as successful professionals
or students,
many were at the same time understood as immature young men,
30. and some
were described as “not happy in life.” Thus, the deceased had
difficulties related
to both being alone and being with others. The sibling of one of
the deceased
said:
he thought it was incredibly difficult with girls. He didn’t quite
know how to go
forward . . . how to create a stable relationship . . . that he
didn’t function like this or
that, or that he couldn’t create good relationships.
Descriptions of difficulties related to finding a way to “connect
with girls” or
“develop a healthy love-relationship” were common for all these
young men.
Experiencing a Sense of Failure According to Own Standards
In all cases, the suicidal act was understood as relating to a
“self” that was aware
of a failure to live up to a needed standard or expectations
(own/other’s) and
thereby self-blame for the loss of a necessary stability in life.
These standards/
expectations were not necessarily related to a high or ideal
standard, but the
experience of this failure had been emotionally significant.
Living up to a certain
standard seemed necessary to preserve “the self as a whole” and
therefore give
the self a sense of worth.
31. For one of the men, although having had difficulties in being
alone and
seemingly in desperate need for an intimate relationship, he had
not been able
to establish a new relationship after a breakup with a woman
several years
226 OMEGA—Journal of Death and Dying 77(3)
earlier. According to his informants, the deceased changed into
to being
“nothing,” an “outsider” or “felt like a failure” because he was
not at the
same place in life (with a girlfriend and a family) as his
“superior” friend(s).
His mother described:
But I think that, well in relation to the suicide . . . that it had
been a difficult period
just now . . . and if he felt he couldn’t cope with the situation . .
. working was his life.
In general, most of the deceased were not satisfied regarding
their need for an
intimate relationship, their need for matching their significant
others’ standard
of living or for successful achievement at work. Thus, the
cultural expectations
of the development of a more autonomous and independent self
entering
adulthood were not met. Described as very sensitive when
making only minor
mistakes, being criticized, or for perceived …