Case StudyDo a case analysis of any one of the cases presented i.docx

Case Study
Do a case analysis of any one of the cases presented in Chapter
6 in the textbook (Chapple et. al.),( pages attached)Make certain
that your report covers all the major elements of the case. You
should indicate clearly which case you have analyzed, the
Private Sector, the Public Sector or the Critical Infrastructure.
Make sure to follow APA style. Please make sure your
submission is 2 - 3 pages in length and meet the minimum APA
formatting guidelines:
• 12-pt, Times New Roman font
• Double-spaced
• 1” margins on all sides
• Please provide a title page including your Name, Course
Number, Date of Submission, and Assignment name.
• Paraphrasing of content – Demonstrate that you understand
the case by summarizing the case in your own words. Direct
quotes should be used minimally.
• Reference Section (A separate page is recommended.) Please
cite the source using APA formatting guidelines. If you need
guidance or a refresher on this, please visit:
https://owl.english.purdue.edu/owl/resource/560/10/ (link is
external) Be sure to include at least three reference sources.
• In-text citations – If you need additional guidance, please
visit: https://owl.english.purdue.edu/owl/resource/560/02/ (link
is external)
Pages below:
Private Sector Case Study
Cloud Collaboration is a large new media company that has
recently

launched a Software as a Service (SaaS) office suite. This suite
includes a
word processor, as well as presentation, e-mail, calendar, and
spreadsheet
applications. Also included are collaboration and Web authoring
tools.
SaaS is a model of software distribution that hosts software in a
cloud-based
environment on a subscription basis. Instead of simply selling
an application,
a SaaS vendor offers access to the applications for a small
subscription fee.
The application and data are stored on the vendor’s servers and
the customer
accesses them remotely. This benefits the customer by lowering
operating
costs, and adding security and portability. SaaS sometimes costs
less, both in
upfront and ongoing costs, than buying software in a traditional
manner. This
is especially true for a small-business environment that may not
have the
capital necessary for the hardware associated with large
centralized
applications.
SaaS also adds a new layer of document security; even if a
workstation is
physically stolen, the information is safe because all of the
documents are
stored on the vendor’s servers instead of the customer’s
workstation. Storing
the information remotely also gives the customer an amazing
amount of
portability. Any system with appropriate access software can
access the data.
In Cloud Collaboration’s case, the office suite is Web-based, so

any system
with a Web browser can be used to access the applications
Public Sector Case Study
The U.S. military needed a way to communicate information
quickly and
securely in the rapidly changing environment of a battlefield.
Wired
communications, while secure and robust, had significant
drawbacks.
Communication lines could easily be severed, and military
personnel were
limited to communicating only at fixed locations. Radio and
wireless
communications removed the threat of cut lines and extended
the range of
communications, allowing military personnel to communicate
with mobile
units, but only to a fixed range. Stationary installations were
still needed as
base stations, and throughput degraded the farther the units
were from the
base station. That led the military to turn to a new type of
wireless
networking called wireless mesh networking.
Wireless mesh networks are based on a distributed network
mesh topology.
Each node in the network connects to multiple nodes. Each node
also acts as
a router for the nodes it connects to, allowing traffic to hop
along multiple
paths to a destination. This allows for a very robust and flexible
network. The
loss of one node will not hurt the network, and nodes can be
added at will.
Range of the total network is also massive because nodes don’t

need to be
close to a central point. They need just one other node to
function. An
example of a mesh network can be seen in Figure 6-2.
FIGURE 6
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructure and
local, state,
and national economies. Therefore, power plants need deep and
multilayered
access controls due to concerns over physical security. There
are a number of
sensitive areas that must be secured, and various employees
need different
levels of access to these locations. At a plant in the upper
Midwest, this
access is handled with identity badges that include images of
the user and an
RFID with the user’s access rights.
The RFID handles access through multiple levels. There is a
security
checkpoint at the entrance to the parking lot and at the entrance
to the
building. Both points require a badge to enter. From there, the
badge allows
personnel to enter the facilities they are authorized to enter. It
also acts as
“something you have” for multipoint authentication onto secure
systems.
Running head: PROGRAM EVALUATION PLAN 1
PROGRAM EVALUATION PLAN 10

Program Evaluation Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Professor:
Dr. Jacob
Course:
Edu 571
Date:
March 2, 2020
Program Evaluation Plan (Part 3)
Goals of Evaluation
Evaluation refers to the act of checking various things
thoroughly in order to characterize their worth or value, with
reference to a certain context. In the field of education, the
amount of success in a person’s aims can only be determined
through evaluation. Therefore, there is a very close relationship
between various aims and evaluation. The main goals of
evaluation in schools are as discussed below. The first goal of
evaluation in the field of education is to create an educational
program ("Evaluation in Teaching and Learning Process |
Education", 2020). Through evaluation, evaluators and the
school management can build a given program of learning

among the students. This is after gathering and checking various
factors in order to find what program will fit and make a
positive impact in the school. This involves consulting all the
stakeholders of the program and developing strategies that will
ensure the development of a good program.
The second goal of evaluation is assessing the effectiveness of
the program. Evaluation ensures that the developed program is
up to standards and serves the purpose that it was intended to. It
helps the evaluators to check if the teaching strategies and
techniques are being applied properly. The third goal of
evaluation is to ensure improvement of the program. Through
evaluation, evaluators can gauge the impact of the program on
the school and learners. They can also identify various things
that can make the program more effective. It acts as an in-built
monitor in the program in order to review the progress of the
program from time to time. It also gives feedback regarding the
design and the implementation of a given program. Through
such assessments, the school management can know where to
work on, and what they need in order to enhance effective
programs in teaching and learning.
For instance, in our case, evaluators can comfortably tell
whether or not the program is helping girls become more
superior in math. If not they can suggest better or other
strategies that will make positive impact.
Cultural Issues Affecting the Program
Culture can influence how different people view things. An
individual’s culture and upbringing can affect their way of
processing information. Among the cultural issues that might be
faced in the evaluation plan include cultural stereotypes. Some
students believe that they cannot perform as expected in school
or in a particular subject due to lack of preparation from their
home environment. This makes them believe they do not have
enough potential to do well in a given subject when they get to
school. For instance, some students may not have calculators
and revision materials for mathematics at home. This makes
them poor in calculations and solving complex problems due to

poor practice (Gelb, 2020). As a result, some students get to
school lacking various basics and lag behind due to deficiencies
in their homes. This also makes them to have shortcomings in
knowledge and skills that lead to poor performances. However,
this can be corrected by using time wisely while in school and
utilizing the resources in the school premises properly to
improve their skills by doing regular practice.
Another cultural issue is assumption and poor treatment of
learners by teachers. Some teachers expect very less from
learners from specific cultural backgrounds. When teachers
have the mentality of students performing poorly for whatever
reason, their teaching approaches align with their low
expectation levels. This may affect the program negatively
because no matter how much girls try to improve in math, their
teachers have already formed a negative perspective. The
teachers may not find it important to motivate the students to do
well in math because they do not believe they have that
potential.
This can be solved by helping teachers and students change
mentalities that have been developed and associated with their
cultures. Different people have different capabilities and can
handle things their own way if properly directed.
Another issue that may affect the evaluation program is cultural
differences between students. Some students believe that only
people from a certain background can perform better in a
certain subject. People from various cultural traditions may
have different education approaches that differ from the
approaches in American schools ("Current Issues in Education",
2020). It is important for the teachers to note such things and
encourage students to work hard in all areas despite their
differences in cultural beliefs. Students should not feel inferior
because of being associated with various cultures. They should
acknowledge they have what it takes and the ability to perform
better in all areas. Teachers should understand the cultures of
every student, and their students at an individual level. Teachers
should treat all students the same despite their gender, racial or

cultural backgrounds, and have high expectations for everyone
in order to enable them to strive and reach their full potential.
Data Analysis and Assessment
The evaluation plan will be carried out using stratified random
sampling. This sampling technique involves diving the study
population into meaningful similar groups based on a specific
characteristic called strata. Thereafter, a random sample is
selected from every group. This type of sampling ensures proper
representativeness on a trait of interest in the population.
Through this sampling method, a wider range of population can
be well studied without a large sample size.
The evaluation plan will use three methods of assessment which
are formative, summative and process assessment. We will
begin the program with process assessment. Process assessment
identifies the milestone of the project, activities to be done,
products to be expected, and the costs that are likely to be
incurred in order to achieve the goals. Formative assessment is
whereby the results are used to form and revise the process of
an education plan. In case the plan needs any improvement or
ways of strengthening it, formative assessment will help us
identify that. Summative assessment helps in documenting
outcomes and value judgment. Through summative assessment,
we will have the necessary feedback about the quality of the
plan. The initiation and implementation of the program will take
three to four weeks. Evaluation will begin after three to four
months through data collection and proper assessment.

Tasks, Costs Personnel, and Questions Involved in the Plan
TASKS
COSTS
QUESTIONS FOR THE INTERVIEW
PERSONNEL
· Data analysis costs
· What were the former grades for the selected population?
· Teachers
· Data Analysis
· Salaries for the Evaluators
· What were the expected grades?
· Evaluators
· Presentation of the outcome
· Transportation costs
· What did you achieve?
· Students
· How was it competing with boys for the first time?
· Did the program motivate you?
· Do you have a different perspective on Math after the
program?

Evaluation Timeline
Project Goal
Activity
Activity
Expected Completion Date
Continue conducting process evaluation for the program on
gender equity for girls in Math
Monitoring the operations of the evaluation program
Conduct visits to review program operations
May-20
Continue conducting evaluation of the outcome
Complete data collection for the group under study
work with the female students for the program success
May-20
Finalize collecting data procedures for the control group
collect data on culture and personal perspectives
Jun-20
Access the information sources for data collection follow up on
the measures of outcome for the experimental groups
Extract data
Jun-20
Sample case tracking and interviewing
Extract data
Jul-20
Build and implement data analysis and reporting initial plans
Conduct data analysis and reports
Jul-20

Release the final outcome
Give a final report about the program
Organize the reports for final presentation
Aug-20
Expected Costs
The expected costs for the project include:
$ 20,000 for data collection
$ 10,000 for data analysis
$ 50,000 for paying evaluators
$ 30, 000 for transport
$ 10,000 miscellaneous
The total cost of the plan will be $ 120, 000.
Cost benefit analysis is a method used in comparing the total
costs of a program with its benefits ("Cost Benefit Analysis: An
Expert Guide | Smartsheet", 2020). It helps in the calculation of
the benefit associated with the program. In this case, we might
not be able to account for the benefit in terms of cash because
the entire program is based on services. However, there will be
cost reduction methods through assistance given by the teachers
and the study population. The school will highly benefit from
the program by acknowledging the importance of gender equity
for girls in Math. They will realize the potential that girls have
with regards to Math subject. This will help them improve their
performance and start empowering fair competition among the
learners.

References
Cost Benefit Analysis: An Expert Guide | Smartsheet. (2020).
Retrieved 20 February 2020, from
https://www.smartsheet.com/expert-guide-cost-benefit-analysis
Current Issues in Education. (2020). Retrieved 20 February
2020, from https://www.cliffsnotes.com/study-
guides/sociology/education/current-issues-in-education
Evaluation in Teaching and Learning Process | Education.
(2020). Retrieved 20 February 2020, from
http://www.yourarticlelibrary.com/statistics-2/evaluation-in-
teaching-and-learning-process-education/92476
Gelb, C. (2020). Cultural Issues in the Higher Education
Classroom. Retrieved 20 February 2020, from
http://www.inquiriesjournal.com/articles/661/cultural-issues-in-
the-higher-education-classroom
Running Head: EDUCATIONAL PROGRAM EVALUATION
1
EDUCATIONAL PROGRAM EVALUATION
5

EDUCATIONAL PROGRAM EVALUATION
Name:
Tanisha Hannah
Date:
February 12, 2020
Institution:
Strayer University
Instructor:
Dr. Jacob
Educational program evaluation
Change either as an individual or in an institution setting is not
an easy and simple thing and mostly involves numerous stages
of transition or misunderstandings prior to being fully
implemented as per the expectations. A planned approach
involves the development of a model which illustrates the stages
in the process of transition that illustrate how an institution is
anticipated to adapt to the changes that are made. The approach
is very important as one is dealing with evaluation of the
effectiveness of certain changes as it gives a clear picture of
what the real situation is and how institutions has either failed
or succeed in implementing changes through any created
program (Smith, 2017). Evaluation involves the systematic
investigation of the merit, worth or significance of a project.
The planned approach helps in ensuring that one has a step by
step process which illustrates the expectations and thereby
making the evaluation process much easier and simpler.
According to the recent research on the planned approach most
of the organizations in the world have spared millions of money

that they spend on evaluation of change projects through using
the planned approach. The technique has enabled firms to
follow up on their organizational change and to be able to
determine the capability of the corporate in adopting the
implemented changes and determining the significance of these
changes. It has allowed firms to be able to effectively solve the
challenges that arise during the transitioning process as well as
to acquire optimal benefits from their change programs
(Kerzner, 2017). The planned approach helps in guiding
organizations in the operations so as to minimize problems that
result from lack of effective communication and failure of
reinforcing the desired behaviors. In addition, the technique
helps in pointing out the expectations of the firms to employees
as well as other individuals who might be involved in the
process of transitioning. The planned approach is very simple
and mechanistic and therefore this implies that any firm be it a
small business, medium or large firms can be able to effectively
use it to achieve their desired outcomes as well as to monitor
the transition process to ensure that the outcomes gotten are the
desired ones. The planned approach is mostly applicable in
evaluation of school programs as it offers a step by step process
showing the transition and the anticipated outcomes in every
stage (Horton, 2018).
In order to conduct a need assessment, the evaluator has to find
solutions to questions such as: What are the needs of the target
population? What specific services are needed in the education
program? What are the characteristics of the target population?
What arrangements could be used to provide the needed
mechanisms? Moreover, ensuring that the developed program
addresses the current issues is important. Therefore, one has to
evaluate the program through answers questions such as: Is the
program meeting the set objectives? How does the targeted
population interact with the program? Are the services provided
by the program satisfactory to the target population? What are
the perspectives of the personnel, administration and
organization regarding the program? Finally, one evaluates the

outcomes of the program are met through answering the
questions: What benefits does the services and activities in the
program yield? Is the target population being affected by the
program in a negative way? Does the program solve the problem
which caused change to be proposed? Is the program efficient in
yielding the required outcomes? (Vedung, 2017).
In order to ensure that a program is efficient in solving the
problem which demands for change, evaluation of efficiency of
the program is very essential. Therefore, one has to understand
how the program is helping meet the needs of the targeted
population and the services which are offered by the program in
ensuring that all people are benefiting from it. One has to list
the needs of the population and match them with the services
offered by the program so as to ensure that no one is left out by
the program and to make sure that the program does not have
services which do not concern the intended population
(Beecher.et.al, 2017). The evaluation process checks how the
program is operating an also points out any negative effects
which might be caused by the program. In addition, assessment
of the outcomes helps in bringing out a clear picture of how the
program is actually ensuring that the set goals are achieved.
In evaluating the school programs, the stakeholders who are
involved are the teachers, students, parents, administrators,
staff members as well as the community members. These are the
people who are concerned with the welfare of the school and
therefore they should be involved in the development of
education programs so that to ensure that their needs and
perceptions are considered in the process of creating the
program (Gates, 2017). This ensures that all stakeholders are
able to determine what is expected of them and how the
program will help make the society better. In order to obtain
their involvement in this process, their views should be derived
in the social activities that help address the social problems in
communities.

References
Beecher, B., Arthur, L., Death, E., Dockett, S., & Farmer, S.
(2017). Programming and planning in early childhood settings.
Cengage AU.
Gates, E. F. (2017). Learning from seasoned evaluators:
Implications of systems approaches for evaluation
practice. Evaluation, 23(2), 152-171.
Horton, D. (2018). SysCom Program Evaluation 2017.
Kerzner, H. (2017). Project management: a systems approach to
planning, scheduling, and controlling. John Wiley & Sons.
Smith, R. D. (2017). Strategic planning for public relations.
Routledge.
Vedung, E. (2017). Public policy and program evaluation.
Routledge.
Running Head: PROGRAM EVALUATION 1
PROGRAM EVALUATION 6
Program Evaluation
Name:
Tanisha Hannah
Institute Name:
Strayer University
Course title:
EDU 571 Evaluating School Programs
Professor:
Antony Jacob

Date of Submission:
January 26, 2020
Program Evaluation Plan
Introduction
No matter which level of education one is attaining, they are
bound to face many such issues that need proper addressing.
That is why several such programs are launched that bring
useful awareness and causes the students to come forth with
their issues and solutions. In the same spirit, an educational
program is being initiated here that is going to be very helpful
for all students regardless of their age, course, and department.
The educational program that has been picked today is for the
Masters Level students and the program name is gender equity
for girls in math. This program's all features will be discussed
underneath and one will get a complete review of what this
program is about and how it is going to occur.
Main Elements
The main element of the program "gender equity for girls in
Math" is something that needs urgent addressing. Females
students are no less intelligent than male students and they have
been excelling in every field just as any male peers. But then
why it is that not many girls are seen to be excelling in the math
field. Though, there are certain fields of science in which girls
are known to be more enthusiastic to join such as medicine. But
the purpose of this program is to evaluate why it is so that girls
are reluctant to join math when there are numerous options in
comparison to medicine is present here.
Through the following three main parts, the importance of this
educational program research will be understood.
Type – this program is ideal because the need to have female
intelligence in the math field is being felt. The program is a
student’s program, to bring awareness to them and raise self-

consciousness among students especially females. Also, the
influence and role fellow male peers can play is highlighted and
highly expected.
Department administrating – the department that will be
administrating it will be the student's council, department of
Math. It is used to the urgency of the matter that these
departments have pressed the issue to be raised and they are
more than willing to come forward to guide the female students
about the bright future opportunities they somehow lack or how
to find appealing, related to math.
Target population – the expected population target is students of
Masters Level as they are at such point of their educational
career that the majority of them tend to opt for jobs right after.
They need assurance and guidance and that is why this program
is initiated.
History
It has been observed that girls happen to be very hardworking
(more than boys) and once they set their minds on something,
nothing can beat them. Girls are loyal to their studies (at least
the majority of them) and they want to excel to prove to the
world. The main reason behind such a notion is that the world
has been unfair and cruel to females when their education or
jobs come. Workplace discrimination and academic hostility are
something everyone is fully aware of.
That is why girls have the passion to prove that they are no less
than anyone. They can do anything, at any time. But despite
such passion and hard work, not many girls are seen joining the
Math field. Whether it is due to the self-doubt or not certain
about the future options, girls have never looked at these fields
as something they want first handed. History has proven that
many females were excellent mathematicians such as Sofya
Kovalevskaya (1850 - 1891) and Emmy Noether (1882- 1935)
and many others like them.
But recently, not many females’ contribution is noted in the
field of math and it is high time to bring this to their knowledge

that girls are equally suitable for the field of math and they can
do wonders in them as well.
Purpose of the Program and Expectation
It is expected that through these programs, female students will
realize what they are missing and how they can catch up on
years of missing. The field of math is just as interesting as any
other field, maybe more, no doubt they demand more mental
strength and stability of senses but this is something females are
more aware of than any other person. Therefore, it is expected
that girls will do wonderful achievements once they join this
field and take them to new heights.
Why this program was selected
The field of math is missing the contributions of girls. When
evaluated this issue, it was found that girls are reluctant to join
them due to the uncertainty, the unseen hardship, and not
knowing whether this field is right for them or not. Through this
program, female students will realize that these two fields are
just like any other field and they can join them and perform
excellently.
Advantages of this program
Through this program, girls will realize the importance of the
math field and hopefully become eager to join it. other
advantages besides the obvious one are as under:
· Self-evaluation about strengths and weaknesses
· Mental strength and challenging qualities and abilities are
tested
· Any issue can be discussed with the students' council
· Meetings can be arranged with the math department.
· Meetings will those who are completing masters in math can
be arranged.
· A self-assurance course will be held.
Issues and solutions
Though this program is very straight forward and idealistically,
it would not face any issue but few are unavoidable. They are as
under:
· Girls would be reluctant to talk about vulnerabilities

· Awkward long silences when a discussion of why girls are not
joining is expected.
· Shyness can be observed
· Societal pressure does play its role
· The pressure on girls is more than ever as we are entering in a
new era. They need to be sure and this makes them vulnerable
and reluctant to talk about feelings
· Some strong opinions will be heard
· Harsh comments and opinions and suggestions will emerge.
To avoid such a situation, it would be better to ensure that there
is no pressure and it must all be run like any other program.
Girls should be expected to come forward and express
themselves in a friendly and cooperating environment.
References:
Fennema, E. (1979). Women and girls in mathematics—Equity
in mathematics education. Educational studies in
mathematics, 10(4), 389-401.
Meece, J. L., Parsons, J. E., Kaczala, C. M., & Goff, S. B.
(1982). Sex differences in math achievement: Toward a model
of academic choice. Psychological Bulletin, 91(2), 324.
Rees, T. (2011). The gendered construction of scientific
excellence. Interdisciplinary Science Reviews, 36(2), 133-145.
Yazilitas, D., Svensson, J., de Vries, G., & Saharso, S. (2013).
Gendered study choice: A literature review. A review of theory
and research into the unequal representation of male and female
students in mathematics, science, and technology. Educational
research and evaluation, 19(6), 525-545.
Class, attached you will find the cheat/guide for part 4 of the
assignments. Please review it-
Part IV: Plans for Collecting and Reporting Data

Continuation of our project: This is the same topic we are
working on from day 1, and assignment 1, and we will be using
Ch 15, 16, 17, & 18).
Analyze and provide a rationale (reason) for the selection of
three to five (3-5) data sources that you would expect to use in
the evaluation (page 388 table 15.1 in our text). In other words:
Which method(s) of data collection will you using? And
Why did you choose this method for your data collection?
On the table mentioned above (table 5.1), describes three to five
(3 to 5) data collecting method, you will use int the project.
Explain why you chose the specific methodology for your
project evaluation.
Two types of data collection Quantitative and/or Qualitive. The
“and/or” brings into the third type- which is a mixture of
Quantitative and qualitive.
Quantitative- Using data such as number and stats to show your
results. Use of charts, Venn diagrams, and other visually
noticeable
Quantitative- Simply put, these data recorded in words. Often
in case-studies. Word and other attainable and valid, justified
information that will help in the data collections.
What type of data will you collect to help with your evaluation?
Cast Study – previous studies that show issues with providing
funding for homeless people.
Observation – observe and record the information of these
homeless.
Time-Series- review the trends, find the times of occurrences.
Descriptive- describe the issues. Why do you find to cause this
issue?
Posttest and Pretext – Yes you can use these types of data

collection for almost anything.
Provide and explain reasons for seven to ten (7-10) open-ended
interview questions to ask the target population (administrators
and recipients) of the program. Provide research support.
What are open-ended questions?
These are questions that cannot be answered with an “yes” or
“no”. Responses need clarity and closure. Example, what are
you planning on doing after graduation?
What are close-ended question?
These are question that are asked which can be answered by an
“yes” or “no”. Example: Is it raining outside?
Research Support-
What literature, peer-reviewed articles, journals, etc.
suggest or prompt you to choose these questions.
Back to question 2: Seven (7) to Ten (10) open-ended interview
questions to ask the target population (administrators and
recipients) of the program. And provide research support.
Who oversees vetting individuals to meets the requirements?
What are the basic minimum requirements to admit the
homeless?
When does the program accept application to reside in the
home?

Where can these needy houses be built or bought to house the
needy?
Why is this program not marketed, to reach?
How long has this service been in existence?
Similar question can be found online. One such article, Chron
Gina
https://work.chron.com/list-interview-questions-homeless-
shelter-staff-24345.html
Written by Gina Scott; “List of Interview Questions for
Homeless Shelter Staff
Discuss three (3) issues that could be encountered in collecting,
compiling, interpreting, and reporting the data. Provide research
support.
Will any of the plan require data or information from human
categories that are protected under the Human Subject Review
Board (HSRB)?
Lack of participation by the stakeholders, staff personal, the
participants in the evaluation.
Political issues that might block the study because of finances.
Recommend three (3) ways to establish and maintain effective
communication with stakeholders during the evaluation. Provide
research support.
Keeping the Stakeholders informed frequently.
Provide material and notes that can be understandable by the
layperson, or the stakeholders.

Frequently provide notes that will keep the stake holders
abreast.
Recommend and provide a rationale for ways to report the data
from the evaluation.
The information can be provided in in a complete report.
Present the information. Use PowerPoint, and charts and visual
aids to convey your findings.
Using the video to clearly deliver the information.
Use at least three (3) peer-reviewed academic resources in this
assignment. Note: Wikipedia and many Websites do not qualify
as academic resources. Peer-reviewed academic resources refer
to articles and scholarly journals that are reviewed by a panel of
experts or peers in the field. Review the video titled Research
Starter: Finding Peer-Reviewed References for more
information on obtaining peer-reviewed academic resources
through your Blackboard course shell.
NOTE: Do not use Wikipedia or other similar sites like “Wiki –
these are not reliable and are not credible.
Format your assignment according to the following formatting
requirements:
Typed, double spaced, using Times New Roman font (size 12),
with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the
student's name, the professor's name, the course title, and the
date. The cover page is not included in the required page length.
Include a reference page. Citations and references must follow
APA format. The reference page is not included in the required

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