This dissertation will take the form of critical analysis aimed at creating a model of effective leadership in an international school setting. [An international school is to be identified as school which serves the needs of expatriate families in non-English speaking countries.] I am interested in identifying the attributes and behaviors of effective educational leaders, based on theory and current research, and how and why certain individuals succeed in creating leader-follower relationships that function to serve the interests of their institutions and their stakeholders. I hope to illustrate that the characteristics and behaviors that lead to success in international educational leadership are clearly identifiable, derive from numerous perspectives, and can be used to create a useable model of an efficacious leader-follower relationship. The analysis must present literature that will serve as the theoretical foundation of the problem and present detailed results of articles from educational journals, books, and other publications. Except for those sources used for purely historical background, sources should be less than 10 years old, and preferably within the past 5 years, and emphasis should be placed on the most recent. Included in the literature review should be who did the research, when, what type of research was conducted, by what research design and methodology, and other necessary details.

The dissertation should be 125 pages in length and divided into eight chapters.

The first chapter, the Introduction, should introduce the problem and its theoretical foundations, and state the purpose of the research and why it is important. The problem is essentially that the requirements of effective leadership in an international school setting are unique and not sufficiently or comprehensively researched. It should include a brief historical perspective and clearly state the objectives of the research. The research question should be presented, as well as its importance within the context of international educational, and what the dissertation will accomplish should be explained. The research question should be similar to: What are the character and behavioral traits of leaders that facilitate the creation of an effective leader-follower relationship in an international educational setting? Definitions of terms and limitations of the study should also be included. This chapter should be approximately 20 pages long.

Chapters 2 through 6 should each be approximately 14-16 pages long. These chapters should discuss:

The uniqueness of international schools. For example, educators and leaders in international schools come from a variety of national backgrounds [USA, Canada, UK, Australia, continental Europe, and the ?host country?]; most staff at international schools have lived in more than one country outside their own and travel to countries outside their country of residence at least twice per year; few teachers or leaders in international schools remain in any one location for more than a few years; a high percentage of international educators have advanced degrees; most international schools are fully independent of any government regulations with regards to policy. Etc, etc?

Various leadership theories and styles, primarily within the educational field, but also including theory pertaining to corporate and political leadership. Among the types of leadership that should be discussed: authoritarian, laissez-faire, contingency, participative, educative, and transformational. I would like to demonstrate why certain of these leadership styles (authoritarian, laissez-faire, contingency) are effective in some circumstances but not the most efficacious in international educational settings; and why others (participative, educative, transformational) are more efficacious given the uniqueness of the international setting. Other theories of leadership can be included, but the dissertation should establish the value of leadership for change (transformational).

Chapters 7 should be approximately 20 pages long. This chapter should pull together the findings laid out in chapters 2-6. This chapter should include the model that could be used by leaders in international education to produce an efficacious leader-follower relationship.

The final chapter, ?Summary and Discussion?, should be approximately 10 pages long. This chapter should restate the research question, summarize the general findings, place the findings within the larger context of international education, and discuss the implications of the work. Suggestions for further research should also be formulated.

Also required: Title page, abstract (2 pages max), table of contents, list of any tables, list of ant figures.

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There should be 40 sources cited in the bibliography and a sufficient number of quotations and citations within the text of the dissertation. If any of the following can be located and used, please do so ? though these should not be cited if they are not used.


De Blois, R. (2000). The everyday work of leadership. Phi Delta Kappan,
82, 1, 25-27

De Vries, Kets (1995). The leadership mystique. Leading and Managing, 1,
3, 193-210

Evans, R. (1996). The Human Side of School Change, San Francisco,
Jossey-Bass

Fawcett, G. et al (2001). Principals and beliefs-driven change. Phi Delta
Kappan, 82, 5, 405-410

Fink, E. & Resnick, L. (2001). Developing principals as instructional
leaders. Phi Delta Kappan, 82, 8, 598-610

Goldberg, M.F. (2001). The ability to persuade people to change.
Phi Delta Kappan, 82, 6, 465-467

Grace, G. (1995). School Leadership: Beyond Education Management.
London, The Falmer Press

Heifitz, R.A. & Laurie, D.L. (1997). The work of leadership. Harvard
Business Review, January-February, 124-134

Lashway, L. (1997). Multidimensional School Leadership. Bloomington,
Phi Delta Kappa Educational Foundation

Ogawa, R.T. & Bossert, S.T. (1995). Leadership as an organizational
quality. Educational Administration Quarterly, 31. 2, 224-243

Thomas, D.A. & Ely, R.J. (1996). Making differences matter: A new
paradigm for managing diversity. Harvard Business Review, September-October, 79-90

Wagner, T. (2001). Leadership for learning: An action theory of school
change. Phi Delta Kappan, 82, 5, 378-383

Weiss, C.H. & Cambone, J. (1994). Principals, shared decision making and
school reform. Educational Evaluation and Policy Analysis, 16, 3,
297-301


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Since this will be a ?one-of-a-kind? piece of research, is it possible to have the research notes?

Topic of the Essay : "Origins and reasons of intelligence intervention in policy by Uri Bar-Joseph, how it can be avoided?". from the book "Intelligence Intervention in the Politics of Democratic States : The United States, Israel, and Britain written by Uri Bar-Joseph. University Park, Penn. Pennsylvania State University Press, c1995.

The Essay should be an Analytical and Argumentative in nature, containing approx. 3000 words.
The Essay should be written in Microsoft Word Document with proper indentation.
The Essay will have to include a short abstract (one paragraph, not included in the word count).
The Essay should have proper citations, references, footnotes, endnotes, bibliograpghy, references. (At least 6 or 7 different sources)
The Essay should be properly para-phrased, where applicable giving proper citations and references.
No Plagiarism is allowed as the essay will have to be submitted via turnitin site.

Key areas to be covered within the scope of the essay with reference to the title are as follows:
The Essay should have a "Central Puzzle" based on which both arguments "for" and "against" needs to be constructed theoritically and analytically.

The Essay should also consider Social, Technological, Economical, Environmental, Political/Geo-political, Cultural, civil-military relationship, politics, Intelligence at State level, Non-state level and also based on theoritical and analytical basis including other major themes and issues.

The Essay should engage in highlighting the key methods and analysis used in highlighting the arguments ("for" and "against") within the context of the topic and the central puzzle related to Intelligence Intervention in Policy making and how it can be avoided.

Ideally, the flow of presentation of the Essay can be structured as follows:

- Central Puzzle
- Competing Arguments ("for" and "against")
- Inadequacy of competing explanation and lack of evidences
- Preferred and/or Alternate set of explanations
- Good finish with an apt Conclusion

Throughout the Essay, it must be evident, lucid, clear and precisely presented to reflect critically upon the theoretical, conceptual, analytical and methodological underpinnings of the arguments.

The Essay is required within 7-14 days from the time of payment made for this Essay preparation.

The assignment is (1) to explicate a general claim about human communication and to (2) to advance argunents speaking to the validity of this claim supported by theory or research on specific communication topics.

GOALS
1) Assimilation
It is required that material is assimilated from the communication science approach and the rhetorical studies approach around a single general claim ( the specific topic provided).

2) Analyze
Identify how research or theory on a single communication topic is related to the general claim about communication, i.e. the specific topic.

3) Writing
The assignment expects articulation and support of the the claim/specific topic about communication using existing theory and research as evidence. Cite the sources of evidence as well as the sources used to explicate the general claim/specific topic used to support your arguments.

GUIDELINES
First, explicate a general claim about communication. In this case... Explicate the specific topic... "Communication is influenced by characteristics of the communicator."
A general claim is an assertion about communication that is relevant to communication in BOTH communication science and rhetorical contexts.

The first paragraph of the paper should identify and describe the the general claim/specific topic.

SUPPORT THE GENERAL CONCLUSION
The body of the paper will be devoted to advancing arguments demonstrating or sustantiating the general claim about communication. In other words, you need to construct arguments that answer the question that your claim engages and then you need to provide evidence that supports the specific arguments made in that paragraph. Additionally, you should work to make clear links back to the general claim as you develop the body of the paper.

SPECIFIC GUIDELINES
1. Identification and explication of a general claim about communication and a preview of the paper. The preview should specifically identify the topics that are covered in the paper.

2a. Three arguments substantiating your claim drawn from communication science theory and research.

2b. Three arguments substantiating your claim drawn from rhetorical studies theory and research.

3. A summary of the paper and a discussion of 2-3 implications of the view of communication you have articulated.

4. Clear grammatically correct writing, correct citations, reference page, etc.

PAPER STRUCTURE
Introduction
The explication of a general claim about communication serves as the introduction to your paper. It is your responsibilty to explain how you are interpreting that claim to clarify the position you will advance in the paper. Thus, in this sectionyou should define and explicate what your claim about communication means. This section should also provide an explicit preview of the structure of your paper.

Body
Organize the body of the paper into papragraphs explaining how research or theory on communication topics supports you claimabout communication. More specifically, each paragraph should review evidence from at least one research article or communication theory and explain how that evidence supports your argumentand your general claim about communication.

Conclusion
Conclude the paper with two paragraphs. The first paragraph should summarize the specific arguments advanced in your paper. The second paragraph should discuss 2-3 implications of the claim you have advanced. Please note, you are not asked to discuss the implications of the various theories you have cited in the paper. Instead, focus on the implications that are suggested if the view of communication you have argued is accurate or accepted.

References
Paper must include a reference page in APA style.

Theories of Human Communication by Stephen W Littlejohn & Karen A Foss is an important source.
Also there are some pertinent communication writings available to send.


There are faxes for this order.

Urgent! It is just two-page and double-spaced paper. Please please MUST finish this research proposal paper until July/2nd/2012 10am EST. (Tomorrow, 8 HOURS FROM NOW)
Paper deadline is 11am EST, so please finish until 10am EST 7/2/2012.
Master level of grammar and writing.

Topic: Since world gets complex, role of young-age people and youth in US has becoming an important factor from Gathering and Hunting societies to Industrial Societies. Is it because of population growth, or changes of meaning of education or technology innovations or evolving genetic heritage(Ecological-evolutionary theory)? Which one is the most possible answer within three? and Why one reason(most reasonable answer) can be major reason and other two reasons cannot be a major reason?

Please write strong thesis statement.

Identify and Explain specifically my scholarly interest in the society based on criteria like those mentioned below. (Have to related with this)
1. its level of technological development (From Gathering and Hunting societies -> Simple Horticultural Societies-> Advanced Horticultural Societies-> Simple Agrarian Societies-> Advanced Agrarian Societies -> Industrial Societies)
2. its course of evolutionary societal change
3. Or another scholarly interest.(Optional)

Use at least two OUTSIDE scholarly source (Academic book, or article from a peer-reviewed journal) with MLA citation. Please explain briefly why these two outside scholarly sources will be helpful for my research paper.

Please write a 2 page discussion paper and include the References page


Organizational Foundations
As you strive to grow in your leadership skills and abilities, you will likely find that your motivation and areas of focus are influenced by the context in which you work. In a similar vein, your commitment to developing professionally can contribute toward organizational effectiveness.
To that end, it is critical to recognize the importance of organizational culture and climate. In particular, through this weeks Learning Resources, you may consider several questions: How do an organizations mission, vision, and values relate to its culture? What is the difference between culture and climate? And, how are these manifested within the organization?
For this Discussion, you explore the culture and climate of your current organization or one with which you are familiar. You also consider how the organizations mission, vision, and values are conveyed through decisions and day-to-day practices.
To prepare:
Review the information related to planning and decision making in health care organizations presented in the textbook, Leadership Roles and Management Functions in Nursing. Consider how planning and decision making relate to an organizations mission, vision, and values, as well as its culture and its climate.
Familiarize yourself with the mission, vision, and values of your organization or one with which you are familiar. Consider how these are supported, or demonstrated, through the statements and actions of leaders and others within the organization. In addition, note any apparent discrepancies between word and deed. Think about how this translates into expectations for direct service providers. Note any data or artifacts that seem to indicate whether behaviors within the organization are congruent with its mission, vision, and values.
Begin to examine and reflect on the culture and climate of the organization. How do culture and climate differ?
Why is it important for you, as a masters-prepared nurse leader, to be cognizant of these matters?
Post on or before Day 3 a description of your selected organizations mission, vision, and values. Describe how these are evidenced??"or perhaps appear to be contradicted??"in the words and actions of leaders and others in the organization, noting relevant data or artifacts. In addition, discuss the organizations culture and its climate, differentiating between the two. Explain why examining these matters is significant to your role as a nurse leader.

Foundations of an Organizational and Organizational Assessment: Program A Program Transcript
[MUSIC PLAYING]
JOAN M. MARREN: I've worked for Visiting Nurse Service of New York for over 30 years. I've worked there through transit strikes, through blackouts, through blizzards, and through 9/11. There has never been a crisis in which our staff have not made themselves available to deliver care, regardless of the emergency circumstance.
I think in home health and community nursing, the family unit is the target, so to speak, of our intervention. It's not just the individual patient, and I think that's really important. We have to provide a certain kind of service to the individual around their diagnosed health care problem, let's say, but that individual exists within the context of the family.
And that family influences the choices that that individual may or may not make about their health care problem, and, to some extent, even the larger community does. So if, for example, in the area of diet. If we are trying to encourage a diabetic, or a patient with heart failure, to incorporate certain dietary choices into their daily meal plan, but in the larger-- either in the family there isn't adequate support for that, or in the larger community it's very difficult for them to get access to fresh fruits and vegetables. That will impact, ultimately, our success in accomplishing this kind of change, or the way in which that individual is able to manage the health problem on an ongoing basis.
Behavioral change, I think, is, to a large extent, dependent upon a relationship. And so one of the basic tenets, if one is to begin to have a prayer, so to speak, of attempting to influence behavior, it has to be through the development of a trusting relationship. So a trusting relationship is also dependent upon an element of time.
It's difficult to develop trust if your opportunity for interaction with an individual or family is so severely limited that you can't get to know each other. So there has to be a certain time that you have to build trust. I think secondly, for behavior to change, the kind of interaction that takes place has to be consistent with the values and beliefs of the individual whose behavior you're attempting to modify in some way.
So that really understanding those values and beliefs is important, and understanding how they might affect an individual's choices about health care, about diet, about end of life care, for example, are really important variables in successful behavioral change. And that has to do with, I believe, recruiting staff members who share the culture and the beliefs and have greater likelihood of
2012 Laureate Education, Inc. 1
being acceptable in the home or in the community to this population group. I think it means connecting with influences in the community, such as religious groups, political groups that might be representative, or individuals that might be representative of that group. And leveraging their influence in such a way that the health care needs are addressed more consistently with the beliefs of the population.
[SPEAKING FOREIGN LANGUAGE]
We actually have a kind of a satellite, what we call the Chinatown Community Center, where people can walk in and request services of our organization, but where we also conduct blood pressure screenings, health education classes, during the season flu immunization, and so on. And are sort of very much a part of that community and visible in the community, networked with health care providers and community-based organizations, so that we are seen as a resource there. And then when people need home health care, for example, they would access it through us and would be willing to bring an organization like ours into their lives in a whole variety of ways.
So what we have done, as an organization, again, both at the individual nurse level and at a programmatic level, is to really understand what are those beliefs? What are those barriers? And what do we need to do, as individual practitioners and as a health care provider, more broadly, to make those services more accessible?
2012 Laureate Education, Inc. 2
Foundations of an Organizational and Organizational Assessment: Program B Program Transcript
KEVIN F. SMITH: Our vision, I think, is over time to be able to look at that community, look at that public, and say to them, if you come here we'll keep you safe. We'll keep you from being harmed when you're under our care. That's really our vision. And if we do that, and we do it well, we believe that all of the other elements of what one might call a business plan, a strategy, will largely fall from that, take care of themselves.
Our mission is to promote the health of the people. There are about 500,000 people who live in our service area. And when their health is threatened or it fails them, to help them address that and take care of it. That's our mission over time, to promote that health and to take care of it when it goes away in some fashion.
NURSE: Gonna strap them down. And then I'm even gonna put lead on it.
KEVIN F. SMITH: I believe what contributes to that is a shared and deep commitment on the part of everybody who works here, all 2,600 people, to that vision and that mission. The belief that they are doing good work on behalf of the community, and those community members are their family members. They are their neighbors.
I think what the staff here does day in and day out, in interaction after interaction, is make it personal. They treat one another, and more importantly, they treat patents and families like they would want to be treated, like someone who they care about would want to be treated.
Our decision making structure here tends to be very decentralized. We believe across our management team quite strongly in the power of enabling everybody in the organization. We have a saying that we use around here frequently that we don't practice administration here, we practice medicine.
And those of us who work in support and management and leadership type positions, I think we take the opportunity to constantly remind ourselves that our job is to remove barriers and enable the folks who work at the bedside delivering patient care, and those who support that effort, to allow them to do their job, give them the resources. So I think an awful lot of that is about empowering people to do their best at doing their job.
RUTH: Good morning, greeter desk. Ruth speaking. Yes. OK, I'll connect you. Thank you.
KEVIN F. SMITH: For all of the bricks and mortar and all the technology that characterizes this hospital and all of today's hospitals, this is still at its core a
2012 Laureate Education, Inc. 1
people business. And we try to adopt that approach and use it. Not just in our interactions with patients, but as we relate to problems that need to be solved, issues that need to be addressed, as we work as a team within the organization, employee to employee.
2012 Laureate Education, Inc. 2
Foundations of an Organizational and Organizational Assessment: Program B Program Transcript
KEVIN F. SMITH: Our vision, I think, is over time to be able to look at that community, look at that public, and say to them, if you come here we'll keep you safe. We'll keep you from being harmed when you're under our care. That's really our vision. And if we do that, and we do it well, we believe that all of the other elements of what one might call a business plan, a strategy, will largely fall from that, take care of themselves.
Our mission is to promote the health of the people. There are about 500,000 people who live in our service area. And when their health is threatened or it fails them, to help them address that and take care of it. That's our mission over time, to promote that health and to take care of it when it goes away in some fashion.
NURSE: Gonna strap them down. And then I'm even gonna put lead on it.
KEVIN F. SMITH: I believe what contributes to that is a shared and deep commitment on the part of everybody who works here, all 2,600 people, to that vision and that mission. The belief that they are doing good work on behalf of the community, and those community members are their family members. They are their neighbors.
I think what the staff here does day in and day out, in interaction after interaction, is make it personal. They treat one another, and more importantly, they treat patients and families like they would want to be treated, like someone who they care about would want to be treated.
Our decision making structure here tends to be very decentralized. We believe across our management team quite strongly in the power of enabling everybody in the organization. We have a saying that we use around here frequently that we don't practice administration here, we practice medicine.
And those of us who work in support and management and leadership type positions, I think we take the opportunity to constantly remind ourselves that our job is to remove barriers and enable the folks who work at the bedside delivering patient care, and those who support that effort, to allow them to do their job, give them the resources. So I think an awful lot of that is about empowering people to do their best at doing their job.
RUTH: Good morning, greeter desk. Ruth speaking. Yes. OK, I'll connect you. Thank you.
KEVIN F. SMITH: For all of the bricks and mortar and all the technology that characterizes this hospital and all of today's hospitals, this is still at its core a
2012 Laureate Education, Inc. 1
people business. And we try to adopt that approach and use it. Not just in our interactions with patients, but as we relate to problems that need to be solved, issues that need to be addressed, as we work as a team within the organization, employee to employee.
2012 Laureate Education, Inc. 2
Nurses practicing in today's healthcare environment are confronted with increasingly complex moral and ethical dilemmas. Nurses encounter these dilemmas in situations where their ability to do the right thing is frequently hindered by conflicting values and beliefs of other healthcare providers. In these circumstances, upholding their commitment to patients requires significant moral courage. Nurses who possess moral courage and advocate in the best interest of the patient may at times find themselves experiencing adverse outcomes. These issues underscore the need for all nurses in all roles across all settings to commit to working toward creating work environments that support moral courage. In this manuscript the authors describe moral courage in nursing; and explore personal characteristics that promote moral courage, including moral reasoning, the ethic of care, and nursing competence. They also discuss organizational structures that support moral courage, specifically the organization's mission, vision, and values; models of care; structural empowerment; shared governance; communication; a just culture; and leadership that promotes moral courage.
Key words: ethical work environment; shared governance in nursing; professional practice models; leadership; evidence-based leadership; moral development; moral courage; organizational empowerment; support for moral courage; the ethic of care
"Our lives begin to end the day we become silent about things that matter." (Martin Luther King, Jr.; Barden, 2008, p. 16).
Morally responsible nursing consists of being able to recognize and respond to unethical practices or failure to provide quality patient care. Moral distress has been defined as physical and/or emotional suffering that is experienced when internal or external constraints prevent a person from taking the action that one believes is right (Pendry, 2007). Ethical dilemmas in practice arise when one feels drawn both to do and not to do the same thing. They can cause clinicians to experience significant moral distress in dealing with patients, families, other members of the interdisciplinary team, and organizational leaders. Nurses experience moral distress, for example, when financial constraints or inadequate staffing compromise their ability to provide quality patient care. These situations challenge nurses to act with moral courage and result in nurses feeling morally distressed when they cannot do what they believe is appropriate (Cohen & Erickson, 2006). Nurses who consistently practice with moral courage base their decisions to act upon the ethical principle of beneficence (doing good for others) along with internal motivation predicated on virtues, values, and standards that they believe uphold what is right, regardless of personal risk.
Ethical values and practices are the foundation upon which moral actions in professional practice are based. Morally responsible nursing consists of being able to recognize and respond to unethical practices or failure to provide quality patient care. The foundation of quality nursing care includes nurse practice acts, specialty practice guidelines, and professional codes of ethics. Familiarity with these documents is necessary to enable nurses to question practices or actions they do not believe are right. Although a code of ethics and ethical principles can guide actions, in themselves they are not sufficient for providing morally courageous care. Moral ideals are needed to transcend individual obligations and rights. The moral commitment that nurses make to patients and to their coworkers includes upholding virtues such as sympathy, compassion, faithfulness, truth telling, and love. Nurses who act with moral courage do so because their commitment to the patient outweighs concerns they may have regarding risks to themselves.
Deciding whether to act wth moral courage may be influenced by the degree of conflict between personal standards and organizational directives; by fear of retaliation, such as job termination; or lack of peer and/or leadership support. In this manuscript the authors begin by describing the concept of moral courage. Next they explore personal characteristics that promote moral courage, including moral reasoning, an ethic of care, and nursing competence. Organizational structures that support moral courage, specifically organizational mission, vision, and values; models of care; structural empowerment; shared governance; communication; a just culture; and leadership are addressed.
Moral Courage in Nursing
Nurses who act with moral courage do so because their commitment to the patient outweighs concerns they may have regarding risks to themselves. Packard and Ferrara (1988) proposed that nursing is comprised of four components. These components include: (a) taking the right actions to effect health promotion and quality of life; (b) possessing the knowledge and skills necessary to discern when and when not to respond; (c) knowing what the appropriate action(s) should be; and (d) demonstrating a willingness to act, thus supporting the ethical principle of beneficence. Nurses who are morally courageous are able to confidently overcome their personal fears and respond to what a given situation requires; they act in the best interests of their patients (Day, 2007). Nurses who exhibit moral reasoning and act with moral courage demonstrate a willingness to speak out and do that which is right in the face of forces that would lead a person to act in some other way (Lachman, 2007).
Sekerka and Bagozzi (2007) have asked "What induces people to act in morally courageous ways as they face an ethical challenge in the workplace?" (p.132). They noted that nurses practice with moral courage when they confront situations that pose a direct threat to care. For example, the nurse who questions discharging home a hospitalized frail elder who lacks the appropriate level of home care services and resources, thus jeopardizing the patient's safety and wellbeing, is acting with moral courage. This nursing response is based upon a commitment to serve and advocate for patients and the profession.
Kidder (2005) has argued that an individual who acts with moral courage is committed to moral principles, cognizant of the actual or potential risk that upholding those principles may require, and willing to endure the risk. Nurses can help their colleagues develop moral courage by reaffirming their colleagues' strengths and resolve, taking risks in helping to confront obstacles, possessing vision, remaining focused and disciplined toward the intended outcome(s), and taking actions that may go against the status quo but are necessary to do what is virtuous and principled (Walston, 2003).
Purtilo (2000) identified moral courage as a necessary virtue for healthcare professionals, one that enables them to not only survive but to thrive in changing times. Purtilo noted that morally courageous individuals respond to situations that incite fear and anxiety without knowing the end result of their response because they believe in doing what is morally right. The nurse on a general medical unit, for example, who confronts the physician who is reluctant to transfer an acutely ill patient in need of intensive care to the ICU, is acting with moral courage so as to provide safe care for the patient. Purtilo stated that "a rich understanding of care includes creativity, faithfulness to one's moral foundation, and a focus on the full significance of a situation" (p. 5). Practicing with moral courage responds to the call to act with moral conviction, even when the human tendency would be to act in ways that are incongruent with one's convictions when one perceives that personal security is endangered (Purtilo).
Personal Characteristics that Promote Moral Courage in Nursing
Nurses can enhance their ability to demonstrate moral courage in nursing by advancing their moral reasoning skills, nurturing their personal ethic of care, and enhancing their professional and cultural competence. Each of these behaviors will be discussed below.
Moral Reasoning
Kohlberg's theory of moral development provides a useful framework for understanding how one's personal ability to make moral judgments is influenced over time by personal development, knowledge acquisition, experience, and the environment (Cohen & Erickson, 2006; Ketefian & Ormond, 1988). Individuals at the highest level of moral development use their conscience to determine the right course of action by independently examining and delineating moral values and principles rather than by relying on group norms (Ketefian & Ormond, 1988). Ethical environments are characterized by shared decision making, taking responsibility for the consequences of one's actions, and utilizing opportunities for collective participation that empower individuals to develop higher levels of moral judgment (Ketefian & Ormond, 1988; Murray, 2007). Nurses who work in ethical environments are "aware of an ethical culture" (Murray, 2007, p. 48). They understand their role responsibilities and how an ethical environment supports their identification of ethical issues and concerns. They engage in meaningful ethical discussions (Murray, 2007).
The Ethic of Care in Nursing
The ethic of care is characterized by attentiveness, responsibility, competence, and responsiveness. The 'ethic of care' is not a set of rules and principles. Rather, it is a way of practicing that requires specific moral qualities that facilitate taking the right action (Tronto, 1994). The ethic of care is characterized by attentiveness, responsibility, competence, and responsiveness. Resulting actions include caring for, emotionally committing to, and being willing to act on behalf of a person with whom one has a significant relationship (Beauchamp & Childress, 1994). Nursing practice that includes the ethic of care promotes moral courage. Moral courage is enhanced in situations in which the ethic of care is present as evidenced by building consensus, promoting interdisciplinary collaboration, and positively influencing outcomes that support rather than oppose moral decision making (LaSala, 2009). Consider, for example, a nurse caring for a patient with invasive ductal breast carcinoma and spinal metastases who desires to die at home surrounded by family and assisted by a hospice team, but whose husband is hesitant about taking his wife home, fearful that he will be unable to manage her care. The nurse acts with moral courage by advocating for the patient's wishes, despite the palliative care physician's recommendation that the patient remain hospitalized given the probability of imminent death. Through effective communication and collaboration with the physician, the nurse is successful in facilitating the patient's discharge home with patient-controlled analgesia and hospice care, thus responding to the patient's wishes (LaSala, 2009). The moral qualities associated with the ethic of care enable nurses to care for patients and families during times of sickness and uncertainty, provide the inner motivation to do what is right and good, and demonstrate moral courage both within the context of patient care and from the perspective of the nurses' collegial, collaborative relationships with other healthcare professionals.
Nursing Competence
Professional competence is a prerequisite for providing morally responsible care. The elements of a profession, such as formal education based on theoretical knowledge, a code of ethics, professional organizations that guide practice, and the provision of necessary service to society (Miller, Adams, & Beck, 1993), all serve to develop professional competence. Standards for ethical conduct are also necessary in order to provide morally responsible care (Maraldo, 1992).
Leininger (1991) defined transcultural nursing as a humanistic and scientific area of formal study and practice focused upon similarities and differences among cultures with respect to human care, health, and illness that are related to cultural values, beliefs, and practices (norms). These norms include the way rights and protections are exercised, and even what is considered to be a health problem (United States [U.S.] Department of Health and Human Services, 2001). Nurses need to understand and appreciate inherent similarities and differences not only locally, but regionally, nationally, and worldwide as well. In order to provide morally competent care that respects individual values and needs, it is imperative that nurses examine their own health-related values and beliefs, as well as those of the healthcare organization in which they work; it is only then that they can support the principle of respect for persons and provide the ideal of transcultural care (Bjarnason, Mick, Thompson, & Cloyd, 2009).
Organizational Structures that Support Moral Courage
McClure, Poulin, Sovie, and Wandelt (1983) observed that certain healthcare organizations seemed better able to withstand pressure on their professional environments, experiencing less upheaval and producing higher quality patient outcomes with lower morbidity and mortality rates than 'average' healthcare organizations. These same institutions showed remarkable resilience in limiting turnover and maintaining patient and staff satisfaction. These observations resulted in nursing's recognition of Magnet hospitals, a designation that recognizes organizations in which nurses want to work and patients find healing environments (Aiken & Salmon, 1994; Aiken, Smith, & Lake, 1994; American Nurses Association (ANA,) 1998). It was noted that these organizations have in place a number of structures that enhance the quality of the care provided as well as the working environment. Structures that are described below help create the context for actualizing moral courage in nursing.
Mission, Vision, and Values
Creating the foundation for an environment that fosters moral courage among nurses requires that all stakeholders have a clear understanding of the organizational mission, vision, and values, as well the philosophy of the nursing department (Lachman, 2009). Clearly stating and supporting the mission, vision, and values sets the tone for the work of nursing in the organization, pictures a state that implies a commitment to organizational improvement, and suggests the types of activities that will ensure that the organization reaches those goals. Developing a nursing philosophy allows the organization to define itself not only to its internal community, but to its external community as well.
A nursing philosophy describes professional behaviors that hold nurses responsible and accountable for exercising moral courage when acting to achieve the organization's mission and vision. According to Shirey (2005) "clarity in an organization's mission, vision, and values is key to effective management in today's increasingly complex healthcare environment. To clearly articulate mission, vision, and values, employees must experience consistency between what is espoused and what is lived" (p. 59).
Models of Care
Professional practice models include reward and recognition systems acknowledging performance improvementalong with empowerment and engagement in the workplace. Another aspect of professional nursing that promotes moral courage in the workplace includes a professional model of care that exemplifies nursing's goal of enhancing the lives of patients and colleagues. The American Nurses Credentialing Center (AACN) (2008) has defined a professional practice model as the driving force of nursing care; a schematic description of a theory, phenomenon, or system that depicts how nurses practice, collaborate, communicate, and develop professionally to provide the highest quality of care for those served by the organization (e.g. patients, families, and community). Professional practice models illustrate the alignment and integration of nursing practice with the mission, vision, and values that nursing has adapted. Fasoli (2010) has noted that autonomy, accountability, professional development, emphasis on high quality care, and delivery models that are patient centered, adaptable, and flexible provide a framework for professional practice models in nursing. Professional practice models include reward and recognition systems acknowledging performance improvement, and nurses' commitment to uphold high standards of practice predicated on a strong value system, moral courage, and quality professional relationships, along with empowerment and engagement in the workplace.
Structural Empowerment
In her theory of structural power in organizations Kanter described four structural factors within organizations that lead to empowerment (Kanter, 1983; Matthews, Laschinger, & Johnstone, 2006). She explained that employees who (a) have access to information; (b) receive support from organizational leadership, subordinates, and peers; (c) are given adequate resources to do the work; and (d) have opportunities for personal and professional development are empowered to contribute to achieving organizational goals (Matthews et. al., 2006; Ning, Zhong, Libo, & Qiujie, 2009). Empowerment may come from within, collectively as in work groups, or from the work environment (Manonlovich, 2007). Nurses who are empowered take control of their practice and participate in decision making at the point of care, thus strengthening a professional practice model and promoting positive patient care outcomes.
An example of this empowerment would be that of Nurse M, who heard other nurses on the unit discussing how patients assigned to Nurse J had recently complained of not receiving pain medication when requested. The nursing staff had recently observed notable changes in Nurse J's behavior as evidenced by being unwilling to help out, less engaged, and easily angered. One evening after receiving report from Nurse J, one of Nurse M's patients stated to her that he was in acute pain and had not received any pain medication from the nurse on the previous shift. Upon reviewing the patient's medication record, Nurse M found that Nurse J had documented that the patient received narcotic analgesia every four hours that shift. This information was also recorded in the unit's automated medication system. The following day, Nurse M discussed her findings with her nurse manager, who has a reputation for supporting, developing, and empowering her staff. Nurse M did this not only out of concern for that patient's safety and wellbeing but also because of her compassion for Nurse J whom she had known in the past as a trusted colleague and competent nurse. The nurse manager recognized Nurse M's moral courage in coming forward, and spoke with Nurse J who became emotionally distraught, admitting to drug diversion and problems with substance abuse. Although Nurse J resigned her position, the nurse manager continued to offer her support and resources to assist in her rehabilitation. Organizational factors, such as those described in this example, including open and supportive leadership, adequate resources, and professional development empower nurses to act and promote moral courage in the workplace.
Shared Governance
Shared governance promotes collaborative decision making and shared responsibility; it empowers nurses to act with moral courage by taking ownership of their practice at the point of care. Shared governance has been described as "a managerial innovation that legitimizes nurses' control over practice, extending their influence into administrative areas previously controlled only by managers" (Hess, 2004, p. 2). Research has demonstrated several positive outcomes of shared governance, including increased nurse satisfaction and retention and a more motivated, engaged nursing staff (Bretschneider, Glenn-West, Green-Smolenski, & Richardson, 2010). Work environments in which shared governance is firmly embedded facilitate active involvement of frontline staff in the creation of a professional practice model that promotes quality patient care outcomes.
Practicing in a shared governance environment nables the nurse to act with moral courage when aggressive treatment of a patient based on the family's wishes continues, despite the patient's expressed wishes that it be withdrawn. In such a situation, out of duty to the patient and to self, the morally courageous nurse will advocate for the patient by initiating conversations with other care providers, consulting with the hospital ethics committee, and utilizing other appropriate resources to engage the family and patient in meaningful discussion that can result in consensus around the goals of care. Nurses practicing in shared governance settings have access to the information and resources they need to make effective decisions, create change, and influence outcomes (Hess, 2004).
Communication
Nurses act with moral courage when they use the chain of command to share and discuss issues that have escalated beyond the problem-solving ability and/or scope of those immediately involved. The Joint Commission (TJC) requires that organizations respect the patient's right to, and need for effective communication; it directs organizations to take action to address communication needs (TJC, 2009). The strength of this directive is based upon overwhelming evidence from TJC's sentinel event database indicating that communication is cited as a root cause in nearly 70 percent of reported sentinel events, surpassing other commonly identified issues, such as staff orientation and training, patient assessment, and staffing (Joint Commission Resources, n.d.).
Every day nurses and their healthcare colleagues are confronted with challenging situations where effective communication is essential, while at the same time fraught with difficulty. Assertive communication is the act of stating a position with assurance. It is an honest, direct, and appropriate means of communicating that focuses on solving a problem (Lachman, 2009). The use of assertive communication is imperative not only to patient safety and to quality patient care, but also to invoking the chain of command. Nurses act with moral courage when they use the chain of command to share and discuss issues that have escalated beyond the problem-solving ability and/or scope of those immediately involved. Engaging the chain of command both ensures that the appropriate leaders know what is occurring and allows for initiating communication at the level closest to the event, moving the discussion upward as the situation warrants.
Just Culture
The concepts of effective communication and chain of command are inherent in a position statement recently published by the ANA. The 'just culture' model seeks to create environments that incentivize rather than punish error reporting. In a just culture, individuals are not held accountable for system problems over which they have no control. A just culture recognizes that patient care safety and quality is based on teamwork, communication, and a collaborative work environment (ANA, 2010). Just culture environments enhance moral courage in the workplace.
Leadership
Nurse leaders demonstrate moral courage when they oppose work environments that put patient safety at risk. For example, chief nurses act with moral courage when they firmly oppose cost-containment measures, such as nursing layoffs or reductions in healthcare services, that would jeopardize the delivery of safe, competent patient care. Nurse leaders can create environments that support moral courage by clearly providing guidelines for nurses to use when they observe unethical practices and by providing resources, such as ethics committees, shared governance structures, and mentoring opportunities that enable nurses to confront ethical dilemmas in practice (Murray, 2007).
All nurses can demonstrate leadership by role modeling ethical behaviors based on established nursing practice standards. They can also recognize colleagues and peers when they uphold ethical principles and demonstrate moral courage, and work to develop and implement policies and procedures that facilitate effective responses to moral distress at the point of care (Murray, 2007).
Conclusion
Nurses who possess moral courage embrace the challenge of transforming the profession and the workplace. They are the nurses who question the premature discharge of an elderly patient with no social support and limited resources, refuse to administer a medication whose efficacy or dosage they question, challenge those who treat others unjustly, or speak up when others remain silent.
Nurses who act with moral courage take risks knowing that they may encounter lateral violence, including bullying, harassment, or sabotage, as well as risk of termination. Nurses practicing with moral courage know that addressing these issues is leadership in action, the type of leadership that began with Florence Nightingale -- who role modeled moral courage on the battlefield, in the classroom, at the bedside, and among legislators in advocating for the rights of patients, colleagues, and humanity. In her writings on leadership, perhaps Nightingale said it best:
What is our needful thing? To have high principles at the bottom of all. Without this, without having laid our foundation, there is small use in building up our details. This is as if you were to try to nurse without eyes or handIf your foundation is laid in shifting sand, you may build your house, but it will tumble down (Ulrich, 1992, p.40).
the accountability and responsibility for creating environments that promote moral courageis an obligation shared by all nurses, in every role, in every specialty, in every setting. Nurses have obligations to patients, one another, and the global community to assure optimal health, personal wellbeing, and quality of life for all with whom they come in contact. In her seminal publication, Nursing Speaks for Itself, Margretta Styles (2006) described the transformation that needs to occur in nursing, writing, "There is a give and take to empowerment, so nursing must be prepared to reshape the health care environment and act as its full partner. Both the culture of the profession and the culture of the workplace must be transformed (p. 10)."
Challenges in the care environment are myriad. All professional nurses assume the responsibility for serving as patient advocates and role models. This duty exists whether nursing practice occurs at the bedside, in the classroom, in the board room, or in the research setting. Quite simply, the accountability and responsibility for creating environments that promote moral courage in practice and transform the workplace is an obligation shared by all nurses, in every role, in every specialty, in every setting.
References
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Aiken L., Smith H. & Lake E. (1994). Lower Medicare mortality among a set of hospitals known for good nursing care. Medical Care, 32(8), 771-787.
American Nurses Association (2010). Just culture. Retrieved March 31, 2010, fromwww.nursingworld.org/FunctionalMenuCategories/MediaResources/PressReleases/ 2010-PR/ANA-Statements-Affecting-Nursing-Practice.aspx
American Nurses Credentialing Center. A new model for ANCC's magnet recognition program. Retrieved March 17, 2010, from: www.nursecredentialing.org
Beauchamp, T. L. & Childress, J. F. (1994). Principles of biomedical ethics. (4th Ed.). New York: Oxford University Press.
Bjarnason, D., Mick, J., Thompson, J. A., & Cloyd, E. (2009). Perspectives on transcultural care. In D. Bjarnason and M. A. Carter (Eds.), Nursing Clinics of North America: Legal and Ethical Issues: To Know, To Reason, To Act (pp. 495-503). Philadelphia: W.B. Saunders.
Barden, C. (2008). Breaking down the wall of silence to create healthy work environments: An interview with author Rosemary Gibson. AACN Advanced Critical Care, 19(1), 16-18.
Bretschneider, J., Glenn-West, R., Green-Smolenski, J., & Richardson, C. (2010). Strengthening the voice of the clinical nurse: The design and implementation of a shared governance model. Nursing Administration Quarterly, 34(1), 41-48.
Cohen. J. S. & Ericson, J. M. (2006). Ethical dilemmas and moral distress in oncology nursing practice. Clinical Journal of Oncology Nursing, 10(6), 775-780.
Day, L. (2007). Courage as a virtue necessary to good nursing practice. American Journal of Critical Care, 16(6), 613-616.
Fasoli, D. R. (2010). The culture of nursing engagement: A historical perspective. Nursing Administration Quarterly, 34(1), 18-29.
Hess, R. G. (2004). From bedside to boardroom -- nursing shared governance. Online Journal of Issues in Nursing. Retrieved July 18, 2010, fromwww.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/ OJIN/TableofContents/Volume92004/No1Jan04/FromBedsidetoBoardroom.aspx
Joint Commission Resources (n.d.). Robert Wood Johnson Foundation. Retrieved March 31, 2010, from www.dev.icps.jcrinc.com/Products-and-Services/Conferences-and-Seminars/ Robert-Wood-Johnson-Foundation-Communication/
Kanter, R. M. (1993). Men and Women of the Corporation. New York, NY: Basic Books.
Ketefian, S. & Ormond, I. (1988). Moral reasoning and ethical practice in nursing: An integrative review. National League for Nursing, New York, Publication Number 15-2250.
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Lachman, V. D. (2009) Developing your moral compass. New York: Springer Publishing.
Lachman, V. D. (2007). Moral courage: A virtue in need of development? MedSurg Nursing, 16(2), 131-133.
LaSala, C. (2009). Moral accountability and integrity in nursing practice. In D. Bjarnason and M. A. Carter (Eds.), Nursing Clinics of North America: Legal and Ethical Issues: To Know, To Reason, To Act (pp. 423-434). Philadelphia: W.B. Saunders.
Leininger, M. (1991). Transcultural nursing: the study and practice field. Imprint, 38, 55-66.
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Matthews, S., Spence Laschinger, H. K., & Johnstone, L. (2006). Staff nurse empowerment in line and staff organizational structures for chief nurse executives. Journal of Nursing Administration, 36(11), 526-533.
McClure, M., Poulin M., Sovie M. & Wandelt M. (1983). Magnet hospitals: Attraction retention of professional nurses. Kansas City, MO: American Academy of Nursing.
Miller, B. K., Adams, D., & Beck, L. (1993). A behavioral inventory for professionalism in nursing. Journal of Professional Nursing, 9(5) 290-295.
Murray, J. S. (2007). Creating ethical environments in nursing. American Nurse Today, 2(10), 48-49.
Ning, S., Zhong, Z., Wang, L., & Qiujie, L. (2009). The impact of nurse empowerment on job satisfaction. Journal of Advanced Nursing, 65(12), 2642-2648. doi:10.1111/j.1365-2648.2009.05133x
Nightingale, F. (1914). Florence Nightingale to her nurses: A selection from Miss Nightingale's addresses to probationers and nurses of the Nightingale School at St. Thomas' Hospital. London: Macmillan & Co. (p. 90; May 26, 1875, Address).
Packard, J. S. & Ferrara, M. (1988). In search of the moral foundation of nursing. Advances in Nursing Science, 10(4), 60-71.
Pendry, P. S. (2007). Moral distress: Recognizing it to retain nurses. Nursing Economics, 25(4), 217-221.
Purtilo, R. B. (2000). Moral courage in times of change: Visions for the future. Journal of Physical Therapy Education, 14(3), 4-6.
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Shirey, M. R. (2005). Ethical climate in nursing practice: The leader's role. Journal of Nursing Administration's Healthcare Law, Ethics, and Regulation, 7(2), 59-67.
Styles, M. M. (2006). Nursing speaks for itself: A declaration on the education and work environment of the nurseforce. American Nurses Association. Silver Spring, MD: Nursebooks.org.
The Joint Commission (2009). The Joint Commission 2009 requirements that support effective communication. Retrieved March 31, 2010, fromwww.jointcommission.org/NR/rdonlyres/B48B39E3-107D-496A-9032-24C3EBD96176/0/PDF32009HAPSupportingStds.pdf
Tronto, J. C. (1994). Moral boundaries: A political argument for the ethic of care. New York: Routledge, Chapman, and Hall.
Ulrich, B. T. (1992). Leadership and management according to Florence Nightingale. Norwalk, CT: Appleton & Lange.
U.S. Department of Health and Human Services. (2001). National standards for culturally and linguistically appropriate services in health care. Retrieved June 4, 2009, from www.omhrc.gov/assets/pdf/checked/finalreport.pdf
Walston, S. F. (2003). Courage and caring: Step up to your next level of nursing excellence. Patient Care Management, 19(4), 4-6.
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By Cynthia Ann LaSala, MS, RN and Dana Bjarnason, PhD, RN, NE-BC
Cynthia Ann LaSala, MS, RN is a Clinical Nurse Specialist in general medicine at Massachusetts General Hospital (MGH). Ms. LaSala has extensive experience in clinical and educational roles and more than 30 years of professional organizational experience, serving in a variety of positions at local, state, and national levels. In 2006, Ms. LaSala was appointed to a four-year term on the Ethics Advisory Board for the American Nurses Association Center for Ethics and Human Rights. She has a vested interest in the specialty of ethics and is currently the coach for the MGH Patient Care Services Ethics in Clinical Practice Committee (EICP), a member of the EICP Advance Care Planning Task Force, the MGH Ethics Task Force, the American Society of Bioethics and Humanities (ASBH), and the ASBH Nurse Affinity Group. Ms. LaSala has authored and co-authored journal manuscripts, textbooks, and newsletters and has presented on a variety of clinical and educational topics.
Dr. Bjarnason serves as the Associate Administrator & Chief Nursing Officer for the Ben Taub General Hospital and the Quentin Mease Community Hospital in Houston, Texas. Dr. Bjarnason is active in a number of professional nursing organizations, including the American Nurses Association (ANA), where she serves as an appointed member of the ANA Board of Ethics and Human Rights; the Texas Nurses Association District 9; Sigma Theta Tau - Alpha Delta Chapter; the Southern Nursing Research Society; and the American Organization of Nurse Executives. She has authored/co-authored several peer-reviewed articles for professional journals. In addition to healthcare regulation and accreditation, Dr. Bjarnason's interests include patient self-determination, end-of-life care, advocacy, professionalism, and practice. She was awarded a doctorate in nursing from the University of Texas Medical Branch Graduate School of Biomedical Science (Galveston) in 2007 and has been a certified nurse executive since 1999.
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Copyright of Online Journal of Issues in Nursing is the property of American Nurses Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.
Source: Online Journal of Issues in Nursing, 2010; 15(3)
Item Number: 2010890002

Open to all Writers!!!!!

PREFERRED WRITER : CHRISTINA PETER (Writer?s

ABSTRACT

This study reports on the supply chain management (SCM) experiences of Malaysian and American manufacturing companies. The study examined the implementation process of supply chain management (SCM), the historical backgrounds of companies involved, the financial performance achieved, the actual problems faced, the critical factors needed to ensure success of SCM implementation, the managerial strategies adopted and finally the impact on operational performance. This research adopted a quantitative study approach with hypotheses testing; data were obtained through the use of questionnaires, interviews and secondary sources. The results will be compared between Malaysian and American manufacturing companies using inferential statistical analysis.

RESEARCH QUESTIONS

The research questions for this study are as follows :

1. What are the crucial factors that affect the successful implementation of SCM in Malaysia and America ?
2. How do these factors differ between companies in Malaysia and those in the America ?
3. What is the major problems faced by companies in Malaysia and those in the America in the implementation of SCM ?
4. How do these problems differ between companies in Malaysia and those in the America ?
5. Does company size (in terms of revenue and employee) make any difference in the factors that affect the adoption of SCM ?
6. What was the main motivations behind the decision to adopt SCM?
7. How do these motivations differ between companies in Malaysia and those in the America ?
8. What was the managerial strategies used by companies in Malaysia and those in the America in the implementation of SCM ?
9. How do these strategies differ between companies in Malaysia and those in the America ?
10. What is the impact of SCM on Malaysian and American companies operational performance (selective measures will be selected which include, machine downtime, product lead time, order process time, inventory level, machine set up time, quality problems, scarp rate, rework rate)

RESEARCH HYPOTHESES

Ten alternate hypotheses are considered and tested using advanced statistical test in this study as follow :

HA1 : Malaysia has different critical success factors compare to America in the implementation of SCM.

HA2 : Malaysia has different problems compare to America in the implementation of SCM.

HA3 : The user of SCM in Malaysia and America share common characteristics in terms of size.

HA4 : Malaysia has different motivations compare to America in the implementation of SCM.

HA5 : Malaysia has different managerial strategies compare to America in the implementation of SCM.

HA6 : SCM has positive impact on the operational performance in Malaysia.

HA7 : SCM has positive impact on the operational performance in America.

HA8 : SCM leads to better quality management in Malaysian and American firms. The true value of SCM lies in providing quality products or services to customers.

HA9 : SCM leads to significant reduction in cost of operations in Malaysia and America. The investment in SCM and committing resources and manpower would be justified only if the supply processes are achieved efficiently at lower costs. Hence, analysis of this hypothesis is useful.

HA10 : SCM leads to greater customer satisfaction in Malaysia and America. The ultimate objective of SCM is to enhance customer satisfaction, which will translate into improving the profitability of the company. Satisfaction is derived from flawless customer service and hence the study tests this hypothesis.

RECOMMENDED FORMAT
Introduction (5 pages)
Hypothesis (3 pages)
Literature Review (15 pages)
Methodology (Statistical Analysis including Tables and Figures, Data Collection, Background of Subject Population, 27 pages)
Conclusion (Results, Discussion, Limitation, Recommendation, Suggestions for Future Research 30 pages)

TOTAL (80 pages)

Preferred writer : Christina Peter (Writer?s

References (minimum citations of 70)

Minimum number of samples (minimum 100 Malaysian and 100 American companies)

Minimum number of statistical figures and tables (possibly one or two for each hypothesis)

Critical Success Factors may include the following, management support, clear direction, quality of employee, strong training programme, effective cost and productivity management, close monitoring of operational efficiency and internal service performance, optimum inventory management, effective demand-supply integration, strong customer, supplier collaboration etc.

Various type of inferential statistical test must be demonstrated in the methodology employed (which may include t-test, regression analysis, conjoint analysis, structural equation modelling, discriminant analysis or other multivariate analysis method whichever the writer are comfortable with, along with simple descriptive statistics)

For your information, I am still flexible and open to any changes recommended by your writers, again I don't even mind if the data and tables are totally invented and made up as long as the content is of good quality and advanced statistical test were employed.

The Crusaders and the

The legacy of the Crusades, whether positive or negative, has been contested among Christians and non-Christians alike. Although there were clearly political, intellectual, and technological benefits to Europe as a result of the Crusades, can it be said that the Crusades advanced the cause of Christ? Research the motivating factors of the various movements and determine whether they were representative of a Christian worldview.

Write a 5-page research paper on this matter (12-point Times New Roman font, 1-inch margins on all sides, double-spaced).

Use 3 scholarly sources. Your textbook does not count. You may use scholarly websites, but also use at least 2 scholarly articles and/or books. You can find scholarly articles through the Liberty University Library (which you used in the research exercise). If you need help finding scholarly books, you can use books.google.com. Be careful to choose scholarly sources; do not use Wikipedia or blogs.

To whom it may concern: I am interested in purchasing a paper which can accommodate these guidelines. I have included topics listed by the professor and I am open to the specific topic to be written, but my deadline is near. The actual digital copy is due online by midnight November 30, 2007. It is my responsibility to turn it in on time and accordingly. I would like to request status updates on the progress of the paper, in which I can answer any questions that may come up along the way. I would be able to fax copies of the text book pages that must be used a 1 source in the paper. Only 1 other outside source is required, if you find a 2nd, please use your judgment in quality. The paper must be MLA format and a works cited must be included.

Literary Analysis Paper
This paper will be a specific analysis of one or more pieces of literature. Focus on an argument with a definite thesis in mind. Use quotations and examples from the literature as support. If outside resources are used, you must submit copies of that research and/or specific web sites. You must include a Works Cited page at the end of the paper and use specific MLA style. Remember that TurnItIn.com will be used to prevent plagiarism. These papers must be 4-6 pages long and must be presented to the class and turned in on the date scheduled for discussion of the literature.

Directions: This paper is a critical analysis of the literature that we are studying. You may choose from any of the literature included in your textbook. Focus your argument on one aspect of the text.
Purpose: A critical analysis is an argument. Focus on a specific thesis and prove your point through examples and quotations from the literature as well as some research.
Length: The paper should be four to six pages double spaced.
Requirements: If outside sources are used, copies of those sources must be provided. The paper should follow proper MLA form including a Works Cited page. A copy of the paper must also be handed in on disk.
Reminders: This paper should not be a summary of the literature. Do not re-state the plot. Assume that your reader has read the material. Use present tense when writing about literature.
Support: Support your thesis with specific examples and quotes from the text. Use a good handbook or the MLA web site for proper form and mechanics. Use MLA form for all papers.
Research: The text must be quoted as support. One outside source is also required. Sparknotes, Classic Notes, or Wikipedia are not suitable resources.
Presentation: Each student will present a short (200 word) presentation of the ideas in your paper through Blackboard. Score: The paper will be graded using the following criteria: argument, literary analysis, organization, support, presentation, mechanics, and format. Pay close attention to MLA form for your in-text citations and your Works Cited page.
Note: A thesis is an original argument--something which you wish to prove through evidence. A thesis should not be accepted common knowledge. For instance, you would not argue that Edgar Allen Poe uses the raven as a symbol in The Raven. A good thesis might argue that Poe uses the raven to symbolize the speakers death wish. A theme is a topic of discussion such as survival or isolation.
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Literary Analysis PaperAdditional Information
Thesis: Focus on a specific thesis, an argument that you can write in one sentence. A thesis is not the same as a moral. You should not try to prove something for all humanity. Just argue a point about one or more selections from our readings. Some sample thesis statements are listed below.
While both Beowulf and King Arthur are strong heroes, Arthur proves himself to be a better leader.
Ben Jonson shows much more emotion about the death of his son in On My First Son than he does about his daughter in On My First Daughter.
Shakespeare uses Sonnet 130 not only to praise his love, but also to attack the stereotypes of beauty and sonnets.

Topics: Some possible topics are listed below, but you may develop a topic of your own. Review your notes and responses to look for a possible subject.
Write about changes in heroes/villains over time.
Develop an essay about differences in the portrayal of love.
Show how authors use literature to advance political beliefs.
Analyze an authors use of a particular literary device such as symbolism or satire.
Write about the influence of nature in the writings of one of the Romantic poets.
Compare and contrast two carpe diem poems.
Explain how the structure of a poem affects its meaning.
Compare and contrast the works of two women writers.
Write about the lessons learned by a character.

Support: You must support the essay with quotes from the literary work. You may also use research to help support your thesis. Use correct MLA form for all quotations. You must include a Works Cited page.

Submission Guidelines:
You will submit your paper in two locations when it is ready to turn in. Do not wait until the last minute to submit the paper. Save the paper in Microsoft Word. The file name should be your last name and paper 2. (For example: Smithpaper2)

1. Submit the paper through the Assignment section of Blackboard.
2. You will also submit your paper through Turnitin.com.
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Lectures/Readings

Week Five
Sept. 18, T Response #7Spenser, The Faerie Queenepp. 365-423 and Sonnets 67 and 75p. 436-437
Sept. 20, Th Response #8Raleigh, The Nymphs Reply to the Shepherdpp. 447-448 and
Sidney, Astrophel and Stella, #1, 2, and 31pp. 449-452, 453 and Marlowe,
The Passionate Shepherd to His Lovepp. 458-460 and
Shakespeare, Sonnets 18, 29, 30, 73, 116, 130pp. 493-509
Week Six
Sept. 25, T Response #9 Donne, The Flea, The Good Morrow, Song, The Canonization,
A Valediction: Forbidding Mourning, Death, Be Not Proud, Batter My Heart,
Meditation 17pp. 600-628 and Wroth, Pamphilia to Amphilanthuspp. 650-654
Sept. 27, Th Response #10Jonson, On My First Daughter, On My First Son, To the Memory of My Beloved, The Author, Mr. William Shakespearepp. 638-648 and Herbert,
Easter Wingsp. 661 and Philips, On the Death of My First and Dearest Child, Hector Philipsp. 675
Week Seven
Oct. 2, T Response #11Herrick, Delight in Disorder, and To the Virgins, to Make Much of Time pp.665-670 and Marvell, To His Coy Mistressp. 677 and Lovelace,
To Lucasta, Going to the Warsp. 670
Oct. 4, Th Response #12Milton, When I Consider How My Light Is Spent, and
Paradise Lost, Book 1 p. 722, pp. 725-743; Review for Midterm Exam
Week Eight
Oct. 9, T Midterm Exam
Oct. 11, Th Response #13Shakespeare, Twelfth Night
Week Nine
Oct. 16, T Response #14Shakespeare, Twelfth Night
Oct. 18, Th Response #15Montagu, The Lover: A Balladpp. 1197-1199 and
Behn, The Disappointment 922-927 and Johnson, The Preface to
Shakespearep. 1297-1306 and Dryden, A Song for St. Cecilias Daypp. 911-913
Week Ten
Oct. 23, T Response #16Swift, A Modest Proposal pp. 1114-1120; Gullivers Travels,
Part 1pp. 979-1016
Oct. 25, Th Response #17Boswell, Fear of Deathp. 1327 and Gray, Elegy Written in a Country Churchyardpp. 13332-1335 and Equiano, The Interesting Narrative of the Life of Olaudah Equianopp. 1340-1349 and Burney, First Journal Entryp. 1349-1352 Week Eleven
Oct. 30, T Response #18 Blake, The Lamb and The Tygerp. 1412 and p. 1420 and Burns,
To a Louse and A Red, Red Rosep. 1447 and p. 1454 and Wollstonecraft,
A Vindication of the Rights of Womanpp. 1459-1462 and Wordsworth, W.
Lines Composed a Few Miles above Tintern Abbey, I Wandered Lonely as a Cloud, Composed upon Westminster Bridge, It Is a Beauteous Evening, London, 1802, The World Is Too Much With Uspp. 141-1495, 1537, 1548-1550 and
Wordsworth, D. Thoughts on My Sick-Bedp. 1608
Nov. 1, Th Response #19Coleridge, The Rime of the Ancient Mariner, Kubla Khan1615-1634;
Quiz #2

Week Twelve
Nov. 6, T Response #20Lord Byron, She Walks in Beauty, When We Two Parted, So, Well Go No More a Rovingpp. 1676, 1678, 1680 and Shelley, Ozymandias, p. 1741 and Mary Shelley
Nov. 8, Th Response #21Keats, When I Have Fears that I May Cease to Be, La Belle Dame sans Merci, Sonnet to Sleep, Ode on a Grecian Urnp. 1830, 1840, 1842, and 1847
Browning, E., How Do I Love Thee? Let Me Count the Waysp. 1927 and
Browning, R., Porphyrias Lover, My Last Duchess, Prospicep. 2054 and 2058
_____________________________________________________________

I can fax/email source info anytime, you may call me if needed. Please help me choose the best, most accommodating topic within the time frame.



There are faxes for this order.

RESEARCH PAPER

This assignment requires you to review the current academic literature on one of the topics covered in class. The paper should be technical in nature, focusing on factual research results along with technical recommendations for management. The paper should not focus on problem identification or definitions, but on solutions and recommendations. This is not a review of individual articles but a review of the literature similar to the term papers written in other classes. The finished product looks like an article from the Academy of Management Review or the literature review section of a research article.

The paper should include a thorough literature review and a discussion of the practical implications of the information. The paper should be at least 15 pages long (double spaced, 1 margins, Times New Roman font, 12 pt.), excluding the title page, abstract and bibliography. At lease one third of the paper, a separate section, should be your interpretation of the information, practical implication, recommendations, and conclusion. You must also follow proper procedures for citing the work of others. You may want to use the American Psychological Association style manual for this purpose.

You must use only articles from academic journals (at least 7 articles) which includes: Personnel Psychology, Journal of Management, Academy of Management Review, Academy of Management Journal, and Journal of Applied Psychology. A partial list of academic and practitioner journals follows to the research assignment sheet. It is the students responsibility to insure that all reference materials meet the academic journal requirements. If you are not sure, ask.

You cannot use book reviews in the academic journals or information from an internet site. You may obtain the information over the internet but it must be from academic journals.

I will grade the papers on content, presentation (spelling, grammar, format, etc.), logic, and degree of original analysis.

I will not accept any paper that does not site at least seven academic articles, meet the page requirements, include a separate section with personal views and recommendations, or reflect graduate level work. I will not accept any paper that includes plagiarism or excessive quotes, representing more that 15% of the paper. You will receive a 0% for the paper. If you have any doubts contact me. You must have your articles for the literature review before the second weekend and have me review them.





Students are expected to be familiar with the professional literature in their fields of study. The professional journals are the most immediate and direct communication link between the researcher and the practicing manager.

A. Research-Orientated (Academic) Journals. These journals contain articles that report on original research. Normally these journals contain either sophisticated writing and quantitative verifications of the authors findings or conceptual models and literature reviews of previous research. You may use articles from these journals or any law review article. You may not use book reviews or information from the internet. You may use additional research oriented articles if you have them approved prior to the due date.

Academy of Management Journal
Academy of Management Review
Administrative Science Quarterly
American Behavioral Scientist
American Journal of Psychology
American Psychologist
American Sociological Review
Annual Review of Psychology
Applied Psychology: An International Review
Behavior Science Research
Behavioral Science
British Journal of Industrial Relations
Cognitive Studies
Croup and Organization Studies
Decision Science
Educational & Psychological Measurement
Employee Responsibility and Rights Journal
Human Organization
Human Performance
Human Relations
Human Resource Management Review
Human Resource Planning
Industrial & Labor Relations Review
Industrial Relations
Interfaces
Journal of Abnormal Psychology
Journal of Applied Behavior Analysis
Journal of Applied Behavioral Science
Journal of Applied Business Research
Journal of Applied Communication
Journal of Applied Psychology
Journal of Applied Psychology
Journal of Applied Social Psychology
Journal of Business
Journal of Business and Psychology
Journal of Business Communications
Journal of Business Research
Journal of Clinical Psychiatry
Journal of Communications
Journal of Counseling Psychology
Journal of Experimental Social Psychology
Journal of Industrial Relations
Journal of International Business Studies
Journal of Labor Economics
Journal of Law Economics and Organization
Journal of Management
Journal of Management Issues
Journal of Management Studies
Journal of Occupational and Organizational Psychology
Journal of Occupational Psychology
Journal of Organizational Behavior
Journal of Personality and Social Psychology
Journal of Political Economics
Journal of Social Behavior and Personality
Journal of Social Issues
Journal of Social Psychology
Journal of Vocational Behavior
Labor History
Labor Law Journal
Labor Relations Yearbook
Labor Studies Journal
Management Science
Managerial Auditing Journal
New York Law Journal
Occupational Psychology
Organizational Behavior and Human Decision Processes
Personnel Psychology
Psychological Bulletin
Psychological Review
Psychology Monographs
Public Personnel Management
Social Forces
Social Science Research
Sociology Perspective
Sociometry
Work and Occupations

Management Oriented (Practitioner) Journals. These journals generally cover a wide range of subjects. Articles in these normally are aimed at the practitioner and are written to interpret, summarize, or discuss past, present and future research and administrative applications. Not all the articles in these journals are management-oriented. You CANNOT use these for your paper.

Academy of Management Executive
Administrative Management
Advanced Management Journal
American Medical News
American Business Review
American Economic Review
Arbitration Journal
Australian Journal of Management
Business
Business and Social Review
Business Horizons
Business Monthly
Business Quarterly
California Management Review
Canadian Manager Columbia Journal of World Business
Chicago Daily Law Bulletin
Compensation and Benefits Review
Construction Management and Economics
Cornell Hotel and Restaurant Administration Quarterly
Corporate Counsel's Quarterly
Directors and Boards
Employee Benefits Journal
Employee Development Bulletin
Employee Relations Law Journal
Employment Decisions Practices
Employment Relations Today
Enterpreneurship Theory and Practice
Federal Times
Forbes
Fortune
Harvard Business Review
Health Care Management Review
Hospital & Health Services Administration
HR Magazine
Human Behavior
Human Resource Executive
Human Resource Management
Human Resources Management International Digest
INC.
Industry Week
International Management
IRS Employment Review
Journal of American Academy of Business
Journal of Business Strategy
Journal of Pension Planning
Long-Range Planning
Manage
Management Consulting
Management Decision
Management Planning
Management Review
Management Solutions
Management Today
Management World
Managers Magazine
Michigan State University Business Topics
Monthly Labor Review
Nations Business
National Productivity Review
Organizational Dynamics
Pension World
Personnel
Personnel Journal
Personnel Management
Psychology Today
Public Administration Review
Public Opinion Quarterly
Research Management
SAM Advanced Management Journal
Security Management
Sloan Management Review
Supervision
Supervisory Management
The Los Angeles Daily Journal
The Tax Advisor
Training
Training and Development Journal
Working Women




Plagiarism:
A Brief Overview





Kirsten Fleming



Associate Professor
of Mathematics


August, 1998








CENTRAL MICHIGAN UNIVERSITY

Plagiarism: A Brief Overview

Plagiarism is the intentional or unintetional use of the work of another without proper acknowledgment.
You may be aware that reproducing the published words of another without acknowledging the source of the words is plagiarism; however, you might be unaware of the scope of the concept of plagiarism. The term plagiarism applies not only to the published word, but also to unpublished materials, the spoken word, opinions, theories, pictures, graphs, and statistics. In fact, plagiarism might occur at any time when the material of another is being used, regardless of the source or format of the material. An example of a situation in which unintentional plagiarism can easily occur is when students work together, formally or informally, on a class assignment. If you do collaborative work with other students and then use their ideas or material in the work you submit, you must credit the work of the other students. If you do not properly acknowledge that you have incorporated the work of other students into your materials, you are guilty of plagiarism.
In addition, you might not appreciate that plagiarism is not limited to copying verbatim from a source but also occurs when you paraphrase the work of another.
The sole exception to the rule that all materials being used must be properly acknowledged is if the material being used is common knowledge. Information and ideas that appear in many places or that are readily available to anyone would be regarded as common knowledge. You may not know what is common knowledge in your discipline. When in doubt, err on the side of citing your source.
The appropriate method of acknowledging source materials varies from discipline to discipline and from instructor to instructor. References to source materials might be given in footnotes, endnotes, a bibliography together with pointers in the text indicating where and which bibliographical item was used, or possibly in the body of your text. You should talk to your instructors about their requirements for properly acknowledging sources.
Types of Plagiarism
If you use a sentence (or sentences), a phrase (or phrases) or possibly even a single word (if the word is unique or newly coined) lifted directly from a source, you must enclose the sentence (phrase or word) in quotation marks and you must cite the source of the material. Otherwise you are committing plagiarism. In general, direct quotes should be used sparingly and only when the wording of the source material is particularly effective or salient. Quotations should not be used as a mechanism for avoiding the often challenging task of expressing ideas in your own words.
Although not word-for-word copying, the reproduction of source material in which the basic structure is unchanged but in which you substitute synonyms for certain words or in which the structure is rearranged is considered plagiarism, even if you cite the source. Use your own words; avoid paraphrasing. Not only will this assure you avoid this form of plagiarizing, but it will also allow you to demonstrate that you truly understand the concepts you are discussing.
Although many students recognize and carefully avoid the forms of plagiarism just described, they are sometimes unaware that using the ideas, opinions, findings, or theories of another is also plagiarism unless the source is given credit. Therefore, it is imperative that you credit your source whenever you use the ideas, opinions, findings, or theories of another, even when you are expressing them in your own words.
To repeat: any use of words taken directly from the source should be placed in quotation marks and you should cite the source. Avoid paraphrasing or using slight variations in the language. Even if you are not using direct quotes, you must cite the source when you are using ideas and information contained in the source material unless the ideas are common knowledge.
In order to help you understand what constitutes plagiarism, consider the following text written by Fleming in 1998:
An attribute of high-quality education is, most certainly, the quantity of knowledge conveyed to, and learned by, a student. In addition to possessing a good knowledge base, a student who has been fully educated should be able to: communicate effectively; apply critical thinking skills; and adapt to unanticipated circumstances.
Now consider four excerpts from (fictitious) student papers where the above original text was used as a source. Each excerpt is followed by a discussion of whether, and how, the excerpt exhibits plagiarism.
Excerpt 1: A characteristic of a good education is, most certainly, the amount of information conveyed to, and assimilated by, a student. As well as having a broad knowledge base, a student who has been completely educated should be able to: speak well; use critical thinking skills; and adapt to unforeseen circumstances (Fleming, 1998).
Comment: Even though the source is cited, this is quite clearly plagiarism. A number of words have been replaced by synonyms but the underlying structure of the original statement is unchanged. In addition, the sense of the original statement is not fully preserved the ability to communicate effectively is not the same as the ability to speak well.
Excerpt 2: A student who has been fully educated should be able to: apply critical thinking skills; communicate effectively; and adapt to unanticipated circumstances. Although an attribute of high-quality education is, most certainly, the quantity of knowledge conveyed to, and learned by, a student, the possession of a good knowledge base does not constitute a complete education (Fleming, 1998).
Comment: Again the source is cited, but this is still plagiarism. The original statement has simply been rearranged but still consists of the original authors words.
Excerpt 3: There are many different ideas of what makes a high-quality education. Most people believe that an important attribute of a high-quality education is the quantity of knowledge conveyed to, and learned by, a student. However, it is also believed that the tangible skills and knowledge gained from education do not constitute a complete education. A complete education must also give a student the ability to communicate effectively; apply critical thinking skills; and adapt to unanticipated circumstances.
Comment: This is still plagiarism. The ideas being conveyed in this version are unattributed. Even if the ideas were properly credited, this would still be plagiarism since the text borrows phrases from the original. The borrowed phrases should be placed in quotation marks or, preferably, where possible the ideas should be expressed in words other than the original authors.
Excerpt 4: There are many different ideas of what makes a high-quality education. An important part of a good education is that a student gain a significant body of knowledge and also that the student master the tangible skills appropriate to their discipline. However, it is also believed that the tangible skills and knowledge gained from education do not constitute a complete education. Fleming (1998) believes that a complete education must also give a student the ability to: communicate effectively; apply critical thinking skills; and adapt to unanticipated circumstances (p. 2). A student should also leave college with the ability to work successfully with other people as well as independently.
Comment: This is not plagiarism. The ideas being conveyed in this text are attributed and the phrases lifted from the original text are enclosed in quotation marks.
Avoiding Plagiarism
When using source materials in your work, you should:
Express the ideas, facts, etc. in your own words.
Ensure that the information being conveyed accurately reflects the original material.
Place the spoken or written words of another person in quotation marks.
Cite the source material using the format appropriate to your discipline. If you are unsure as to whether a source should be cited, then err on the side of including a citation.
Recommended References
You might want to consult the following books for further information on avoiding plagiarism ad for in depth advice on scholarly writing.
Chicago Manual of Style (14th ed.). (1993). Chicago: University of Chicago Press.
Crews, F. (1991). The Random House Handbook (6th ed.). New York: McGraw Hill.
Gibaldi, J. (1998). MLA Style Manual & Guide to Scholarly Publishing (2nd ed.). New York: Modern Language Association of America.
Hacker, D. (1994). The Bedford Handbook for Writers (4th student ed.). Boston: Bedford Books.
Turabian, K. L., Grossman, J., & Bennett, A. (1996). A Manual for Writers of Term Papers, Theses, and Dissertations (6th ed.). Chicago: University of Chicago Press.

A Final Caution
Claiming Ive always written papers this way and no one ever told me it was wrong is no defense for plagiarism. Perhaps you have been lucky until now. The only way to ensure you do not get caught plagiarizing is to avoid it. The penalties are very severe.
Sources
In preparing this document, the following web pages were used
http://www.hamilton.edu/academics/resource/wc/AvoidingPlagiarism.html
http://www.indiana.edu/~wts/wts/plagiarism.html
http://nlu.nl.edu/ace/Guidelines.html
http://sja.ucdavis.edu/SJA/plagiarism.html

I need a professional complete dissertation for master degree. I will provide my dissertation research plan so you have to complete my dissertation chapter by chapter according to my Dissertation research plan.

Beside, all the sentence on my dissertation must the writer's own idea and own words, do not plagiarism from internet please. And reference, citation or bibliography must be clear and academic. if it is necessary ,you can provide a footnote on my dissertation.

here is my Dissertation research plan:
Topic: To investigate the trends/ impact/ social etiquettes of E-communities, danger, benefit and miscommunication they bring.

This research plan addresses the following:
? Background: 1 E-community definition and general information about.
? Main body: 2. Benefits of being a member of E-communities.
3. Etiquette Examples.
4. Danger and miscommunication from E-communities.
5. Summary of evidence supporting the Hypothesis
6. Explanation of methodological approach of investigation.
? Conclusion: further thinking

Background
1. E-community definition and general information about)

E-community is a group of people, which can or can not first of all or originally communicate or cooperate through the Internet. E-communities also became the additional form of communication among the people, who know each other in real life. Dawn of information age found groups who persevered virtual communication rather then real eye-to-eye polilogue. A "Computer-mediated community" (CMC) uses the social software to adjust actions of the participants. E-community of a type is responsible for common creation of the open initial software sometimes refers to as development by community. Essential socio-technical change followed from fast increase the Internet - based social networks.

A Community is an online resource that allows members of the association who share a common interest to communicate, share ideas, pose questions and distribute electronic resources. They are an ideal tool for committees group to share information in a timely and cost-effective manner. Each division, section, chapter, interest group, committee and executive will have its own Community limited to its unique membership.Each E- Community is made up of three sections: news; discussion forums; and a document archive.
News: this section is where announcements, notices, and press releases can be posted for members of the Community.
Discussion Forums: Each Community can have an unlimited number of discussion forums in which wide discussions by members can be carried out. Then, Members will post messages within a discussion forum which others can respond to, provide feedback on or make comments about it.
Document Archive ~ An online repository of documents such as newsletters, reports, position statements, forms, and other types of electronic documents relevant to the interests of the Communitys members.

The purpose of the e-Communities Group is to provide a platform for research into issues that currently constrain the utility of community activity on the internet. Computer support for community activity presents the potential for transcending boundaries that have typically constrained social interaction. The internet provides the opportunity for individuals with abstruse interests to find support from like minded people distributed across the globe.
Currently the benefits of such electronically based communities are restricted to the few individuals with high quality internet connections. As technology improves, there will certainly be a growth in demand for access to community support. Current technology is a limiting factor. Coherent use of this novel medium will require new ways to monitor and support community development to ensure that individuals can extract the maximum benefit available. In addition, the low level operation of the internet needs to be tuned to this purpose to best accommodate the vast number of potential participants.

Today, virtual community or on-line community can be used freely for a variety of social groups cooperating through the Internet. It not necessarily means that there is a strong obligation among the members. Email the list of distribution can have hundreds members and communications, which take place, can be simply information (questions, and the answers are sent by mail), but the members can remain the relative strangers.

The various virtual communities have various levels of interaction and participation among their members. It settles down from addition of the comments either attributes to blog or post of government of the message to a competition against other people in on-line games of a video such as MMORPGS. It is not enough than differing from traditional social groups or clubs; the virtual communities frequently divide themselves in clans or even are separated to form new communities.
Ability to cooperate with likeminded persons instantly from everywhere on the Earth has significant benefits, but virtual communities have bred some fear and criticism. The valid (virtual) communities can serve as dangerous hunting field for on-line criminals, such as the thieves of identity and stalkers, with children are especially in danger. Others are afraid, that spending too much time in the virtual communities can have negative consequences on real- world interaction.

There are some promptings, which conduct the people to bring in the contribution to the virtual communities. Various dialogue means of the information become ever large resources, sharing by knowledge. Many from these communities are highly joint and also establish their own unique culture.



Main body:
2. Benefit of being the member of e-communities

a) Recognition

The recognition is important for the online contributors such as, in general, individuals want recognition for their contributions, some have named this Egoboo. To a degree it is enterprise of an individual, the contributions will be probably increased to degree that the contribution is seen to community as a whole and to a degree where there is some recognition of the contributions of the man. powerful effects apparently of trivial markers of a recognition (for example designated as the official assistant) was commented in set of dialogue communities
One of the key components of encouraging reputation should allow the investors be known or to not be anonymous. When is involved in illegal actions, hackers of the computer should protect their personal identities with pseudonyms. If hackers use the same nicknames repeatedly, it can help authorities to trace them. However, hackers refuse to change their pseudonyms regularly, because the status connected to a specific nickname would be lost.

The structures and reputation are clearly obvious in on-line communities today. Amazon.com is in an urgent moment, as all investors allow to create structures concerning themselves and their contributions are measured by community. Myspace.com encourages complex structures for the members, where they can share all kinds of the information concerning what music they love, their heroes, etc. In addition to this, many communities give stimulus for assistance. For example, many forums give you departure by mail. The members can spend these items in the virtual store. EBay - is an example of e-community, where the reputation is very important, because it is used to have the sizes reliable from whom that you will do potentially business with. With eBay, you have an opportunity to estimate your experience with somebody, and they, similarly, can estimate you. It has effect on the account of reputation.

b) Sense of Efficiency
The individuals can bring in the valuable information, because the certificate comes to an end somewhat of efficiency, that is, a sense, that they had some effect on this environment. There is well-advanced literature of research, which has shown, how important sensation of efficiency is, both the creation regular and contributions of high quality to group can help individuals to believe, that they have influenceon group and support their own self-image as the effective man.

c) Sense of Community
The people, in general, are rather social beings, and it motivates to many people, which is necessary to answer directly for their contributions. The most e-communities allow the people to answer back the contributions (that is much Blogs allows the comment from the readers, you can answer back posts of a forum, and so on). (3)

3. Examples of the etiquette

There are many sites which confirm real danger of on-line internal violence, send by mail information to train their users concerning prosecution cyber, alongside with the recommendations of a type, it would be better for you
1. Not to say your real name to the strangers
2. To create sort - neutral username for addresses your electronic mail or nicknames of friendly conversation.
3. To use illogical samples for your password
4. Never give your password to anyone, especially, if who - requests that it in email or instant message.
5. To change your password frequently
6. To instruct children never to distribute to their real name, address, or telephone number, dialogue without your sanction.
7. To not distribute number of a credit card in a unsafe environment.

If you are pursued, you ought

1. To send the message to offender. Do it by the clear warning, that the contact is undesirable. Stop all communications, and hold a copy of all messages.
2. To register obedient with offenders of ISP provider.
3. Message of the Filter
4. To receive the help from WHO@ either NCVC or Cyber Angels
5. To establish a paper trace.
6. To register prosecution, are in a police department
7. To save all messages, written and registered
8. To hold all copies from houses (Stalkers, as is known, interrupt and will steal things.)
9. If you receive email with the very much certain threat, enter contact to your local lawful department of realization.

Cyber stalker could leave for the physical world and tempt you for the first meeting; will destroy your house, workplace or vehicle; send threat or obscene mail; also doof the offensive and excessive reference on the phone.

The e-communities are maintained to be responsible to supply the certificate of their communication to a case, such as E-mail logs may be presented to demonstrate the E-mail traffic to the victims computer, membership information and copies of Email messages they have sent to the defendant. Such message will usually have the URL at the top of the message. The numbers on the top are significant as they are able to tie the message to the computer, which has the account that sent the message. Information regarding the server or E-mail account used by the defendant may be presented. Testimony from AOL, Yahoo, MSN, or other Internet Service Provider (ISP) representatives may be presented with regards to the defendant Email, use of web sites, or use of chat rooms.(2)

4. Danger and miscommunication from e-communities

For each boon there is always downside-such takes place with the Internet, which became not only information highway, but also and children's platform for individuals, who aspires to damage to others As San Diego criminal defense attorneys of protection quickly find out, so useful and interesting, as the Internet can be, a lot of information about Internet users resides online and an enterprising criminal knows where and how to find it.

MySpace.com has answered proactively these incidents, bringing the children's expert of safety aboard. Besides two businessmen, who created the code to a trace the status of the attitudes MySpace.com of judicial claim of the person of the users, social lawyers website's of organization of a network, have warned.

Another website with similar functions also was closed after the prevention(warning) from MySpace.com. Jared the Dealer by candles, who began DatingAnyone.com in April, has told MySpace.com further required, that it(he) does not let out the initial code for the project. MySpace.com naked his(its) teeth in the letter of the Dealer by candles writing, that the site has broken the laws of California against cabin and federal laws of the trade mark.
The attorney of protection of a criminal of Chicago follows these managing principles from the criminal Illinois Criminal Code:
(A) the man makes prosecution cyber when he or she it is conscious and without the lawful justification, on at least 2 separate happen, disturb other man with the help of electronic communication and: (1) at any time transfers threat direct, or future wholly harm, sexual attack, conclusion, or restriction, and the threat is directed to the that man, or the member of family of that man, or (2) places that man or member of family of that man in a reasonable presentiment direct
, or future wholly harm, sexual attack, conclusion, or restriction.

(B) As is used in this Section:
"Disturb" means to participate in knowledge and deliberate rate of the behavior directed on the certain man, which annoys, torments, or terrorizes that man.
The fact, that the man has ability to cooperate with others anonymously, is one of the strongest promptings for individuals, who - independent internal offender, because many are under false impression, that they can not be caught. It, probably, was true, in one year 1989 before cyber prosecution has arrived in attention of authorities of the country, but in 2005, the cases (business) of prosecution cyber have increased to 443 from 196 in 2004. In many cases, the man, who is pursued, can never have of personal contact with offender.

Cyber the prosecution can include use Email to disturb a victim directly, sending by mail victim? S the name, call to number, or address Email in newsgroup or room (place) of friendly conversation to petition before prosecution of the third person of a victim, preparation websites, developed to disturb a victim, showing personal or pornographically material involving a victim, or use of the computer to access a victim? The management of various dialogue communities also knows this statistics, however, coming to the agreement that they can do to prevent prosecution cyber, proves also, as difficult. Most of all agree, that they have the obligation to their users to ensure sufficient managing principles, which clearly determine what types of behavior are inadmissible, consequence of such behavior and steps, which are in a place to order policy. Many from these companies of the Internet now keep of the lawyers, to define how they can protect their interests, as well as to protect their members from cyber stalkers.




5. Summary of evidence supporting the Hypothesis
Hypothesis: to prove that E-communities have not only positive features, that is recognition, sense of efficiency, sense of community. They also possess some serious and dangerous impacts on potential members of these communities.

This dissertation will include empirical research to show evidence of the hypothesis in question. This will be made up of primary and secondary data that has been collected. The kind of research is the information from members of e-communities. These will help to see an objective picture of the situation and impact of e-communities on their members. This can be made by asking or interviewer the definite circle of people who deal with the Internet. The secondary data will be based on already printed information on this topic. The recourses of the Internet itself can be used. Also this may be achieved by looking through and in details some criminal cases studies to show that e-communities can bring miscommunication. This can be collected from criminal archives given in libraries or in the police archives.





6. Explanation of methodological approach of investigation
Once I have found all the data and information that I need to get to answer the topic in question sufficiently. The methodology I have used is qualitative and is aimed to provide a critical approach in my interpretation into my case study. Some information, such as definition of e-communities and their impact on the membrs will be given from the members themselves and from printed versions of the information on focus. Besides, the information in need will be given from interviews and forums where people discuss the problems of unhonest in e-community relations. Some data how to prevent oneself from stealing in the Internet will be given to support the topic. In addition, books, articles and internet sites will develop my dissertation more.

We all are people who the Internet every day . We do want or not all we are members of one big legione-community. One and the same person can be a member of thousands of communities. These can be chats, msn, icq, forums, stores, clubs of interest, what not.
The aim of my work is to investigate the trends/ impact/ social etiquettes of E-communities, danger, benefit and miscommunication they bring. So, I will use qualitative methodology and it is aimed to provide a critical approach in my interpretation into my case study. The qualitative information will be reflected in enumeration what person should do not to be robbed in the internet, then analysis of psychological reasons why people tend to this kind of virtual communication. With the help of the given qualitative information we will see all the aspects of e-communities existing.



Conclusion
E-communities are not only about technology, but community participation.
The real purpose of E-communities is to strengthen relationship within the community. The internet is not about technology, but about communicating more effectively with family, friends and with our fellow citizens. The most important thing I have realized that in a world where the technology is changing constantly, the important thing in any business or community venture is human relationships. In a fast changing and increasing complex with the interconnected world, the only thing we can rely on is relationships with other people. So may communities come to Blog with questions about what to buy- what to stuff to get, but that is the easiest part of the problem to solve.
Any the hard part is understanding how technology and internet are changing our relationship.







Reference :
1.http://www.criminallawyergroup.com/criminal-defense/should-myspace-orkut-online-domestic-violence-crimes.php
2.http://www.truman.missouri.edu/uploads/Publications/Scott%20and%20Johnson%20Online%20Communities.pdf
3.http://en.wikipedia.org/wiki/Virtual_community
4. Anderson, B. (1983). Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso.
5. Smith, M. "Voices from the WELL: The Logic of the Virtual Commons" UCLA Department of Sociology.
6. http://www.cis.strath.ac.uk/research/e-communities/
7.http://www.si.umich.edu/~presnick/courses/winter03/684/index.htm
8.http://www.uta.fi/laitokset/ISI/english/projects/project10.html
9.http://66.249.93.104/search?q=cache:6ll9Z8WuTdwJ:www.artsci.wustl.edu/~dhui/HuiEngage2005.pdf+impact+in++E-communities&hl=en&gl=uk&ct=clnk&cd=6
http://www.artsci.wustl.edu/~dhui/HuiEngage2005.pdf
10. http://www.newrules.org/retail/carbondale.html
11.http://www.cla.ca/members/index.htm

There are faxes for this order.

15 quotes. Please use footnotes.


Thesis

Terror groups utilize technology to advances to plan, fundraise, recruit, and promote their ideology while offering a degree of anonymity. Cloud computing/technology (the Cloud) is the latest advancement terror groups will employee.

This latest technology raises the following questions:

Will the Cloud enhance the capabilities of terror groups?
Does the Cloud centralize the operational aspects of decentralized terror groups?
Is the United States Government (USG) prepared to respond to the potential threats the Cloud will provide to terror groups?

Outline

1. Introduction
2. Thesis
3. Historical (terror groups use of technology)
4. The Cloud (background)
5. Advantages of the Cloud
a. Plan
b. Fundraise
c. Recruit
d. Promote Ideology
e. Anonymity
6. Disadvantages of the Cloud
7. Case Study
8. USG Response
9. Conclusion

Please have done on time not later.

? Though this assignment, the student will demonstrate the ability to:
? Integrate verbal, written, and technological communication in implementing advanced nursing roles in the health care environment.
? Utilize critical inquiry and judgment to evaluate the design, implementation, and outcomes of strategies developed for learning and health care systems. (PO#4)
? Exemplify professional values, scholarship, service, and global awareness that support professional and personal development.
Description of the Assignment
The purpose of this assignment is:
? Communicate the analysis of and proposed strategies for the use of a theory in nursing practice
? Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice.
? Recommend strategies for the use of theory as the basis for actions of advanced nursing practice in leadership and education.

Criteria for Content
1. Introduce your perspective of nursing theory using a mirror, microscope or telescope to describe the nursing profession.
2. Explicate how nursing theory describes the nursing profession from the perspective of a mirror, microscope or telescope.
3. Provide examples of how a specific nursing theory views leadership or education from the perspective of a mirror, microscope or telescope.
4. Concluding statements summarize content.
Criteria for Format and Special Instructions
1. The textbook required for this course may not be used as a reference for this assignment.
2. Title page, body of paper and reference page must be in APA format.
3. The paper (excludes the title page and reference page) should not be longer than 8 pages.
4. Ideas and information from professional sources must be cited correctly.
5. Grammar, spelling, punctuation and citations are consistent with formal academic writing.
Points: 100 points

there is my proposal and in the second part you will find what you need to do thanks



first part

Table of Content

1. Titlepg2

2. Introduction.pg2

3. Research Aim, Questions and Objectives..pg2

4. Literature Review...pg3

4.1. The types of Merger and Acquisitionpg3
4.2. The reasons for the companies to merge.pg3
4.3. Overview of Merger and Acquisition activity in United Kingdom..pg4

5. Methodology pg4

5.1. Research Approach.pg5
5.2. Research Design..pg6
5.3. Method of data collection.pg6
5.3.1. Documentary data...pg6
6. Markov-Switching Model of Merger waves...pg7
7. Resources..pg7
8. Discussion of access and ethical consideration.pg7
8.1. Access..pg7
8.2. Ethical consideration.pg7
9.TIMELINE......................................................................................................pg8
10.References.pg9














1. Title

A"The reasons behind waves of Mergers and Acquisitions in United Kingdom

2. Introduction


The main goal of companies nowadays is to maximize the shareholders value. One of the easiest ways to achieve this is through merger or acquisition. Merger is defined as the process where the shareholders of two or several companies decide to merge into a single company. Acquisition is defined as the process where the shareholders of one company buy the ownership of another company or its assets. The increase in merger and acquisition (M&A) activity has generated a new phenomenon, which is merger wave. This phenomenon has been first observed in United States, then in United Kingdom and recently in other European countries. This dissertation will focus on the merger wave in the United Kingdom.



3. Research aim, Questions and Objectives
The basic aim for this dissertation will be to identify the causes of waves of M&A in UK. This research is relevant as it will improve our understanding of merger waves as the factors which triggers the waves are not fully understood although different theories have been identified. In addition, this research will create greater awareness about the history of merger waves in UK.
Based on the research aim, we have framed the following research questions and objectives for this dissertation.



Research Questions Research Objectives
What are the different types of M&A? To identify the types of M&A
Why do companies do merge? To identify the reasons of merge
What are the different M&A waves in UK? To identify the M&A waves which happened in UK
Is there a relationship between these M&A waves? To compare these waves





4. Literature Review
The scope of the literature review is to examine the types of merger and acquisition. To study the motivations for companies to merge and acquire in the UK. Finally the literature review will look at the different wave of M&A in UK and evaluate them.


4.1. The types of Mergers and Acquisitions
There are various types of merger and acquisition. The classification has been done on the basis of functional relationship between two companies and the economic impact of the merger on their operations (Tanriverdi, H & Uysal, V: (2010).
There are three main types of merger. First, the horizontal merger is when two companies from the same industry which are currently in direct competition merge together. It has as advantages to generate substantial economics of scale and result in decrease in the number of competitors in the industry Pawaslar, Vardhana: (2001). The other type of merger is the vertical merger which take place when a company, and perhaps one of their suppliers, join together to be able to offer a contiguous, non-interrupted supply of merchandise to their companies (Craig W. Fontaine, 2007). Finally, the conglomerate merger is when two companies from different industry merge together.


4.2. The reasons for the companies to merge
Merger and acquisition have kept the interest of a lot of academia during this recent year. As they can be really beneficial for the companies involved in these processes. However it is important to note that the merger or take-over activities are not always benefits for the companies. There are different motives behind the mergers and acquisitions. According to Trautwein (1990) the motives can be categorised in different theories, to know efficiency theory, where merger is planned and executed to achieve the synergy, which can be financial, operational or managerial synergy. For example, if a particular company is very good at marketing strategies while some other company is good in operations. If the expertises of both are put together, it produces synergy. This produces a new firm with more powerful features than the individual firms had before. However although the operational and managerial synergies are really benefits for the firms, they have been the object of several critics. According to Kitching (1967) and Porter (1987) these synergies are evasive concepts that are often claimed for merger but seldom realized.
Another theory developed by Trautwein (1990) is monopoly theory, for which the reason to merge is to achieve market power. The monopoly position will allow the firm to reduce the competition, control the market price and cross-subsidize its products. Although providing some advantages to the company, it is important to note that this monopoly theory cannot be applied in horizontal acquisition. In addition, A"under the monopoly theory the competitors stock should rise under an announcement and drop if the merger is challenged (Trautwein, 1990, p5). For Jensen (1984) since the competitors stocks do not fall on the two latter events, the monopoly theory should be rejected. Therefore, the monopoly theory although being cited as one of motive for merger, it faced a lot of critics which weakened this theory.
According to Ravenscraft and Scherer (1987) the fact the managers have better information about the targets value firm than the stock market can be a motive of merger. This is considered as a valuation theory. A"Bidders' managers may have unique information about possible advantages to be derived from combining the target's businesses with their own (Trautwein, 1990, p5). However this theory can only holds in an imperfect market, as in the perfect market all the information are available to the market and no one can take advantage from the information as the price of a company reflects the truly value of the market. Therefore although this theory is relevant, it conflicts with the financial market perfection.




4.3. Overview of M&A activity in the United Kingdom
Mergers and Acquisitions are not a new thing in the United Kingdom. Five different waves have been identified since the late 19th century. The first real wave was in 1960 and coincided with the internationalization of the world economy, the British government decided that the large firms were needed in order to compete effectively in international stage (Owen, 2006). To achieve this, a lot of companies were encouraged to merge. In other hand, the post-war reconstruction had a bg role in this first wave. The second wave peaked in 1972 and was characterized by horizontal mergers (Sudarsanam, 2010) the reason of this wave was the soft legislation which encouraged the merger. The third wave was in 1980, Prior to this time the waves had been mostly about increasing the size of companies but in the 1980s the emphasis changed to the control of corporate assets as a commodity (Owen, 2006). The main trigger of this wave was the Big Bang deregulation of financial services sector in the City of London (Sudarsanam, 2010). In 1990s the UK experienced its fourth merger wave which was also trigger by the deregulation of British industries. The fifth UK wave in addition to the characteristic of fourth wave (deregulation) had the privatization of firms as important stimuli of the wave.





5. Methodology

The methodology will identify the intended research approach and outline the research strategy chosen. The first part of the methodology will develop an appropriate research approach, strategy and design for the dissertation. Providing an overall explanation of methods chosen, whilst giving justification for these choices. The second part, will demonstrate more explicitly the different data collection methods intended in order to achieve the research objectives.



5.1. Research Approach
There are two research approaches that can be taken, the deductive and the inductive approach. To begin with deductive approach, which is the development of theory that will be tested, this approach is applied the most of the time for scientific research. It is considered as the top to down approach:




Theory


Hypothesis


Observation


Confirmation


Then, the induction approach which is focused on building theory. It is considered as the down to top approach:

Theory


Hypothesis


Pattern


Observation


As the research objective of this study is concerned with the cause of merger wave in the UK. This dissertation will require an inductive approach, because it will allows us to observe the factors preceding the waves, identify the types of M&A during these waves. However this approach can lack of objectivity and validity. Therefore in order to meet these issues related to validity and objectivity. This dissertation will use also the Markov- switching model of merger waves considered by Town (1992) which provide a better portrayal of M&A than simpler formulation.


5.2. Research Design
The way, we are going to answer research questions should be related to the purpose of research. A study can have different purposes such as exploratory, descriptive or explanatory.
The research purpose of this dissertation will be exploratory. Which is a valuable means of finding out what is happening, to seek new insights, to ask question and to assess phenomena in a new light (saunders, p139). This type of research design was chosen as it will allow us to review the work of academic in order to identify the relevant factors that influence the merger wave. And also enable to make a comparative analysis of different waves.


5.3. Method of data collection
There are two types of data: secondary data and primary data. For this study, we are only going to used secondary data. The secondary data is data which has already been collected for some other purpose other than the one under consideration (Webb, 2002). It can be used to provide a backdrop to primary research. Secondary data sources can help avoid unnecessary primary research and can be used to guide researchers throughout primary data collection (Webb, 2002). The secondary data which will be relevant for this study are documentary data.
Documentary data
Journals articles, organisations websites and other published materials which adequately covered the research, will be call frequently to form the literature review for this dissertation. The different journals: the journal of Applied Behavioural Science, journal of Financial Economics, International journal of Industrial Organization, journal of Applied Financial Economics, Quaterly journal of Economics journal of Economic Perspectives will play an important role in the development of review and understanding of the subject on which the research objectives are based.
The websites of Office for National Statistics and Thomson Financial will relevant in the collection of data in order to achieve Markov-Switching model analysis. The work of academia such as Sue Cartwright and Cary Cooper (1996) will be relevant in the identification of reasons of mergers. Gerald Adolph et al (2009) work on the explanation and examination of wave will be useful for this study.

Advantages and disadvantages of secondary data
In the case of this study the main advantages of using secondary data are:
?' The saving in resources, time and money
?' A large amount of data can be overviewed quickly and compared.
As disadvantages:
?' Data should be evaluated carefully due to the fact there are not always of high quality and relevant for research question



6. Markov-Switching Model of Merger Waves
The literature has advanced the idea that mergers follow a wave pattern. We take this casual impression to suggest the presence of two distinct states of merger activity, high and low (Halbheer et al, 2009). We will develop different assumption such as
Assumption: Each period t is accompanied by an unobserved latent state variable. This will be tested by Markov-switching model.


7. Resources
Different resources will be needed in order to achieve this dissertation. The main ones are teesside main library and Business School library, which offer a vast range of books and journals articles related to our research objective. As other important resource is personal computer associated to the internet and Microsoft word program, as it will allow us to get access to some relevant websites and also allow us to type our research. Finally, the time can be considered as crucial factor for this research as we have a time limited to achieve this research.

8. Discussion of access and ethical consideration
For the success of research project, we are going to look at access and ethical consideration.
8.1. Access
As our research will mostly be based on secondary data, gaining access to these data will not be a problem due to our free access to the library and some websites with which the Durham University is registered. However it is important to note that some organizations websites are not free, which can be a barrier to access some data.

8.2. Ethical consideration
Research ethics refer to the appropriateness of our behaviour in relation to the rights of those who become subject of our work (Saunders et al, 2009, p187). As we develop our data collection techniques, we need to consider whether our research method is likely to cause any physical or emotional harm. As example of harm: no respect of cultural values, the no respect of work of academia. In order to deal with ethical issues, as our dissertation is mainly based on secondary data, we will require the consent of the other party before to use the secondary data







second part

Overview of the Project? (8000 words excluding references, bibliography and appendices)
The Project is a piece of work in which you demonstrate your ability to investigate a topical business/management issue or problem which is closely related to your programme of study. Within the project you collect, analyse and evaluate relevant information, draw supportable conclusions based on your findings and make appropriate recommendations.
As such your project could be:
A workplace or organisation-based project
If you can negotiate sufficient relevant access to an organisation, this is possibly an ideal basis for your project as it is a ready and valuable source of primary, live evidence.
Other primary research project
Rather than focussing on a workplace for your project, you may still wish to undertake a project which generates significant and valuable primary research. If you can identify access to the relevant area ofyour research and data sources, this could be a good option for you.


Regardless of which style of project you undertake, your final work needs to demonstrate that you can:
Plan and manage the implementation of your research
Understand the principles/theory underpinning the issue or problem that is being investigated
Identify how to investigate an issue in order to reach a reliable view
Present data and other information in a clear and logical manner using quantitative and/or qualitative methods as appropriate
Critically analyse, interpret and evaluate data and other information
Develop concise and logical arguments
Draw relevant and valid conclusions and make recommendations which are appropriate to the issue or problem

?'

In pursuit of these objectives, your project must contain the following sections and content
An abstract or brief summary
An introductory section outlining the nature and context of the chosen issue or problem
A literature review
A research design (explaining how you have approached the task)
A number of development sections (analysis of findings)
A conclusion and recommendations
A reflection on the research project process

In producing and presenting your Project you must meet the following requirements:
Presentation of the Final Project
It should be typed or word-processed, on A4 unlined paper, on one side only, using Arial font size 12
There should be good margins all round. Remember to allow sufficient space on the left hand side to allow for binding
There should be double line spacing throughout, except where there are long quotations indented in the main text when single spacing is acceptable
Pages should be numbered consecutively through the main text, including tables/charts/ diagrams which are not embodied in the text. Page numbers should be located centrally at the bottom of the page
Any large charts or diagrams should be reduced to A4 size if possible, otherwise folded to A4 size with an allowance for binding
Project Contents
The Project should be 8000 words in length, excluding appendices. The final document should comprise the following headings and content:

ABSTRACT
Suggested approximate word count of 300 words. A summary of the project aim, research design and methods, findings, conclusions and recommendations. The summary can only sensibly be written after you have drafted all the main chapters.

ACKNOWLEDGEMENTS
An optional (unmarked) section in which you can give thanks those who have advised, supported or inspired you.
TABLE OF CONTENTS, LIST OF TABLES, LIST OF FIGURES
List in numerical order the headings of the chapters and sub-headings of the main body of the Project with the numbers of the pages on which these chapters and sections begin. You must list all appendices providing details of reference number/letter, title and page number.
List separately, after the Table of Contents, any tables, figures, diagrams or other items used in the main body of the text. List in numerical order and give the title and page number upon which it appears.
The Table of Contents is easy to add at the end, but if you are having difficulty getting started you might want to do the contents page first using the standard chapter headings and add the page numbers later.

INTRODUCTION
Suggested approximate word count of 400 words. A summarised description of what is being studied (e.g. company, industry and/or theory " but do not simply cut and paste from a company website!). Identify the audience, i.e. who the project will be useful to and why it will be useful to them. You should put your project into context, explaining why the project area is important. It will be helpful to identify in this chapter main themes or problems your project is investigating and state why this is an appropriate project for you to carry out. Avoid too much general background information, which may distract your reader from the main issues in the project but ensure that a full context has been given.

AIMS & OBJECTIVES
Suggested approximate word count of 100 words. Clearly stated and logically derived aim and objectives. It must be clear from your aim and objectives that the project is appropriate to your programme of study and that achievement of the objectives will satisfy the project aim.
LITERATURE REVIEW
Suggested approximate word count of 2,000 words. A discussion of definitions, themes, concepts and debate relevant to your study.

- Select and critically analyse published theory and research which is relevant to your topic. You must cite academic sources to support your discussion.
- Use headings and subheadings to structure your discussion.

This section explains how the literature shaped and influenced your study. You should discuss how you propose to deal with any conflicting issues raised by the literature.
RESEARCH DESIGN & INFORMATION SOURCES
Suggested approximate word count of 1,500 words. Explanation of and rationale for the research design, methods of data collection and analysis, and the range of information sources used. Cite academic references (e.g. textbooks and sources included on the reading list) to justify and enhance the validity of your choices.
- Research design
- Primary and/or Secondary data collection sources, populations, samples.
- Methods you used to collect the data
- Methods you used to analyse this data
- Project management and control:
Resources and associated costs (if any)
Possible limitations (e.g. access, ethical issues, time constraints)
Measures taken to ensure that your project is completed to time and quality
You will have proposed an approach and identified data collection techniques as part of your research proposal so you should be able to draft this chapter at an early stage as this serves to outline your research plan. You should critically reflect on the methodology you have used and include a discussion of why you have chosen the particular approach and techniques. You must include a discussion here of how you will deal with issues of a confidential or ethical nature.
This chapter is a key chapter for the assessors because it explains the methods you have chosen and, in particular, why you have chosen them. Your reasoning should be justified and supported by relevant reading from research texts.

ANALYSIS & FINDINGS
Suggested approximate word count of 2,000 words. This section should analyse the findings of your research. The exact structure is not prescribed and should be
appropriate to context/fit for purpose. The issue to keep in mind is that there should be a logical flow that makes your project easy to read and understand.
Results should be presented with a full discussion and interpretation. It is insufficient just to say what your findings are - you need to analyse what they mean within your work context and fully interpret them. Where you are presenting a lot of numerical data it is important to include a visual representation (e.g. graph) of major results.
Even if your findings are of a qualitative nature you should consider breaking up the text and perhaps emphasising a major point by use of a diagram (e.g. a flow-diagram to illustrate a change or implementation process). You may not refer much to the research literature at this point, but may draw on some subject based reading to support or interpret your findings.
?'
CONCLUSIONS
Suggested approximate word count of 600 words. A summary of key findings providing an explanation of their significance
.
- Logically derived from the foregoing analysis
- Understanding of the significance of the foregoing analysis
Remember that your conclusions must be clearly drawn from your findings. Address the aim and objectives you set earlier in the Project. A common mistake is to include entirely new material in the conclusion. This is not appropriate.
The conclusions should arise logically from what has gone before. This may not be the longest chapter but it should be clear, succinct and encapsulate theimportant issues and findings.
RECOMMENDATIONS
Suggested approximate word count of 600 words. Recommendations for action must be included. These should be expressed in a clear and practical manner. These should be directed to your audience/stakeholders (organisations, managers, researchers) and address issues such as strategy, management decisions, and further research.

REFLECTION
Suggested approximate word count of 500 words. A personal reflection on the research project process and on the limitations of the foregoing analysis (how might these limitations affect your results?)
- Did the process of undertaking the project deviate in any way from the proposal? If so, why?
- What did you learn from the process of this research project?
- What are the limitations of the research and how might these limitations have affected the results?
- What might you do differently if conducting future research and/or if you were to do the research again?

In order to write this section effectively it is recommended that you maintain a Project Log Book throughout the duration of your project.
APPENDICES
The Appendices should contain supporting documentation, such as detailed results or tables of statistics that support the analysis, but which are too detailed to be contained in the main text. It is important that they complement the main text.
Note that the word count applies to your project chapters not the appendices. You can therefore use the Appendix Section to support and evidence the depth, as well as the breadth of your learning and activity throughout the course of your project. However, you should not include large amounts of additional information in the appendices as they are used to illustrate the discussion, not to compensate for a limited word allowance.
Clearly sectioning and labelling the contents of your Appendix enables you to illustrate and support the material that you refer to in the text of your project in the previous chapters. Contents of the Appendix Section might include, for example a copy of the questionnaire used in a survey or supporting data for quoted results.
Each Appendix should be on a separate page, designated in sequence as Appendix A, Appendix B etc., listed in the Table of Contents and referenced within the main text. Remember to provide references for sources of material used in the appendices where appropriate.
When choosing what to include in the appendices consider the following criteria:
Timely: recent and current
Appropriate: illustrates the points you are making
Relevant: clearly linked to the project
Ethical: you have permission to use it and no- one is compromised by its inclusion
Authentic: real, rather than invented to illustrate the purpose
Annotated: the reason for inclusion is explained
Confidentially protected: protect names of your organisation or individuals and gain their permission to use the example

It is often useful to include entries from your Project Log in the Appendices.

The purpose of the Appendices are to illustrate your project process and are not there to compensate for a limited word number.
REFERENCE LIST
Here you must list all the sources you have referred to or quoted in the text. Use the Harvard format. Failure to include a source referred to risks being classed as plagiarism, which is a serious disciplinary issue. The reference list must be one list in alphabetical order by the authors surname (Harvard format).

Please note:
In addition to marks for the quality of content your Project will also be marked on the basis of referencing, bibliography, structure and quality of presentation:

- Adherence to specified criteria for presentation
- Evidence of an appropriate structure
- Correct spelling and grammar and appropriate narrative style
- Evidence of proof-reading to eliminate typographical and other errors
- Correct referencing (Harvard style)

-Read Dr. Martha Piper??s speech delivered to the Vancouver Board of Trade
-Write an essay detailing your reasons for either agreeing or disagreeing with her assertions, based on your personal experiences and expectations of a university education system.
??I would like to begin by thanking the Vancouver Board of Trade for inviting me to speak to you again today. Having been here just a year ago, I am pleased to have been invited back. It is always a privilege to address the Board, and I would like to acknowledge and thank Farris for their sponsorship of this event.
Although almost a month has elapsed since the closing ceremonies of the 2004 Olympics in Athens, we still feel disappointed when we consider the Canadian performance at this most celebrated of world athletics events. The more so, perhaps, when we contemplate the role we must play on the world stage, right here in Vancouver in 2010. Only a year ago Canada was profiled as a moose in sunglasses on the cover of the Economist. We were described as a country that was ??cool??. But, as the Globe and Mail so aptly stated, ??At the Athens Olympics, Canada has gone cold.?? What then does all of this mean? And what does this have to do with universities in 2010?
Analysts throughout the country have done their best to interpret the Canadian Olympic record. But in the end, let no excuses be heard. As the Globe noted: ??Medals do matter. Not in the fevered way they once mattered to the old East Bloc countries, desperate for legitimacy. And not because, having suddenly arrived as the moose in sunglasses, this country is anxious to stay in the spotlight a while. It matters because Canada should aspire to excellence, not only in athletics but also in the arts, medicine, science and education.??
It is that clarion call for ??excellence???Xexcellence in the arts, medicine, science, and education as well as in athletics?Xthat I would like to speak about today. I want to go beyond making what you might think a predictable pitch for higher education. I want to address a particular kind of education?Xan education that defines excellence in all that we do?Xan education that prepares our students to be true Olympians ?Xan education that creates outstanding citizens for ??Canada??s place in the world.??
As a guide in this discussion, I??d like to enlist the Right Honourable Lester B. Pearson. Few people contributed more to defining Canada in the 20th century than Lester Pearson, Nobel Peace Prize Winner ?V a man whose efforts helped to promote Canada??s worldwide reputation for integrity and moral leadership.
But more than a great statesman, Lester Pearson showed himself to be a man of prescient vision, a man who understood, long before the rest of us, how small the world had already become. In 1946?X58 years ago?XLester Pearson said this:
??Fear and suspicion engendered in Iran can easily spread to Great Bear Lake above the Arctic Circle in Canada and bedevil economic developments there. There is, now, no refuge in remoteness.??
No refuge then; certainly no refuge today; and most definitely no refuge in 2010.
Over the past several years, the foundation of what we believe constitutes a civil society has been shaken?Xproviding us with evidence that we indeed are not able to find refuge in our remoteness. The age of mega-terror that began three years ago on September 11, 2001 with an attack on the World Trade Centre, has moved on to Middle School No. 1 in Beslan, Russia. The murder of innocent children, coupled with events such as the spread of the SARS virus, and the Iraq War, all have underlined the fact that we are not isolated from world events that occur in far-off regions of the globe?Xthat our remoteness as a northern nation can neither protect nor isolate us from political or environmental threats that are geographically distant.
For the inescapable truth is that we all feel vulnerable, wherever we reside, to the kind of fear that is generated by the globalization of terror and the interconnectedness of our economies. What is clear is that the world has been contaminated by conflicts that arise from misunderstanding and mistrust, and is threatened by widespread and deepening political, social and economic disparities.
So what do we do? In the short term, whether it is by fighting a ??War on Terrorism,?? trying to secure our borders, or providing subsidies to protect our ??national interests,?? the powers that be have attempted to either cut out an infected part, or build barriers to protect us from the rest of the world.
What has now become clear, however, is that there must be another solution. If we are to live in one small, interconnected world, we must all assume and fulfill our responsibilities as citizens of that world. For we are not engaged in a conflict in the conventional sense. The opponent is not another country that can be defeated or held at arms?? length. The enemy is ignorance and intolerance; and what these produce is terror and revenge.
We are confronted by a battle in which a university, every university, must lead. The universities of the 21st century, Canadian universities in particular, must meet the challenge posed by ignorance and intolerance by assuming the leading role in educating the new ??global citizens??: that is, citizens who will understand the world in which we live, citizens who will ensure the survival of a civil society?Xa society in which all individuals, regardless of race, ethnicity, intellectual ability, or religious beliefs, can express themselves without fear, exercise their individual human rights and live in healthy, safe, respectful, and economically strong and trusting communities.
What then constitutes a global citizen? As I watched the 2004 Olympic games, I was reminded of the Greek philosopher Diogenes, who when asked where he came from, replied ??I am a citizen of the world.?? He meant by this that he refused to be defined simply by his local origins and group memberships; he argued that each of us dwells, in effect, in two communities?Xthe local community of our birth, and the broader community of human argument and aspiration.
It is these two communities coming together within an individual that I believe constitutes global citizenship; it is these two communities coming together that should inform the spirit of our efforts in 2010. Our goal must be to educate future global citizens who see themselves not simply as citizens of a local region but also as human beings bound to all other human beings by ties of common concern and mutual understanding.
And what if we don??t succeed in meeting this goal? What if we falter in our educational task, or choose other priorities? Why is it essential that universities move boldly in structuring their curriculums and learning environments to foster global citizenship?
Lester Pearson, in the 1950s, warned that humans were moving into ??an age when different civilizations will have to learn to live side by side in peaceful interchange, learning from each other, studying each other??s history and ideals and art and culture, mutually enriching each others?? lives. The alternative, in this overcrowded little world, is misunderstanding, tension, clash, and catastrophe.??
??Misunderstanding, tension, clash and catastrophe:?? While it may have taken us 50 years to understand Pearson??s advice, it is increasingly clear that we no longer have the luxury to wait another 50 years to act. The call for ??learning?? has never before been so compelling. The question now is not ??why?? but rather ??how.??
How do universities and a nation educate global citizens? This is a question that UBC is currently debating as we formulate our vision for 2010, which reads:
The University of British Columbia, aspiring to be one of the world??s best universities, will prepare students to become exceptional global citizens, promote the values of a civil and sustainable society, and conduct outstanding research to serve the people of British Columbia, Canada and the world.??
How shall we identify the knowledge and scholarship that will assist in both defining our Canadian identity and our role as global citizens?
As we grapple with the risks and rewards of global integration, we are challenged to define what it is to be ??Canadian.?? Whether we are speaking of our health-care system, multi-culturalism, Canadian sovereignty, or our role as the host nation for the Olympics in 2010, it is critical that we understand who we are and what we value. We must look to Canadian literature, history, political science and demography; Canadian film, theatre and music; Canadian sociology, geography, and aboriginal studies?V if we are to define a Canadian identity. We must identify what is the best of Canada and share it with the world.
But knowing who we are is not enough?Xwe must also have an understanding of the world that takes us beyond our own Canadian borders.
In thinking about identifying what is distinctively Canadian, I was struck by an article in last week??s Economist that suggested that if social policies were commodities Sweden would have a large surplus on its trade balance. This small nation of nine million people has already exported to Britain active labour market policies, a model for universal childcare and a merged prison and probation service. The Swedes?? success in such matters comes from having determined their own identity, recognized their own distinct strengths, and sharing those strengths with the world.
Thomas Friedman in his best selling book The Lexus and the Olive Tree makes the compelling case for global understanding through the synthesis of knowledge from a variety of perspectives.
He argues that today the traditional boundaries between six disciplines?Xpolitics, culture, technology, finance, national security and ecology?Xare disappearing when it comes to understanding global issues. Friedman equates it to putting on glasses and seeing the world in 6-D or six dimensions.
To be globally literate you have to learn how to synthesize information from each of these disparate perspectives to produce a picture of the world that you could never arrive at if you looked at it from a singular point of view. Simply put, you have to be creative, looking for solutions from a variety of perspectives and using every aspect of your consciousness to be innovative and ingenious.
Innovative and ingenious. The Hilton Hotel chain now offers a totally new type of room called a Creativity Suite. Designed to stimulate creativity, these suites come with sectional sofas that can be easily rearranged for impromptu meetings; they provide plasma screen televisions, a Home Entertainment System, an iMac computer and a full-body massage chair. One of the living-room walls is a chalkboard, and a selection of art supplies is part of each suite??s ??invention box??. The minibar has brain food?XSoy Crisps and energy-boosting Gingseng supplements. Even the shower features a writing board and grease pencils should inspiration strike mid-shampoo.
In many ways, these Suites represent the type of creative learning environment we need to be providing our students. We must encourage students to think creatively and to access and integrate information from a variety of sources. At UBC, the new Irving K. Barber Learning Centre will assist us in doing just that through its provision of the latest forms of learning technologies.
In the 20th century, graduates were expected to leave the university having acquired a command of one discipline; they were secure in the knowledge that with this one discipline they might pursue successful careers as a health professional in a local hospital, or as a financial analyst for a national bank.
But today the scope of practice is the planet Earth, and the global integration of technology, finance, trade, and information is occurring in a way that is influencing wages, interest rates, living standards, culture, job opportunities, wars, weather, environmental and human health all over the world. Our graduates must be able to think laterally and creatively, with an appreciation that the solutions to the most complex issues will come from the inter-connection and overlap of disciplines. For if we are to achieve a civil and sustainable society, rather than ??misunderstanding, tension, clash, and catastrophe,?? we must do as Pearson suggested?X??learning from each other, studying each other??s istory and ideals, art and culture???Xin order to live side-by-side in peaceful interchange.
Peaceful interchange. We prepare for war with energy and vigor?Xeven with intelligence?Xbecause it is a task we can easily grasp and understand. War is what??s left when all the subtlety and complexity has been stripped away from a disagreement among humans; when logic and persuasion seem of no more use. War is what happens when we use advanced knowledge to create and apply missile defense systems and military technologies.
Peace is much harder. Peace tests us. Peace demands tolerance, understanding, and forgiveness. Peace insists that we embrace complexity as we embrace the ideals and art and culture of those whose priorities seem a little different from our own.
Canadians have a long tradition of working for peace, through our role as peace-keepers for the U.N. Today, we have an opportunity to go one step further: to move beyond peace keeping and lead in peace preparation. And I believe that this preparation does indeed belong with and begin in our educational institutions, with universities showing the way.
How should we as a nation support this critical educational effort to promote peace? Let me suggest a two-pronged approach. First, I believe that Canadian governments at every level should increase their support for the kind of research and scholarship that will help inform the public policy and develop the social programs upon which a civil society is built?Xresearch and scholarship that will help Canadians prepare for peace. While university research was deployed in the ??50s and ??60s to form the basis of many military and aerospace advances, university research in the 21st century must focus its efforts and resources on preparing for peace.
Governments must be prepared to invest in such a program. My model here is health research, where the argument has been advanced that a minimum of 1% of the investment made in health expenditures should be invested in health research. Correspondingly, I would suggest that 1% of all public expenditures on ??civil society?? programs be invested in research in the human sciences. Consider the amounts currently invested in social welfare, the corrections system, national defense, foreign affairs, immigration, heritage and culture, and Indian and Northern Affairs, to name a few broad areas. Why would we not consider investing a minimum of 1% of those expenditures into research that would permit us to better understand the values that underpin civility, tolerance, human rights, democracy, and peace?
Second, we need to contemplate a significant role for the federal government in post-secondary education. It is well nderstood that a sound education is the foundation for a strong and prosperous society. But if universities in the 21st century are to educate global citizens, individuals who are able to define Canada??s place in the world, graduates who are active participants in peace preparation, citizens who understand that there is no refuge in our remoteness, then we need to revisit the role of the Canadian government in post-secondary education.
As Jeffrey Simpson pointed out in last week??s Globe and Mail, our future lies in education, and the time has come for the federal government to recognize its legitimate role in funding post-secondary education. While the federal government has always had a role in the funding of university research, it now needs to consider a role in the funding of instruction?Xfunding that goes beyond the provincial mandates and jurisdiction?Xfunding that will address the need to develop and foster curriculums that will result in the education of globally literate and creative Canadians from
Newfoundland to Vancouver Island. Without such an initiative, our efforts to create a sustainable society and prepare for peace will be sporadic at best and non-existent at worse. This to my mind is what is meant by ??Canada??s place in the world??: such a concept goes far beyond diplomacy or foreign aid, it extends beyond international exchanges, summits, or hosting Olympic games for that matter?Xit goes to Canada??s education of future generations of global citizens committed to the preparation of peace and the sustainability of the whole world.
Today, despite criticism of our performance in the Olympic Games of 2004, it is fair to suggest that Canada is still one of the most admired middle powers in the world. But if we look beyond Athens and review the challenges we face both at home and abroad?Xthe environmental threat of climate change; globalization of our economy though outsourcing; the need to review our immigration policies to meet our future labour needs; the political threat of international terrorism; the war in Iraq and possible participation in a missile defense system?Xit is clear that now is the time to revisit our nation??s vision of a civil society and our commitment to global learning.
Last year, in a study conducted by the European Commission, UBC ranked 35th among the top 500 universities in the world. Clearly a remarkable achievement. What is obvious is that we Canadians have the excellence, the scope, depth and diversity to take our place in the world. All we need now is the commitment of our nation, the determination to contribute, and the strength and courage associated with all great Olympians. For truly, British Columbians and Canadians can make a winning difference.
Thank you. ??

Request for CFwriter!

Please note: This is not a realistic assignment. master's level university assignment in VOIP- computer networks.secondly i have completed the initial proposal for 3 pages which aint that good..If u see the main assingment details u can deviate the initial proposal to final proposal with good reasons to deviate.final proposal i need for 15 pages in msword.doc.plagiarism less than 10% please. please check my marking criteria in the bottom of the main assignment details. i will also send my initial proposal via email.


Assignment
This assignment comprises two parts: the first requires you to produce a short (2 page) proposal document, defining the possible alternative approaches to providing a unified communications network for a particular client. You will then develop this initial proposal into a more detailed plan of work.
As part of a refurbishment of a former factory building to provide a mixed use (apartments/ small business office space/ retail and leisure), it is planned to provide a
building-wide networking facility. This networking facility will be IP-based, and will support all voice, video and data communication for the building. Therefore you
should expect to provide for all forms of traffic, including, but not limited to, internet
access (for both business and leisure use); video traffic (IPTV) and building monitoring and security. The designers have installed a wired (Cat 5 Ethernet) facility
in the first stage of the development, but for a variety of reasons, they are considering wireless (802.11 a/b) connectivity for the remaining parts of the building
complex. They have issued a call for proposals to provision and equip this remaining part of the building, and you have been asked to submit a proposal for the contract. This
proposal process will be in two stages: an initial outline bid, of no more than 2 pages of A4, which will provide an overview of the main elements of the work you propose to
carry out, and identifying (in outline only) at least two different possible technological approaches (one wired, one wireless). You will then be expected to submit a more
detailed document describing the advantages and disadvantages of the alternative technologies you proposed in your first document, this should include identification of
hardware requirements and any installation and maintenance costs; finally, you must include a section defining the planning and site survey you will need to carry out in
order to address the business requirements.
Suggested overall word count: approx 4500 words in total ( 4500)

Marks will be awarded for:
For the outline proposal:
1. Clarity, conciseness and accuracy of the proposal.
For the final report:
2. Coherence with initial outline proposal (or good reasons for deviation)
3. Clear explanations of the proposed solutions for the alternative
technologies proposed
4. Your assessment of the likely quality of service for each solution
5. Your planned site assessment
Half of the marks at each stage are awarded for each of the two possible solutions,
therefore you must ensure that you deliver two separate potential solutions.
Each criterion carries equal weighting (i.e. 20% of the overall mark), items 2 5 in
the above list relate to the module learning outcomes in order; the outline proposal
addresses elements of all these outcomes.
There are faxes for this order.

Write a 350-500 word, double-spaced response to the novel:

The Neuromancer, by: William Gibson


In the response advance a brief discussion or analysis of some aspect of the novel that you found particularly interesting or relevant to an understanding of the text as literature or as science fiction. Please avoid submitting plot or character summaries!

While you do not have to advance and develop a formal argument you should nonetheless:

*Make specific and interpretative comments about the text. Avoid advancing general statements about the novel as a whole, or summarizing the plot and character. Focus narrowly on one interesting element of the novel and interpret this aspect in depth, instead of making a number of broad and sweeping observations or to simply catalogue a large number of interesting elements of the text.

*Avoid making statements of either praise or criticism of the text without explaining why.

*Consider addressing or reflecting upon some aspect(s) of the novel that is relevant to an understanding of the text as science fiction. Ie. does it explore our treatment or understanding of the ?other?? Does it provide a particularly powerful discussion of the importance (or lack of importance) of embodiment? Does it explore the loss of boundaries between physical and virtual reality? Does it bring us to reflect on the relationship between science and society? Is its novum particularly well-advanced by its setting? Does it novum prove an effective tool in encouraging us to see the world differently? Etc.

* Consider identifying and then analyzing the significance of one important thread or strand (whether an idea or imagery or phrase) that runs through the novel.

This is the first paper I am requesting from your organization. I will use it as a bench mark as we have three other 12 page papers that are due covering a variety of liberal arts subjects. I previously used another source and found that that source was a foreign source as they used the phrase, "the Americans vs we, or Americans". That paper was a disaster and had to be re-written.

Here is the outline for the paper.


Research Paper (optional)

Due: Monday November 19th


Instructions:



Length: No less than 3 but no more than 5 pages.


Font & Spacing: Times New Roman, 12, double-spaced


Citation: A bibliography page is required. Direct quotes taken from researched material should be cited properly (i.e. with quotations etc.)


Examples:

Works by a single author

The last name of the author and the year of publication are inserted in the text at the appropriate point.

from theory on bounded rationality (Simon, 1945)

If the name of the author or the date appear as part of the narrative, cite only missing information in parentheses.

Simon (1945) posited that


Works by multiple authors

When a work has two authors, always cite both names every time the reference occurs in the text. In parenthetical material join the names with an ampersand (&).

as has been shown (Leiter & Maslach, 1998)

In the narrative text, join the names with the word "and."

as Leiter and Maslach (1998) demonstrated

When a work has three, four, or five authors, cite all authors the first time the reference occurs.

Kahneman, Knetsch, and Thaler (1991) found

In all subsequent citations per paragraph, include only the surname of the first author followed by "et al." (Latin for "and others") and the year of publication.

Kahneman et al. (1991) found


Topic:

Describe to me how aviation security has been altered and modified since 9/11 and the impact on society.


New technological improvements and the privacy issues that coincide
New policies and procedures
The publics view of aviation security
How post-9/11 security has affected air travel? (ex: demand for air travel, volume of passengers)
One paragraph on what you think can be done to improve aviation security.


Resources (some examples of where to find some material)

1. Google scholar
2. Center for Homeland Defense & Security
3. Journal of Homeland Security and Emergency Management

The Field Trip Report

Write a 2-3 page report based on a field trip to a place relevant to the topic your instructor approved in Unit 3 or 4 and where advanced technology is in use (possibilities include a factory, office, school, college or university, business, laboratory, farm, museum, health care facility, radio/television station, store, even an apartment building or home). The purpose of your fieldtrip is to evaluate

?Which advanced technology or technologies are in use?
?How do human beings interact with technology at the site?
?Does the technology seem to affect cultural and social interactions? How?
You may choose to write about your own workplace or home, but you should still make a special ?visit? by inspecting the site outside of your normal routine.

In special circumstances, your instructor may approve an alternate assignment involving a ?trip? to one or more relevant websites. If yours is a ?virtual? field trip, please cover the following additional questions:
?What is the purpose of the website(s)?
?What is the assumed user profile?
?How well in your opinion does the website design take account of human habits, both psychological and social?
The field trip report should be a fairly brief, organized account of your visit, tour or observations. Be sure that your report narrative addresses the following basic questions:

?Where did you go?
?When did you go?
?Why did you choose this site?
?What ? if any ? preconceptions did you bring to the visit?
?Did the visit change your views, and if so, how?
?Whom did you see? What ? if anything ? did they tell you?
?What did you do during the visit?
Pay special attention to the physical and human environments: to the layout of the site or space, the mood, and (where relevant) evidence of interpersonal relations. The more details, the better, so long as you explain their relevance. Also make certain to name and describe any individuals you meet on the trip, and stress what you learn and how that information helps you understand relationships between technology, culture and society. Please do not report on every little detail, especially irrelevant points such as what you ate or whether you enjoyed yourself.

Use the following headings to help the reader separate and absorb information visually:

Purpose

Findings

Conclusions

Recommendations or Speculations

Of these, ?Findings? should be the longest section. You may choose to devise sub-headings of your own.

This project should be based on your observations, not any external sources. However, if you choose the web field trip option, you should cite any excerpts according to APA guidelines and provide an APA end reference for each website consulted.

I need a research paper that informs the reader about how smartphone apps and mobile computing in general are are shaping the way business is now being handled. Topics covered should include recent advances in mobile technology as well as how smartphones, tablets, etc are enabling business to be conducted from anwyhere. How this affects the current business platform/model (i.e. - business start ups, operations, etc. Please take note of the following parameters as stated by the course instructor; "if the grader does not learn something from the paper, the highest grade possible is B -- this point is much more important than the length. Providing new information "to the world" is the point of a research paper!".

Basically, he is saying that he does not want a general description/overview, but rather, again in his words, "Give me 8 pages...(a Title page, a References page, and 6 good pages of content...12 pt. font single spaced.) Be succinct...get to the point...teach me (and you) new stuff...and enjoy what you are writing about. "Blow my socks off" with something new!"

This instructor is not joking, I have him in two other courses and he grades harshly so please understand his directions above when undertaking this assignment

From these two articles:
1. Moakler, M. &Kim, M. M. (2014). College major choice in STEM: Revisiting confidence and demographic factors. Career Development Quarterly, 62, 128-143.
2. Miguel, A. &Kim, M. (2015). Successful Latina scientists and engineers: Their lived mentoring experiences and career development. Journal of Career Development, 42(2), 133-148.
San Miguel, A. M. (02/2015). "Successful Latina Scientists and Engineers: Their Lived Mentoring Experiences and Career Development". Journal of career development (0894-8453), 42 (2), 133.DOI: 10.1177/0894845314542248
http://jcd.sagepub.com.lopes.idm.oclc.org/content/42/2/133.full.pdf+html

Did the studies use inductive or deductive research methods? Explain.
Why did the researcher choose induction or deduction for the study?
Do you think the choice of induction or deduction was correct for the study?
What data collection methods, instruments, samples, or settings were NOT used?
Why do you believe the researchers chose to avoid these methods, instruments, samples, or settings?
What potential gaps do these omissions create?
What specific gaps did the researcher identify as recommendations for future studies?




Article 2
Miguel, A. &Kim, M. (2015). Successful Latina scientists and engineers: Their lived mentoring experiences and career development. Journal of Career Development, 42(2), 133-148.
San Miguel, A. M. (02/2015). "Successful Latina Scientists and Engineers: Their Lived Mentoring Experiences and Career Development". Journal of career development (0894-8453), 42 (2), 133.DOI: 10.1177/0894845314542248
http://jcd.sagepub.com.lopes.idm.oclc.org/content/42/2/133.full.pdf+html

Anitza M. San Miguel1 and Mikyong Minsun Kim2 Abstract Utilizing a phenomenological perspective and method, this study aimed to reveal the lived career mentoring experiences of Latinas in science and engineering and to understand how selected Latina scientists and engineers achieved high-level positions. Our in-depth interviews revealed that (a) it is important to have multiple mentors for Latinas? success; (b) various types of mentoring can be effective in career development; (c) the support and encouragement of mentors is essential; and (d) mentoring relationships should be a mutual agreement. Findings also suggest that implementing formal and informal mentoring programs can encourage Latinas to pursue careers in science and engineering and have a positive influence on career success. The commonly shared characteristics and experiences that promote career success are trailblazer, mentoring types, networking, professional opportunities, support and encouragement, goal orientation, and passion and belief. Keywords Latina scientists and engineers, lived experiences, mentoring Introduction The scarcity of women and minorities in science and engineering has become a policy issue of national importance in higher education as well as in the workforce (Moakler & Kim, 2014). The National Science Foundation (NSF; 2013) reported that minority women make up fewer than 10% of those women employed in science and engineering in the United States (NSF). American Indian, African American, and Hispanic women are particularly less represented among science and engineering doctoral degree recipients than minority men. In 2010, fewer than 5% of underrepresented minority women college graduates earned their bachelor?s degrees in engineering and 9% in biological sciences (NSF). The underrepresentation is severe when it comes to Latinas? graduate degrees. Among the U.S. scientists and engineers, 7,000 Hispanic/Latino women (11,000 Hispanic/Latino men) held their doctoral degree, compared with the total 174,000 women (418,000 men) holding doctoral degrees (NSF). According to the U.S. Census report (2013), Hispanics/Latinos make up only 7% of the STEM workforce, although they are 15% of the general workforce. As the Hispanic/Latino population grows, it is imperative to understand their unique challenges and to help them succeed in the STEM field so that they can contribute to the scientific and technological advancement of our society (Finley, Ivanitskaya, & Kennedy, 2007). In their 2006 Latina/o Education Summit Report, Huber Huidor, Malago?n, Sa?nchez, and Solo? rzano recommended recruitment of faculty of color and the creation of faculty mentoring programs. Mentors for Latina/o students are crucial during undergraduate and graduate education, especially for Latinas pursuing careers in science and engineering. Mentoring is considered an important factor or tool for the upward academic and professional progression of individuals, and mentoring relationships provide encouragement and professional guidance (Grant-Vallone & Ensher, 2000; Wanberg, Welsh, & Hezlett, 2003). Through the meta-analysis of empirical mentoring studies, Allen, Eby, Poteet, and Lenz (2004) reaffirmed career benefits associated with career-related mentoring for the prote?ge?. Nonetheless, the number of mentoring relationships available to Latinas has not kept pace with the increasing number of Latinas needing mentors (Chesler & Chesler, 2002; Gomez et al. (2001). Little is known about how Latina scientists and engineers have achieved academic and professional success and about the role mentoring played in achieving their goals (Gonzalez-Figueroa & Young, 2005; Huber, Huidor, Malago?n, Sa?nchez, & Solo?rzano, 2006). Thus, this research aimed to understand the lived mentoring experiences and career development of successful Latina scientists and engineers. It also looked at how Latinas in science and engineering achieved high-level positions within their organizations. ??Latino?? and ??Hispanic?? populations represent different groups, but the literature uses the terms interchangeably and without regard to background or country of origin. Latino applies to people from a Latin American country. Those are countries south of the Rio Grande, where they speak languages derived from Latin, such as Spanish, French, and Portuguese. Hispanic refers to anyone whose roots extend to a Spanish-speaking country (Beam, 2009). Under those definitions, Brazilians are Latinos but not Hispanic, since they do not speak Spanish. This study includes both populations to allow for a wider range of Hispanic/Latino subjects and uses both terms (Hispanic and Latino) interchangeably. Related Literature Latina Scientists and Engineers in the United States Latinos have a variety of backgrounds, educational levels, and social classes (Quintana-Baker, 2002; Verdugo, 2006). Quintana-Baker (2002) examined the characteristics of Hispanic U.S. citizens who earned doctoral degrees in STEM disciplines. Using the survey of earned doctorates from the National Research Council, the study shows that among Latino and Hispanic students, Puerto Ricans earned 29% of the doctorates; Mexican Americans are the most underrepresented, with 24% of the doctorates; and other Hispanics earned 47% of the doctorates. Latino/a students come from diverse backgrounds with a wide range of factors that can limit their participation and success in higher education. Some of these factors are (a) low-income households, (b) low levels of parental education, and (c) enrollment in underperforming schools (Chapa & De La Rosa, 2006; Villegas & Vincent, 2005). Latino students are underrepresented in both higher education and science and engineering programs. Latinos are less likely to earn an undergraduate degree in a STEM field (Chen & Weko, 2009). Mentoring Latinos in STEM is critical because of low academic achievement and attainment (Rivera-Goba & Nieto, 2007). This underrepresentation persists at the graduate level (Llagas & Snyder, 2003). Most Latinos/as enrolled in science and engineering programs tend to be the first generation in their family to pursue a higher education degree (Gasbarra & Johnson, 2008). Other challenges facing Latinos/as include inadequate preparation, a scarcity of role models, and unfamiliarity with the culture of science (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 1997; Rivera-Goba & Nieto, 2007). Considering all of these challenges, few Latinas, particularly those from immigrant backgrounds, have been able to pursue careers in science and engineering. Latinas and Career Development Career development literature as it pertains to Latinas is scant (Hernandez & Morales, 1999), and it is even more limited on how successful Latinas have achieved high-level positions in their organizations. Hernandez and Morales? (1999) study noted that Latinas? workplaces are often inhospitable and not very supportive. The study also suggested that at their work, Latinas tend to be inhibited from achieving the same or higher levels of success than White men. Based on the grounded theory approach, Gomez et al. (2001) generated a model of person?environment interaction in the career life paths of 20 notable Latinas in the United States. Latinas in the Gomez et al. study reported that their career paths were not only influenced by their family, community subcultures, and sociopolitical climate but were also aided by their life purpose, unplanned or selfcreated opportunities, mentors and teachers, and their strong desire to succeed, belief-in-self, and passion. Factors in this model are similar to those presented by Richie et al. (1997), who sought to understand the career development of high-achieving African American-Black and White women, perhaps partly because they used a similar grounded research method and looked at similar constructs and partly because a researcher involved in Richie et al.?s (1997) study directed Gomez et al.?s study (2001). A notable finding from these similar studies is that participants? coping strategies and study themes are relatively similar among successful women (White, Black, and Latina). Both studies described personal and environmental factors, including marginalism, socioeconomic status, familial career aspiration, and mentors. The State of Mentoring for Latinas Mentoring relationships can alleviate stress by increasing the prote?ge??s self-confidence, forewarning of career stress, and suggesting ways to deal with it, particularly during the first years of the prote?ge??s career (Burke & McKeen, 1990). In spite of the importance of mentoring to academic and professional advancement, Latinas in general do not receive mentorship support from other women while pursuing their professional careers (Gomez et al., 2001; Perry & Grady, 1998). Researchers (Etzkowitz, Kemelgor, Neuschatz, & Uzzi, 1994) have identified societal biases, academic advising, and career choice issues as the main factors that discourage women from pursuing careers in science and engineering. Gomez et al. reported ??being a parent constrained women?s educational and vocational attainment to some extent; those with supportive families maintained a high level of career orientation?? (p. 287). The traditional familial and caretaking roles expected of women compete with career demands (Chesler, Single, & Mikic, 2003). In a study conducted by Me?ndez-Morse (2004), significant mentors and role models mitigated the absence of formal traditional mentoring for the Latina educational leaders. Latinas in the study acquired mentoring from different sources that collectively met their specific needs. Prote?ge?s with the same-gender mentor would be likely to receive more mentoring than those who have mentors of the opposite gender (Feldman, Folks, & Turnley, 1999) because their mentors have often experienced difficulties and challenges similar to their own (Chesler & Chesler, 2002). Kay and Wallace (2009) noted that women and underrepresented groups could, however, benefit from crossgender mentoring. The shortage of potential female mentors in high-level management positions and the perception that men have more power than women are the main reasons for the prevalence of cross-gender mentoring relationships (Chesler & Chesler, 2002; Ragins & McFarlin, 1990). To maximize the benefit of cross-gender mentoring, Rojas-Schwan, Negroni, and Santiago (2013) suggest that it is important for Latinas to understand and feel comfortable with the institutional culture. Brown (2002) interviewed 22 Hispanic students (12 female and 10 male) who were majoring in science at a state university. The purpose of Brown?s study was to determine what factors led to the Hispanic students? major in science and engineering. Based on the interviews, Brown identified the following seven themes: (a) familial support, (b) honors program, (c) challenging and interactive curriculum, (d) college preparation, (e) the caring, kind teacher, (f) small class size, and (g) small communities. Brown?s report emphasized the importance of familial support (related to the value of familismo) among Hispanic STEM students. Familismo is a ??cultural value that stresses attachments, reciprocity, and loyalty to family members beyond the boundaries of the nuclear family?? (Andres-Hyman, Ortiz, An?ez, Paris, & Davison, 2006, p. 696). This family support factor is reported in several Latino studies (Kosoko-Lasaki, Sonnino, & Voytko, 2006; Rojas-Schwan, Negroni, & Santiago-Kozmon, 2013). Kosoko-Lasaki, Sonnino, and Voytko (2006) reported that having a support system and familial support was beneficial to the success and empowerment of Hispanic college students. Santos and Reigadas (2002) discussed the Faculty Mentoring Program at California State University, Dominguez Hills. The results revealed that students achieved self-efficacy and academic goals after joining the Faculty Mentoring Program. Also, frequent contact between the mentor and the student was associated with Latino students? adjusting to the college environment and furthering their career development. Steiner, Curtis, Lanphear, Vu, and Main (2004) noted a lack of mentoring programs in science and engineering fields, despite the fact that those individuals who have an ongoing relationship with their mentors are better prepared for their careers. Overall, most of the literature on mentoring is found in the business field (Ibarra, 1993), which suggests the necessity of more studies about Latinos in science and engineering. Mentoring Models Swoboda and Millar (1986) describe two theoretical models of mentoring that offer different mentoring perspectives for women: to advance their careers and to plan future career strategies. These two mentoring models are grooming mentoring and networking mentoring (Haring, 1999; Swoboda & Millar, 1986). First, the grooming mentoring model represents the classical conception of mentoring from Greek mythology (Haring, 1999). In this model, the mentor is paired with a prote?ge? to enhance the prote?ge??s possibilities of transition (Haring, 1999), and the mentor is more experienced and usually older than the prote?ge?. This model is best suited for mentors seeking to pass along their knowledge and skills to create a prote?ge? in their own image (Haring-Hidore, 1987; Swoboda & Millar, 1986). Second, the networking mentoring model requires a more flexible and mutually interdependent pattern of training, information sharing, and support (Swoboda & Millar, 1986). This model is characterized by contacts between two or more individuals in which each plays the role of mentor and prote?ge? at different times (Haring-Hidore, 1987). This model could be called the peer mentoring model (Kram & Isabella, 1985). Peer mentoring programs assist underrepresented minority students (Good, Halpin, & Halpin, 2000); they have been found to be effectivein retaining students (Ibarra, 1993). The grooming mentoring model provides the formality and hierarchy needed to establish a solid mentoring relationship, while the networking mentoring model provides additional flexibility to both the mentor and the prote?ge?. The mentoring models are an extension of the literature review in mentoring, and they helped researchers to better organize and make sense of some interview data we gathered from Latina scientist and engineers. Method This study used phenomenological methods to examine the lived experiences of Latinas in science and engineering and how they achieved high-level positions. Phenomenology is a philosophy that focuses on ??describing the ?essence? of a phenomenon from the perspective of those who have experienced it?? (Merriam, 2002, p. 93); Edmund Husserl (1931) is considered the father of phenomenology. Phenomenological researchers (Moustakas, 1994; Sandala & Adorno, 2002) perceived that the goal of phenomenological research is to examine how individuals make meaning of their lived experiences and how their everyday experiences are structured. Researchers (Moustakas, 1994; Van Manen, 1990) have stated that phenomenology has two major approaches: hermeneutic phenomenology and transcendental phenomenology. This study mainly utilized transcendental methodology as the primary research approach. This approach is called phenomenological because ??it transforms the world into mere phenomena?? and transcendental because the researcher sees the phenomenon ??freshly, as for the first time?? (Moustakas, 1994, p. 34). The transcendental approach facilitated the understanding of the lived experiences of Latinas in science and engineering careers within a reflective and interpretative research paradigm. Data Collection and Participants A purposive sampling was used to select the participants?Latinas in science and engineering who are currently in a high-level position within their organizations. ??High-level position?? refers to tenured faculty members, senior researchers, managers, program directors, decision makers, and officers of the private sector or local, state, or federal agencies. It also refers to Latinas who have attained professional achievement (i.e., leadership, contributions to their organization, and potential as a mentor). Participants were recruited from formal and informal databases that included women and Latino organizations in science and engineering, personal contacts, and personal references. The selection process used the following criteria: (a) graduate degree; (b) worked more than 5 years in the science and engineering workforce; (c) attained professional achievement, that is, recognition, leadership, and upward mobility; and (d) significant contribution to their organization and their field. These criteria were reflected in their professional title and/or level within the organization located in the Mid-Atlantic region. Data collection consisted of semi-structured, open-ended, face-to-face interviews in the participant?s office or in restaurants. The initial interviews lasted approximately 1 hr. Responses to the interview questions were audiorecorded after obtaining the permission of each participant. Researchers in phenomenology (Moustakas, 1994; Patton, 1990) recommended 8?10 participants. (Ten participants were selected initially; however, two participants declined to participate in the study because of demanding work projects.) Of the eight participants, five worked for government agencies, one in the private sector, and two in higher education institutions. The participants? ages ranged from the mid-30s to the mid-60s. Three of the participants had a master?s degree and five had doctoral degrees. Pseudonyms were given to each participant to protect their identity, and we placed our priority on protecting the anonymity of the participants because of the nature of the small pool. Five of the participants (P1, P2, P6, P7, and P8) were scientists, and the three remaining participants were engineers. Three of the eight participants obtained their graduate degree in their native country. The remaining five participants obtained their graduate degree in the United States. Seven of the participants were born in their native country, while one participant was born in the United States. All the participants have lived in the United States for more than 10 years. Participants? countries of origin are Venezuela, Argentina, and Puerto Rico. After transcripts of the initial interviews were prepared, we sent each participant her transcript for review (member checked). A second interview was then scheduled so that participants could point out any errors or omissions in the initial transcripts, and researchers could clarify any confusing points with more specific questions. Data Analysis Procedure To analyze the phenomenological data, the researchers followed Moustakas? (1994) systematic process that includes epoche (setting aside biases), identifying significant statements, grouping statements into meanings and themes, synthesizing themes into a description of the individual?s experience, and constructing a composite description of the meaning. As part of the reduction process, the technique of horizontalization was employed. Horizontalization is ??the process of laying out all the data and treating the data as having equal weight?? (Merriam, 2002, p. 94). Data analysis consisted of the following steps: listing and preliminary grouping, reduction and elimination, clustering and thematizing, final identification of themes, and constructing each participant?s structural and textural?structural description (Moustakas, 1994). The codes were reviewed and presented in a manner that enabled us to give meaning to the data; establish categories, topics, and themes; and finally to interpret (Moustakas). The collected data were cross-referenced and analyzed in order to reflect commonalities and differences among the participants? lived professional development and mentoring experiences. One of the researchers conducted all of the interviews. Working individually and together, researchers reviewed each transcript. Then, we reached an agreement on the themes. Transcendental phenomenological techniques such as textual (??what??), structural (??how??), and textural?structural (composite) narratives provided a composite of the meaning and experiences (Moerer-Urdahl & Creswell, 2004; Moustakas, 1994) and were used to analyze the data. A textual narrative of the transcripts consists of descriptions of the experiences of what happened using the participants? words verbatim, while the structural narratives are those using the researcher?s account of the revealed phenomenon (Moerer-Urdahl & Creswell, 2004; Moustakas, 1994). The textural?structural narratives are a combination of the researcher?s account and the participant?s textual narrative. This combination was achieved by constructing the meaning and essence of the participants? experiences by incorporating the themes. Interview Questions The core questions used in the semi-structured interview are as follows. 1. What experiences do you consider to have been helpful (or hindering) in achieving your current position? 2. What are your perceptions about mentoring Latinas in science and engineering careers? 3. How did you meet your mentor? 4. How did your mentor(s) influence your career path? 5. What is the significant quality of your mentor(s) that helped your career advancement the most? 6. How did mentors help you achieve the positions you have achieved? 7. How do you feel about mentoring programs as a way to help Latinas achieve their academic and professional goals? 8. What other factors do you consider to be more or less important than mentoring? Findings and Interpretations The following seven common themes emerged from the analyzed data: (a) trailblazer, (b) mentoring types, (c) networking, (d) professional opportunities, (e) support and encouragement, (f) goalorientation, and (g) passion and belief. These themes represent key characteristics or factors that helped Latina scientists and engineers achieve high-level positions within their organizations and overcome the impediments they encountered along their professional journey. More specifically, the first five themes (trailblazer, mentoring types, networking, opportunities, support and encouragement) tend to focus on narratives and testimonies regarding how successful Latina scientists and engineers navigated and learned how to reach their professions and work environment despite the lack of role models, how and from whom they obtained necessary support and mentoring to achieve their career goals, and how their mentoring experiences helped them achieve their successful positions in STEM. The last two (goal orientation and passion and belief) are also related to their mentoring and career success, but these two themes seem to represent these participants? important personal characteristics or individual factors?those traits that are often visible among high achievers regardless of career fields. Trailblazer This theme represented being a pioneer, or marking paths, in science or engineering as a woman and a Latina. All participants expressed that they were ??trailblazers,?? meaning they paved the way for other Latinas. The participants stated that being Latina and female represented a more difficult challenge to overcome than just being a female. For some of the participants, being a trailblazer proved to be a challenge because they had to prove that they were capable of doing a superb job. Being a Latina represented a larger barrier to success, perhaps due to cultural differences, language barriers, and stereotyping. The participants revealed this reality in their interviews. For example, P3 expressed that, as one of the senior females in her company, she opened doors for other women in engineering as well as in management. ??He [her boss] told me it was very important for him to make sure that I would be successful because everybody else was looking up to me, and I was the only visible role model that was Hispanic.?? P8 indicated the following with regard to being a Latina trailblazer: I think it?s typical for many Latinas [being the first one]. It?s that you?re usually the first one. And for most of us, it isn?t separated. Being a Latina, you are constantly having to educate others about not only who you are but about the culture. Similarly, P5 stated: I work in a very man-dominated environment. I would say all of my teammates are men. I am the only woman in the team, and that has been a big factor because I feel like sometimes they treat me different just because I?m a woman [Latina] ... P6 might be the first Latina to obtain a doctoral degree from a private university in the Northeast in the late 1960s. She said, ??Being the only woman [Latina] is something scary. It was not just when I was a student ... I remember making presentations and having discussions among senior executive service people. It was a sea of men ... ?? P2 described educating others as ??understanding where we come from and our culture and how our culture is imprinted in our personality.?? This ongoing education is part of the trailblazer process. The experiences of these participants revealed the challenge they faced when paving the way for other Latinas. The very few Latinas who achieved high-level positions in science and engineering in their organizations were often the only visible role model. This was the case with P3, ??I am still the most senior Hispanic in the firm. So I am the one that?s kind of pushing the envelope.?? Being a trailblazer is one of the challenges that Latinas in science and engineering face as they gain higher positions within their organizations. Mentoring Types All the participants revealed that they had access to some type of mentoring throughout their careers. In addition to the two types previously discussed, our interviews revealed that the participants had received formal and/or informal mentoring to various degrees. One participant experienced formal mentoring. P4 revealed that for 2 years, she was assigned a formal mentor when she was first hired. She described having the privilege of working with two Hispanic mentors who were ??very diligent to make sure that I learned what I needed to learn.?? Some participants revealed that they had to make deliberate choices as to who would mentor them. The same or similar mentoring programs may not be effective for everyone. For example, P3 said, ??I wanted to learn more about financial analysis. So I went to a woman CFO in our company.?? In this case, informal peer mentoring allowed the flexibility to choose a mentor based on the person?s area of expertise. On the other hand, most of the participants experienced peer mentoring. P1 made the case for the importance of peer mentoring as a win-win approach. She stated, ??You have to choose, and it has to be that both (mentor and yourself) agree to the situation. The mentor agrees to take this responsibility ... I think that forcing mentorship is probably not going to work.?? P5 also had peer mentoring opportunities that helped advance her career. She revealed, ??I found that informal [peer] mentoring, like that coming from a coworker who has more experience, or a friend ... , has been the richest way of mentoring that I have received.?? Various participants experienced peer mentoring. P3 described how this can be significant: You can get mentored by a junior person or a peer, but some of your strongest mentoring relationships are usually somebody who is more experienced than you. And there weren?t very many before me. So there weren?t really other women for me to ask to help me, and most of the role models that I had, especially in the first 15 years of my career, were men. So those were my mentors. In short, taking advantage of mentoring was not a coincidence, but rather something the participants sought within their circumstances and that became a positive factor in their success. Networking Networking refers to having a system for sharing information and services among peers having a common interest, whereby opportunities are created through networks of like-minded professionals. All eight participants testified that informal networking facilitated their career advancement by accelerating their path to success. P2 highlighted the importance of networking, that is, ??knowing people, shaking the right hands, listening, observing what they have to say, and learning what their interests are. You cannot do science and be isolated ... [Networking] is probably more important than mentoring.?? Upon arriving in the United States, P2 learned not only the language and a new culture but also the working style of her peers in a new environment, through networking. For her, it was critical to learn from other people and to learn how to interact with them in a more successful and efficient way. Networking also gave her self-confidence by allowing her to interact with her peers. P8 described how networking helped her land her current job: So what I did was I created the chapter in ____ as a way of?honoring the women, and it has been a very successful chapter. It?s been doing very well, and through that I started connecting with the people on the national level. And as a result of that, we developed a really great relationship, great networking, and when they were?when the association was working with ____ to form a partnership and to create a postdoctoral fellowship, my name was the one that was unanimously submitted. So it was really about the networking with the organization and developing relationships, and that really paved the way for me to be at ____. Although all the participants benefited from informal networking, P3 described how she experienced a more formal networking activity. P3 revealed that in her company there was a networking program for women through which female professionals got together to share experience and ideas. The program, which had been in place for 5 years, was designed to accelerate the path of females to higher management positions. This formal program, according to P3, was key to her success. P3 added that an informal networking program in her company also offers individuals the opportunity to interact and build relationships with experienced professionals and peers. For all the participants, networking and developing relationships were crucial in opening the doors and succeeding at their current position. Participants revealed that knowing other individuals within their field of expertise and outside their field was important in achieving their success. Professional Opportunities All participants in one way or another mentioned that they had professional opportunities throughout their careers. Interestingly, two participants used the same phrase to indicate that a combination of ??being at the right place at the right moment?? (as stated by P2 and P6) and taking advantage of career opportunities were key factors for their success. The participants referred to having a combination of events and circumstances that were favorable for goal attainment. Opportunities noted by the participants included availability of summer jobs, scholarships, internships, fellowships, financial and family support, and general access to education. P1 believed that the opportunity she had to conduct a basic project when she was an undergraduate student helped her to achieve her current position. This opportunity eventually led to her postdoctoral degree and to her current path as a scientist. P2 said, ??I was in the right place at the right moment, most likely?? and considered luck a factor that helped her achieve a successful career. P6 added that she was fortunate to have had strong mentors who helped provide positive guidance to her career path. P4 described herself as a ??tremendous advocate?? for summer jobs, as they lead to opportunities for future jobs. She indicated that summer jobs ??open your mind and open your opportunities too.?? She said that her first summer job as an intern in college allowed her to obtain a permanent job in a completely different area. In other words, her summer job gave her an insight into a different area that she liked better and led to a permanent job. In short, access to opportunities is important in succeeding and is often associated with the feeling of being lucky. Support and Encouragement Support and encouragement provided self-esteem to the participants and allowed these individuals to aspire to greater roles and responsibilities in their careers. All participants testified that having a support system was critical to their success. This support could come from two sources: mentoring support and/or family support. Both appeared equally significant. Such support was evident where a parent provided the necessary support to foster their child?s professional development. P6 stated that her mother?s and husband?s support helped her achieve a successful career, while one of her mentors encouraged her to take positions of responsibility. ??I had a lot of encouragement from my parents. ... My father died when I was 14, but my mother kept encouraging, and my mother kept supporting me until I finished. ... My first husband was really supportive.?? P8 also mentioned the relationship between parental education and support, ??Strong family support and strong community support. ... It?s not uncommon to have families who don?t come from educated backgrounds?well, formally educated, I should say?but yet they can encourage children to become successful.?? Other participants highlighted the support and encouragement they received from their mentors. P1 stated, ??My mentor was extremely supportive of me in saying, ?well, these are some projects that you basically developed on your own; why don?t you just continue pursuing them???? P3 noted, ??They were there to support me, to make sure that I would be successful as well.?? P6 stated, ??____ [her mentor] was probably the biggest factor in encouraging me to be ... to take positions of responsibility, which I was kind of scared [to do].?? P5 described how her mentors had supported all her decisions and have supported her in pursuing her graduate degree: I would say by providing me support, supporting all the decisions that I have made. I would say mostly in the professional aspect. For example, like right now, I feel very grateful that they are supporting me and continuing my graduate degree, and they have always supported me in the things that I wanted to change within the organization. Like if I want to implement a new process or implement a new technology, they always provide support. All eight participants? stories and experiences testified to support and encouragement from their families and their mentors. Without a doubt, having this support and encouragement was crucial to their success. Goal oriented Being goal oriented or purpose driven allowed the participants to set a clear path and to diligently pursue success, regardless of obstacles and impediments. Despite the limitations of their surroundings and circumstances, all participants worked hard in order to achieve their goals and higher levels of success. All participants had this motivation in common and considered it an important factor in their career advancement. P1 highlighted the importance of having a plan. Having the ambition and desire to succeed is important, but that ambition has to follow a flexible plan. P1 stated, ??It?s just getting the plan and knowing exactly what you have to do. ... So you have to have your plan and your goals.?? The participants indicated that in order to achieve their career goals, they also needed to be mature and assertive. P5 described her career experiences about being goal oriented. ??You have to be mature and have a strong personality, so you can overcome if you have a problem with the language, if people don?t understand you, and you have family so far away ...so you can achieve your goals.?? Maturity and assertiveness are two key traits that P5 mentioned as necessary to achieve her goals. Passion and Believing All eight participants expressed that passion and believing in what you are doing were factored into what the Latina participants perceived as facilitating their career advancement and success. P1 cited ??knowing what you want from the very beginning and really loving it.?? P1 knew from the beginning what she wanted to achieve as a scientist. She passionately expressed that she loves her work and truly believes in it. P2 said, ??I think it?s basically the enthusiasm ... the convictions, believing in myself, and pursuing ideas.?? Along the same lines, P6 described how rewarding it is to work on something you like. She described how she felt: ?? ... if you have any attraction for science and engineering, you should do your best to follow that because it is so rewarding to work in something [that is interesting].?? P8 said, ??I think it would have to do with believing in the work that you are doing. You have to have passion and you have to have drive.?? The participants enthusiastically described their passion for the work they performed, and all expressed a desire to succeed professionally. This desire pushed them to overcome any impediments and enabled them to pull through against all odds. Their strong passion and belief?made clear from their stories and gestures?are what all participants attributed to their success. Discussion and Implications This phenomenological study was designed to understand and reveal the lived mentoring experiences of Latinas in science and engineering and to understand whether and how mentoring was a contributing factor to their success in science and engineering. Through their narratives, we also explored and revealed how selected Latina scientists and engineers achieved high-level positions. Seven themes were generated and cross-referenced with the research and interview questions to enhance our understanding. To begin with, all of the Latina scientists and engineers revealed that they had some type of mentoring throughout their careers, and professional mentoring opportunities facilitated their employment. It is important to recognize that all these participants reported having either formal or informal mentoring relationships, and utilizing these relationships was effective and even critical. All participants mentioned that networking facilitated their career advancement. In other words, the networking mentoring model was most prevalent and helpful among the participants. Networking may be a prerequisite to an informal peer-mentoring system. In some instances, networking peers seek to achieve a reciprocal exchange of information and can become successful mentors. The participants? networking experiences align with studies on peer mentoring and the networking mentoring model, especially among underrepresented minorities or women (Grant-Vallone & Ensher, 2000; Ibarra, 1993). Being trailblazers suggests and highlights these Latina scientists and engineers? challenges in their career journey. Latina participants felt that they had to open the door for others, leading by example and establishing credibility. For some of the participants, being a trailblazer implied that they had to prove themselves among their non-Latino and male peers in the workplace. Because the number of Latina scientists and engineers is small, those who have been successful stand out. They become models, sometimes unknowingly, to other Latinas pursuing similar careers. Rosser and Lane (2002) stated that these women are under the microscope; more is demanded from them, and any errors they make appear to be magnified. Because of their small numbers, most of the Latinas in these fields are trailblazers, since few had role models to follow. Being a trailblazer was a significant attribute to their success, whether it was an innate personality trait or a designation earned by being among the first Latinas in STEM. Findings suggest that these Latinas have been breaking barriers in their careers and opening the door for other Latinas pursuing careers in male-dominated STEM fields, which is consistent with the report by Gasbarra and Johnson (2008). According to the findings, all participants indicated that having a support system was critical to their success. Three of the participants suggested that a parent provided the necessary support to foster their adult child?s professional development. Other participants suggested that a mentor guided, encouraged, and supported them in pursuing higher education and higher positions within the workplace. This support gave them the confidence they needed in their workplace and was crucial to their success, whether the support came from home, from a spouse, or from the work environment. The Latino cultural belief of ??familism?? might be a contributing factor to the success of Latina scientists and engineers regardless of their parental educational level. Some of the participants revealed that their parents encouraged and supported their dream of achieving a higher level of education, which is consistent with the report of Smith and Hausafus (1998) about a mother?s attitude toward a career in science and mathematics. The findings also align with the literature that indicates parental support and encouragement are critical in fostering career advancement among Latino students and other professionals (Brown, 2002; Kosoko-Lasaki et al., 2006; Rojas-Schwan et al., 2013). Goal orientation was revealed as an important personal success factor that facilitated the participants? career advancement. The participants described the goals they chose and the methods used to pursue those goals. Participants were willing to work hard to achieve their goals; they had a purpose. They were also willing to adjust to their surroundings and circumstances in order to achieve their goals. This is an important characteristic of prote?ge?s (Kram, 1985). All participants had this desire in common and considered it an important factor in their success and career advancement. Some of the characteristics they exhibited include being driven and having a purpose. The study?s findings suggest that passion and belief in themselves were also very important individual characteristics that these participants perceived as facilitating their career advancement. A burning desire to succeed, enthusiasm, and fervor are all encompassed within this theme. Four of the eight participants avidly described their passion for the work they do and a drive to succeed. Their desire pushed them to overcome any obstacles and made them able to succeed against adversity. It was clear that the strong belief, passion, and enthusiasm were important factors or traits leading to their success, which is consistent with the findings of Richie et al. (1997) and Gomez et al. (2001). Although goal orientation and passion, drive, and belief are personal factors, it is important for educators as well as Latina students and their parents to know these factors and to make purposeful efforts to develop these characteristics at an early age or grade level. It is likely that these personal characteristics help Latina or minority women find ways to achieve their goals in STEM careers, to search for mentors, and to take advantage of informal and formal mentoring programs if opportunities are found. Educational Implications and Recommendations This study yielded important findings related to mentoring opportunities available to Latinas. In order to better guide the Latino population at high schools and institutions of higher education, career counselors and educators should consider each of these themes as they are counseling students. These themes can also be used in developing a mentoring program for Latinos or other underrepresented groups at high schools and institutions of higher education. High school or college counselors who are aware of the findings of this study could help in designing student orientations and workshops to assist minority female students to hone in on their academic programs; they could also help to create partnerships with career- and other related services. Moreover, vocational psychologists or counselors should explore how each of the themes could play a role in Latinos? attitudes and behavior toward career mobility and the workforce environment. The interview analysis also revealed that professional opportunities facilitated the participants? career advancement by putting them in a good position for success (??being at the right place at the right time??). As suggested by participants, it is important to create STEM mentoring programs that can expose girls to the STEM fields at an early age?as early as elementary school. Early exposure to the STEM fields would allow students to explore different options that the STEM fields offer. Career development workshops could be offered to students to teach them the importance of networking and to help them understand the importance of internships or summer jobs. We recommend establishing mentoring programs in elementary or high schools and institutions of higher education. Mentoring programs in high schools have the potential to encourage Latinas and other underrepresented groups to pursue STEM careers. Mentoring programs in institutions of higher education could promote STEM major or career choice and aid in the retention of students in STEM (Moakler & Kim, 2014). Finally, findings suggest that school or college career guidance would be more effective if the counsellors and educators were to create programs to strengthen both personal (e.g., goals, belief, and confidence) and environmental (e.g., mentoring opportunity and financial support) factors. Limitations Due to the limited number of Latinas in science and engineering, it was challenging for the researchers to recruit many Latinas from a broad selection of countries. This study might be extended to survey studies in the future by recruiting more Latinas from different countries. An additional limitation resulted because there was no attempt to distinguish between the experiences of a native Latina, born and raised in her native country, and those of nonnative Latinas, born and raised in the United States by Latino parents. The experiences and challenges faced by native and nonnative Latinas in the United States might be different (e.g., language barrier and cultural differences). Conclusion These phenomenological in-depth interviews provided varying yet convergent perspectives and stories about the mentoring experiences of Latina scientists? and engineers. Their testimonies and study themes helped provide a better picture of their lived experiences and the characteristics that led to successful careers. Despite the impediments these Latina professionals encountered along their career journey, all of them had a strong desire, a goal, and a passion to succeed, and their career achievements as trailblazers might have been harder to realize without the support and assistance of their mentors, professional networks, and families. These lived experiences and rich testimonies of Latina scientists and engineers not only may help young Latinas and their parents to understand how to surpass career obstacles but might also offer educators, counsellors, and policy makers additional insights into the methods and programs that could increase the national pool of capable women and minority scientists and engineers.

APPLICATIONS PAPER
Option 1??"Secondary Market Research

The proposal of this application form will be upload. Please based on this proposal to write this assignment.

Based on the sources that you identified for the Library Database Resource List assignment and/or other books and articles you have identified since, please discuss the significant issues you see from your research. You should cite at least fifteen sources. Relevant issues will vary among ventures, but some issues that may be of interest are:
? 1) Characteristics, resources, and potentials of direct or indirect competitors for your venture;
? 2) The extent of dissatisfaction with the current situation or offerings among members of the target market;
? 3) The ability and willingness of the target customers to pay for the product;
? 4) Societal and/or other environmental changes that may favor or complicate the proposed offering; and
? 5) Issues of technological feasibility.
Your discussion should emphasize issues of managerial importance??" considerations in whether and how you might introduce this product. The managerial implications should be discussed explicitly.

MANAGERIAL IMPLICATIONS
Managerial implications refer to the practical use of the information and/or observations made for making decisions--e.g., whether to go ahead with a venture, how much to invest, which distribution system to use, or how to allocate the firm's budget among items such as research and development, advertising and promotion, and market research. In other words, how is the information practically useful for a manager?


CHECKLIST:
? 1) The paper starts with a brief reminder of the proposal description (no more than five lines).
? 2) The research is based on legitimate books, periodicals, and other quality and objective materials. Most web sites not associated with quality periodicals are not acceptable.
? 3) At least fifteen sources have been cited.
? 4) All sources are clearly cited. A citation includes at least the author(s) name(s), if available, the year of publication, and article title (if applicable). A hyperlink is NOT a legitimate citation!
? 5) Managerial implications are highlighted.
? 6) Reasoning for conclusions is clearly articulated.
? 7) Any assumptions are clearly identified.
? 8) The term etc. (or other ambiguous terms) is not used.
? 9) Direct quotations have been minimized. Whenever possible, sources have been paraphrased.

Evaluation form and the sample will be upload.
There are faxes for this order.

Company History


Just as Lipton seems to be pulling ahead in the new tea market, a threat looms from teas homeland. Shin Shii Industrial Company, a little-known beverage company based in a dusty industrial city in southern Taiwan, has emerged as a giant-killer in the Taiwanese beverage market. Shin Shii originally launched Kai Shii oolong tea, a canned ready-to-drink iced tea. Although iced tea was popular in other Pacific Rim countries like Japan, the Taiwanese had never heard of iced tea. They drank only fresh-brewed hot tea.
Shin Shii and its advertising agency Metaphysical Punctuality Advertising Company used an offbeat multi-million-dollar advertising campaign to propel Kai Shii from back shelves in mom-and-pop stores to prominent spots in rapidly growing convenience-store chains, grocery stores, hypermarkets and warehouse clubs. The ads proclaimed that Kai Shii was the choice of a new breed of people in a new world and featured neo-people who spanned all age groups, even the tradition-bound older generation. The ads presented Kai Shii as a natural drink that fits with peoples concerns for their health and the environment. Some ads made fun of inebriated businesspeople that drank foreign liquors, picturing them alongside fresh-faced Kai Shii tea drinkers.
Next, Kai Shiis advertising team travelled to China to film scenes of Chinese peasants clad in colourful traditional costumes. They put these scenes in Kai Shii ads that played on the emotions generated by Taiwans growing ties with mainland China. The ads won a first-place award at the Cannes Film festival.
Through aggressive advertising, Kai Shii now dominates the nearly 100 brands in the Oolong sector of Taiwans ready-to-drink tea market. Kai Shii doubled its share to 25 per cent of the overall market and 70 per cent of the Oolong tea segment.
Furthermore, consumer demand for ready-to-drink iced tea has cut sharply into sales of carbonated soft drinks. Soft-drink sales in Taiwan have plummeted by 16 per cent, while ready-to-drink sales have more than doubled.
Next, Kai Shiis ads went global, featuring young Chinese living in New York City and Europeans living in London and Paris. These ads were just the opening salvos as Shin Shii turned its sights on foreign markets. Its managers plan to use the skills they have honed in Taiwan to enter other Global markets such as the US, UK, France and Germany.
In entering western markets, Shin Shii will face the challenge of introducing consumers to the smooth-tasting, amber-coloured oolong tea. Lipton, Pepsi and Tetley, will face the challenge of a new competitor that has already shown it can succeed in selling iced tea and in taking share from soft drinks.

As mentioned in the case , Shin Shii is a Taiwanese beverage company producing ready to drink iced tea products. While the company has had considerable success in Taiwan, it now wishes to expand its marketing efforts into western markets and faces the challenge of introducing the smoother tasting, amber coloured oolong tea.

You are the global strategy manager for Shin Shii. Your assignment is to:
1. Choose next market that you feel the company should enter,You must also make a recommendation as to whether you feel they should adapt a global strategy with a standard product offering or whether they should localise their strategy.
2. You will also prepare a report ??" not more than 4 pages in length ??" that justifies your choice.

Your report should be organised into two sections:
I. Market and industry opportunities of the country selected.

In the section on market and industry opportunities you should include an analysis of the following:
The market: How important is the demand in this country? Growth, Size, Customer quality
Competition: Intensity of rivalry, entry barriers, Bargaining power of suppliers-customers
Is the business profitable?
Incentives: What taxes, subsidies, infrastructures, government contacts might be available?
Resources: Is the country a critical source of skilled personnel? Raw materials? Components? Labour? Technological innovation? Learning?
Quality of infrastructure supporting services
Location

II. Country risks
The purpose of the country risk analysis is to assess the probability that adverse circumstances owing to political, economic or social actions will negatively affect business performance. Your country risk analysis can be grouped into four categories:
Political risks: risk of riots, asset destruction, employee risks (kidnapping, harassment), operational exposure (market disruption, labour unrest etc.)
Economic risks (economic growth instability, inflation, exchange rate fluctuation, cost of inputs)
Competitive risks (existence of corruption, cartels, networks)
Operational risks (Infrastructure, regulations ??" nationalistic preferences, constraints on local content, local employment, taxes)

The paper should describe Aircraft Accident Investigation standards of the United States. Discuss technological advancements in accident investigation. Site an example of an aircraft accident from the previous two years.

These case study are due today!!


There are 8 case analysis that needs to be address.

The first is "A Tale of Two Cultures" this study talks about "Southwest and Value Line" in this case analysis you are to answer the following questions: List the reasons why Southwest's and Value Line's cultures differ so sharply. the second question is: Could Value Line's next CEO copy Southwest's culture?

The Second case analysis is " IKEA"S Approach to Strategy and Structure Pays Off". the questions that needs to be address is: What kinds of business, corporate, and global strategies does IKEA pursue? the second question ask, how does IKEA design its structure and culture is pursue these strategies?

The third case analysis is " Microsoft Recognizes to Speed Innovation" the question ask which of the following technology best characterizes the way Microsoft operates (a) craftwork, (b) engineering production, or (c) intensive technology? the second question ask: in what ways does Microsoft hope its new ways of organizing will help its to continually improve its competences and technology?

Case analysis number 4" Starwood's Uses Six Sigma to improve Hotel Performance" the question ask; How does six sigma work? What are the steps that comapnies must take to implement such a Total Quality Management (TQM) program? second question ask, In what ways can six sigma bring about types of change that improve an organization's competitive advantage?

Case number 5 " How Microsoft's Growth Led to Control Problems" the case analysis question ask: Relate Microsoft's problems with its control and evalution systems to each of the stages of growth in greiner's model. (According to Greiner's five stage model of organizational growth, organizations experience gtowth through (a) creativity, (b) direction, (c) delegation, (d) coordination, and (e) collaboration each growth stage ends in a crisis that must be solved by making the appropriate changes if the organization is to advance successfully to the next stage and continue to grow) question number two, Microsoft today is most likely in the growth through collaboration stage. How do you recommend it changes its structure, culture, andf control systems to solve its problems at this stage?

Case number 6 "Bricks-and-Mortar Retailers Learn How to Use It" the first question ask, in what ways has the learning of employees and customers changed as a result of their ability to use the Web, and how would this change the interaction between them during the purchasing process? the second question ask, How can retail organizations promote learning at the individual, department, and store level to improve salespeople's ability to manage customer needs?

Case number 7 " Why IS Best Buy More Innovative Than Circuit City? the question ask, In what ways have Best Buy's mangers pursued incremental innovation over time? How can you encourage both mangers and employees to act as intrapreneurs to sustain an organization's growth over time.

Case number 8 " Conflict and Politics Rage at News Corps and Viacom" the questions ask, what are the various sources of the conflicts raging in the two media companies? Describe the events taking place using Pondy's model of conflicts process ( stage 1: Latent conflict, stage 2, perceived conflict, stage 3 felt conflict, stage 4 manifest conflict, and stage 5 conflict aftermath) question 3 what kinds of conflict resolution or political strategies are best suited to ending conflict?

My topic is The impact of increased competition between Houston, Philadelphia and Montreal Port and what affect that is having on the Modernization of those ports.
I would like a lot of references but no bullets and no graphs.
Thanks in advance.
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