Discussions Theoretical Foundations second half paper
Instructions to Writer: [Please see attached Source material(s)]
Answer Topics 1 and 2 for each Unit in the form of a paper. Use at least 300 words or more to answer each topic and corresponding sub-topics. Must also include a minimum of three peer-reviewed citations per topic. Citations must include outside sources and no more than one citation from assigned course readings may be used.
Topic 1: Grand Nursing Theory
Select one of the grand nursing theorists listed within the Unit 6 overview which is of interest to you and evaluate the information available about the model and the theorist to address the following questions:
1. What in the background of the theorist as a nursing scholar might have prompted her to develop the theory?
2. What are the central values and beliefs set forth by the theorist?
3. Which of the four metaparadigm concepts are included in the model?
4. Discuss the adequacy of the model. Did you think it was useful and in what area would you be more apt to use this model or theory in? Administration, education or practice?
Topic 2: The Future of Nursing
1. In response to the IOM report (The Future of Nursing Campaign for Action (2011). IOM Recommendations. Retrieved from http://thefutureofnursing.org/recommendations) explain how nursing theory can support the recommendations for the future of nursing.

Topic 1: Middle Range Theories
Select one of the Middle Range Nursing theories from Unit 7 overview and create a model case scenario, in which you will apply all or one of the following from the theory: concept, metaparadigm, and/or usefulness. Provide the background of the theorist and any concepts that developed from applying the theory to the model case scenario. Explain how you could apply this same theory into your advanced nursing role? After examining your model case scenario, what do you consider to be the strong or weak points to this theory?
Topic 2: Research and Practice
Explain why we need to continue to examine and promote the use of middle range theories in research and practice.

Topic 1: Ethical Dilemma
Think about an ethical dilemma you recently faced in your practice. Select a nursing theory that could have guided you in making a decision about the care of this patient. Explain whether the theory emphasizes the patient?s rights, goals and autonomy. Does it provide clear guidance for ethical decision-making in nursing? Does the theory emphasize ethical codes for practice? (Present your information according to HIPPA requirements)
Topic 2: Global Perspective
Select a nursing theory you consider relevant today. Explain from a global perspective how you would change this theory to better support the ethical and social issues [Examples such as bioterrorism, genocide?] nurses face in healthcare.
Topic 1: Theory Integration
Select a theory or model that might be valuable in your advanced nursing role or that interests you. Explain your response to the following questions:
1. What are your personal values and beliefs about nursing, health, environment, and patient care delivery?
2. What are the underlying assumptions, values, and beliefs of the particular theory or model that you have chosen?
3. Is this theory or model congruent with your own values and beliefs about nursing, nursing care, nursing environment, and health.
Topic 2: Global View
Select a global view [paternalistic, feminist, modernism, postmodernism] and explain how this identifies to your overall outlook of life.

Topic 1: Reflection
Review the course outcomes at the beginning of the course (also listed in the course Syllabus) and assess how you have met each outcome. Include in your Discussion how assignments and readings have contributed to your development as a nurse in an advanced role. Remember to share some of your thoughts related to specific websites you found of value in your discussion.
Topic 2: Assimilation
Currently, global communities of nursing scholars are sharing nursing theoretical works and contributing to the development of nursing knowledge. Evaluate the impact upon theory development for nursing now and in the future. How would you address staying current to healthcare issues in order to address future changes?









List of Citations That May be used as Source Materials respectively:
McFarland, M. M., & Eipperle, M. K. (2008). Culture care theory: A proposed practice theory guide for nurse practitioners in primary care settings. Contemporary Nurse, 28, 48-63.
Nelson, J. W. (2011). Measuring caring ? The next frontier In understanding workforce performance and patient outcomes. Nursing Economic$, 29(4), 215-219.
Nicely, B., & DeLario, G. T. (2011).Virginia Henderson?s principles and practice of nursing applied to organ donation after brain death. Progress in Transplantation, 21(1), 72-77.
Society of Rogerian Scholars Retrieved from http://societyofrogerianscholars.org/
Martha Rogers: Nurses.info. Retrieved from http://www.nurses.info/nursing_theory_person_rogers_martha.htm
Roy Adaptation Model: Sister Callista Roy: Pearson Prentice Hall. Retrieved from http://wps.prenhall.com/chet_george_nurstheory_5/0,2535,88691-,00.html
The Roy Adaptation Model: Boston College: William F. Connell School of Nursing. Retrieved from http://www.bc.edu/schools/son/faculty/featured/theorist/Roy_Adaptation_Model.html
Andershed, B., & Olsson, K. (2009). Review of research related to Kristen Swanson's middle-range theory of caring. Scandinavian Journal of Caring Sciences, 23, 598-610.
Bettle, A. M. E., & Latimer, M. A. (2009). A case study examination of chronic sorrow in caring for an adolescent with a progressive neurodegenerative disease. Canadian Journal of Neuroscience Nursing, 31(4), 15-21.
Guadalupe, K. (2010). Understanding a meningioma diagnosis using Mishel's theory of uncertainty in illness. British Journal of Neuroscience Nursing, 6(2), 77-82.
McCarthy, V. L. (2011). A new look at successful aging: Exploring a mid-range nursing theory among older adults in a low-income retirement community. The Journal of Theory Construction & Testing, 15(1), 17-23.
Mefford, L. C., & Alligood, M. R. (2011).Testing a theory of health promotion for preterm infants based on Levine's Conservation Model of nursing. The Journal of Theory Construction & Testing, 15(2), 41-47.
Jean Watson. Retrieved from http://nursing-theory.org/nursing-theorists/Jean-Watson.php
Madeline M. Leininger, Foundress TCNS Retrieved from http://www.tcns.org/Foundress.html
Health as Expanding Consciousness: Margaret A. Newman Retrieved from http://currentnursing.com/nursing_theory/Newman_Health_As_Expanding_Consciousness.html
Fairchild, R. M. (2010). Practical ethical theory for nurses responding to complexity in care. Nursing Ethics, 17(3), 353-362.
Klaver, K., & Baart, A. (2011). Attentiveness in care: Towards a theoretical framework. Nursing Ethics,18(5) 686-693
Lundqvist, A., & Nilstun, T. (2009). Noddings?s caring ethics theory applied in a pediatric setting. Nursing Philosophy, 10, 113-123.
Noel, D. L. (2010).Occupational health nursing practice through the human caring lens. AAOHN Journal, 58(1), 17-26.
Paganini, M. S., & Egry, E. Y. (2011). The ethical component of professional competence in nursing: An analysis. Nursing Ethics, 18(4) 571-582.
Publication Manual of the American Psychological Association (2010). Chapters 8. (6th ed.).Washington, DC: American Psychological Association.
Noureddine, S. (2001). Development of the ethical dimension in nursing theory. International Journal of Nursing Practice, 7, 2-7.
Aranda, K., & Jones, A. (2010). Dignity in health-care: A critical exploration using feminism and theories of recognition. Nursing Inquiry, 17(3): 248-256.
Pitre, N. Y., & Myrick, F. (2007). A view of nursing epistemology through reciprocal interdependence: Towards a reflexive way of knowing. Nursing Philosophy, 8(2), 73-84.
Ramey, H. L., & Grubb, S. (2010). Modernism, postmodernism and (Evidence-Based) practice. Contemporary Family Therapy, 31, 75-86.
"Former UCSF Nursing Dean Margretta Styles Dies:? University of California San Francisco. Retrieved from http://www.ucsf.edu/news/2005/12/6434/former-ucsf-nursing-dean-margretta-styles-dies
Fawcett, J. (2003). Theory and practice: A discussion by William K. Cody. Nursing Science Quarterly, 16(3), 225-231. (Course Reserve in the Kaplan library)
Fawcett, J., & Russell, G. (2001). A conceptual model of nursing and health policy. Policy, Politics, & Nursing Practice, 2(2), 108-116. (Course Reserve in the Kaplan library)
Andrews, M. M. (2008).Global leadership in transcultural practice, education and research. Contemporary Nurse, 28,13?16.
Mcsherry, R., & Douglas, M. (2011). Innovation in nursing practice: A means to tackling the global challenges facing nurses, midwives and nurse leaders and managers in the future. Journal of Nursing Management, 19(2), 165-169.
Ruddy, M. (2007). Models and theories of nursing. Retrieved from http://faculty.ksu.edu.sa/73861/Documents/Models%20and%20Nursing%20Theories.pdf
Vandenberg, H. E. (2010). Culture theorizing past and present: Trends and challenges. Nursing Philosophy, 11, 238-249.

Directions:
I. Choose an article from the list provided.
II. Write a three-page critique of the article.
III. Critique the areas of the article outlined below. A critique involves both summary and commentary. In each section you should summarize the appropriate content as well as comment on the characteristics of that content. When commenting on the characteristics of content you should consult the lectures and text to discern what are positive or negative aspects of the content under scrutiny.
IV. For Critique 1 you should address the following areas:
a. Literature Review & Theoretical foundation:
i. Summarize and critique the literature review. Your critique should outline the theoretical foundations of the article along with the strengths and weaknesses of the literature review. Include potential improvements to the literature review in this section. The following questions may help with your critique:
1. What are the most essential theories for the study and why are they important?
2. Is the theoretical foundation clearly described?
3. Does the lit review adequately define the variables and the relationships between them?
4. Are you skeptical of any of the assumptions made by the authors?
5. Are there any potential improvements that you would make? (i.e. This literature review would have been more comprehensive if they had added background on what influence the role of lesson planning may have in student growth.)
b. Research Question/Problem:
i. Quote and critique the research question(s).
1. Is it clear?
2. Does it relate to the theories described in the introduction section?
3. Is it specific enough to be relevant yet interesting enough to warrant study?
c. Hypotheses:
i. Quote and critique at least TWO of the studys hypotheses. If there are fewer than two hypotheses then write in a hypothesis that you would make concerning the study.
1. Are the hypotheses related to the research question?
2. Are the hypotheses clearly stated?
d. Variables:
i. Chose two variables in the study. Label these variables appropriately as: Correlational, mediator, moderator, independent, dependent, continuous or categorical. Then I want you to summarize the variable and how it is connected
with the other variables in the study. The following questions should also be
addressed:
1. Did the authors adequately define the variable?
2. How did the authors measure this variable? Name a specific measure
from the methods section if you can.
3. List one hypothesis that uses the variable.
e. Application: Every study has value. Sometimes its a clear application to what we do as
professionals. At other times the article may stand as a counter example. Answering the
following questions my help you with this portion of the paper.
i. How does this study help you?
ii. If you were going to improve the study how would you go about it?
V. The paper must be in APA format:
a. Standard 1 inch margins
b. Times New Roman
c. Size 12 font
d. Double spaced
e. Include a title page and include a reference page (Note that these are in addition to the
critique. So the paper will be 5 pages with the title and reference pages).
There are faxes for this order.

NUR 502 ? Theoretical Foundations for Nursing Roles and Practice

Master?s Prepared Nurse Interview Guide
Introduction
In this section, provide the general purpose of the paper. State the reasons for selecting this individual as an interviewee. Do not use the actual name of individual.
Overview of Career
In this section, describe the interviewee?s career. Start with their pre-licensure education. It is appropriate to include geographical location, type of institutions(s), and type of position(s) held. In addition, include interesting facts, examples of practice, etc. Place information regarding their graduate program in the Graduate Education section. If the interviewee shared interesting and relevant personal information, this can be included as well.
Graduate Education
In this section, provide information about the graduate program: institution and type of program. Start by providing the reason why the interviewee chose to attend graduate school. Describe additional information that the interviewee may have shared about the graduate program.
Present Position
In this section, describe the interviewee?s present position. Identify specific competencies that the interviewee described as important to this position that were gained from the graduate program. Include other interesting information that the interviewee provided regarding the present position. Mention certification(s) if appropriate to present position.
Pearls of Wisdom
In this section, share special information about the interviewee, including lessons learned and any suggestions/advice the interviewee gave for individuals starting a graduate program.
Conclusion
In this section, summarize what was gained from the interview: what was learned about the effects of graduate education in regards to change in knowledge, skills, and attitudes; and perhaps how this fits with the program outcomes for a specialty. Describe what else may have been learned from the interview. End the conclusion with general comments about the selection of an interviewee and whether the interview developed a clearer idea as to what to expect from graduate education.






Refer to the "Master's Prepared Nurse Interview Guide_student" as you prepare this assignment.
Interview a nurse who is master's-prepared in nursing and is using this education in a present position. Preferably, select someone who is in a position similar to your chosen specialty track. The purpose of the interview is for you to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gained, and is presently using, that reflect advanced education. Organize your interview around the topics below:

Overview of the master's-prepared nurse's career
Reason for seeking graduate education
Description of present position and role
Usefulness of graduate education for present role
Pearls of wisdom he/she is willing to share

In 750-1,000 words, write the interview in a narrative format. Use the following guidelines:

1. Within the paper's introduction, explain your interview selection.
2. Do not identify the individual by name.
3. Use centered headings to separate parts of the interview.
4. In the conclusion, identify one or more competencies from the interview that are consistent with GCU program competencies and/or AACN education essentials. In addition, provide a statement that reflects what you gained from the interview.


Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

aster's-Prepared Nurse Interview
1
Unsatisfactory
0.00% 2
Less Than Satisfactory
80.00% 3
Satisfactory
88.00% 4
Good
92.00% 5
Excellent
100.00%
70.0 %
Content
5.0 %
Introduction
Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis. Introduction lacks any discernible overall purpose or organizing claim. Introduction is insufficiently developed and/or vague. Purpose is not clear. Introduction is clear, forecasting development of the paper. Introduction is comprehensive; purpose of the paper is present. Introduction is comprehensive and makes the purpose of the paper clear by restating the thesis.
15.0 %
Career Overview
Thoroughly presents all of the information to portray a clear chronology as well as richness of detail. Omits major elements and is disorganized. Describes but fails to paint a clear picture of the nurse's career and/or progression in a logical order. Addresses most of the primary elements of the individual's career in a logical fashion. Addresses the primary elements. Reader can easily see purpose. Thoroughly presents all of the information to portray a clear chronology as well as richness of detail.
15.0 %
Graduate Education
Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth. Omits major elements; is disorganized; and has no depth or detail. Describes but fails to address some of the elements; lacks depth and detail. Addresses the same elements but lacks depth and detail. Necessary elements are present and clearly presented. Decision-making process is evident to the reader. Thoroughly presents the process that led to the decision to seek graduate education as well as the program itself with clarity, order, and depth.
20.0 %
Present Position (includes pearls of wisdom)
Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights. Omits major elements; information is tangential and disorganized. Describes but fails to address most of the primary elements in any depth. Addresses most of the primary elements of the present position with recognition of competencies but lacks detail. All key elements are presented with clarity. Thoroughly presents all of the key elements of the present position with emphasis on competencies required. Describes in rich detail, and includes advice given and original insights.
15.0 %
Conclusion
Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation. Conclusion lacks any discernible purpose. Conclusion is insufficiently developed and/or vague. Conclusion is clear and identifies key points of interview but fails to draw inferences. Conclusion is clearly evident to the reader. Career opportunities are present. Conclusion is comprehensive; paints a clear picture of the potential outcomes and career opportunities of graduate education; identifies key points of the interview; and demonstrates insight and interpretation.
20.0 %
Organization and Effectiveness
7.0 %
Thesis Development and Purpose
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %
Argument Logic and Construction
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %mas
Mechanics of Writing (includes spelling, punctuation, grammar, language use)Writer is clearly in command of standard, written, academic English.
. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
10.0 %
Format
5.0 %
Paper Format (Use of appropriate style for the major and assignment)All format elements are correct. Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct.
5.0 %
Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)n-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 %
Total Weightage

100.00%
100.00%

Hipster Consumer Behavior

Write as a researcher employed by a major consulting company. Several clients have asked for an analysis, synthesis and evaluation of past academic research on consumer behavior. Due to your strong academic credentials, your boss has asked you to write the report. The client is interested in several consumer behavior areas. Prepare a research paper for the client on Hipster Consumer Behavior.

Cite references using APA style. Develop tables and figures as appropriate.

The following headings are recommended:

? Introduction.

? Background. Introduce the consumer behavior issue, question or concern, explain why it is of interest to business today. Indicate how this issue is especially relevant to the client.

?Theoretical Foundation. Indicate what consumer behavior theory or concepts have been used to explain this aspect of consumer behavior. Provide examples of the research hypotheses that have been developed. If possible, identify possible areas where theories are concepts may seem to be in conflict.

? Findings. Summarize the findings of several academic studies that have analyzed consumer behavior in this area. Identify areas of agreement across studies, and where the studies are not in agreement.

? Conclusion. Evaluate and present a point of view on the past research in this area. What are the implications of this research for the client? Are there additional aspects that merit further research? Develop 4 to 5 managerial ?take-aways? or recommendations from your evaluation of academic research in this area.


Thanks.

Overall Learning Objective
This PAPER is about the understanding of assessing and developing the survey research methodology within an educational setting. (Use survey research method to determine attitudes and behavioral intentions of the students in a university regarding their acceptance of e-learning.) This paper has three parts; Abstract(1 page)+29 pages for first part, 25 pages plus 15 annotated references for second part, and 5 pages for the last part.(Total 75 pages) (Template of the paper is in Appendix A)
The first part, the breadth component, will identify the differences between three important research paradigms. Then, define, compare, and contrast various types of research methodologies with a particular emphasis on survey research methodology, using a selected bibliography to evaluate the methods.
Second part, the depth component will present the strengths and weaknesses of the survey methodology, evaluate data collection instruments and sampling strategies, and outline the key steps that must be taken to ensure successful use of the approach. This part will also include 15 annotated literature review including particularly relevant studies and dissertations (I have attached some literatures, you may have to find the rest), and an assessment of the research methods and findings covered in the literature, which may be applied to my dissertation.
The third part, application component will provide details of how the survey research method will be specifically used in my thesis work.(to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning???This can be done by identifying a problem for the research, the research purpose, research questions, theoretical foundations of the proposed research, and the methodology used to conduct the research.


PART 1: The Breadth Component
Breadth Objectives
The objectives of this part are to:
1. Identify the differences between positivist, constructivist, and pragmatic research paradigms.
2. Define a wide range of commonly used quantitative and qualitative research methods in social and behavioral sciences, with a particular emphasis on survey research methodology.
3. Compare and contrast the survey research methodology against other research approaches.

Breadth Demonstration
For a demonstration, I will prepare a bibliography covering the survey and other research methodologies, and write an essay of approximately 30 pages that meets all the objectives I have outlined above.

Breadth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally & Company.
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among Five Traditions. Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Maxwell, J. A. (1996). Qualitative research design: An iterative approach. Thousand Oaks, CA: Sage Publications.
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.

PART 2: The Depth Component
Depth Objectives
The objectives of this part are to:
1. Present the strengths and weaknesses of the survey methodology.
2. Evaluate data collection instruments and sampling strategies used in the survey research.
3. Delineate key steps that must be taken to ensure successful use of this approach.

Depth Demonstration
For the annotated bibliography, I will prepare a minimum of 15 annotated literature reviews including particularly relevant studies and dissertations that apply similar research methodology dissertations (I have attached some literatures, you may have to find the rest). Then, I will prepare a written assessment essay of approximately 25 pages on how this research method may fortify my dissertation research design.

Depth References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Babbie, E. (1990). Survey research methods (2nd ed.). Belmont, CA: Wadsworth Publishing Company.
Celik H. (2008).What determines Turkish customers' acceptance of internet banking? The International Journal of Bank Marketing, 26(5), 353-370. Retrieved from ProQuest Central database.
Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.
Fink, A. (2002). The survey handbook. Thousand Oaks, CA: Sage.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Li, Y. (2006). Certified health education specialists' opinions regarding direct third party reimbursement for health education services. Retrieved from ProQuest Digital Dissertations. (AAT 3228771)
Murrey, C. (2009). Beliefs and attitudes regarding health-enhancing behaviors in African American and Caucasian women. Retrieved from ProQuest Digital Dissertations. (AAT 3355023)
Petherbridge, D. T. (2007). A concerns-based approach to the adoption of Web-based learning management systems. Retrieved from ProQuest Digital Dissertations. (AAT 3269445)
Ratten, V., & Ratten, H. (2007). Social cognitive theory in technological innovations. European Journal of Innovation Management, 10 (1), 90-108. Retrieved from ProQuest Central database.
Reynolds, R. B. (2008). A study to determine first year medical students' intention to use electronic health records. Retrieved from ProQuest Digital Dissertations. (AAT 3310126)
Tan, X. (2006). Understanding information systems developers' modeling method continuance: A theoretical model and an empirical test. Retrieved from ProQuest Digital Dissertations. (AAT 3216340)

PART 3: The Application Component
Application Objectives
The objectives of this part are to provide details of how the survey research methodology will be used to determine attitudes and behavioral intentions of the students in a private university in a rural area of Nigeria regarding their acceptance of e-learning. In this section I will:
1. Identify a problem of the research, the purpose of the research, the research questions, and the research hypotheses.
2. Present the theoretical foundations of the proposed research model and hypotheses.
3. Explain the methodology used to conduct the research and provide an overview of the target population, data collection and analysis of the data.

Application Demonstration
In this paper, approximately 5 pages, I will design a prototype of the proposal by identifying a problem for the research, the research purpose, research questions, research hypotheses, theoretical foundations of the proposed research, and the methodology used to conduct the research.

Application References
The materials to be reviewed and interpreted in this paper include, but are not limited to, the following resources:
Altinay, L., & Paraskevas, A. (2008). Planning Research in Hospitality and Tourism. Oxford: Butterworth Heinemann.
Babbie, E. ( 1999). The basics of social research. Belmont, CA: Wadsworth
Babbie, E. (2009). The practice of social research (12th ed.). Belmont, CA: Wadsworth/Thompson Learning.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods Approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
Dooley, D. (2001). Social research methods (4th ed.) Upper Saddle River, NJ: Prentice Hall.
Fowler, F. (2002). Survey research methods. Thousand Oaks, CA: Sage.
Gall, M. D., Gall, J. P., & Bong, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Pearson Education.
Leedy, P. D., & Ormrod, J. E. (2001). Practical research: Planning and design (7th ed.). Upper Saddle River, NJ: Merill/Prentice Hall.
Newman, I., & Benz, C. R. (1998). Qualitative-quantitative research methodology: Exploring the interactive continuum. Carbondale, IL: Southern Illinois University Press
Singleton, R. A. Jr., & Straits, B. C. (2005). Approaches to social research (4th ed.). New York: Oxford University Press.
Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). New York: Harper & Row.




Appendix A

PAPER TEMPLATE

ABSTRACT
Breadth
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ABSTRACT
Depth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract.

ABSTRACT
Application
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TABLE OF CONTENTS
BREADTH 1
Level 1 Head 1
Level 3 Head 1
Another Level 3 Head 2
Another Level 3 Head 3
DEPTH 4
Annotated Bibliography 4
Literature Review Essay 5
Level 3 Head 6
Another Level 3 Head 7
APPLICATION 8
Level 1 Head 8
Level 3 Head 8
Another Level 3 Head 9
Discussion 9
REFERENCES 11



BREADTH

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Depth . . .

DEPTH

Annotated Bibliography

Dwivedi, Y. K., Williams, M. D., Weerakkody, V., Lal, B., & Bhatt, S. (2008). Understanding Factors Affecting Consumer Adoption of Broadband in India: A Pilot Study. Journal of Cases in Information Technology, 10 (3), 35-48. Retrieved from ProQuest Central database.

Each annotation should be a page or page and a half long. This paragraph should contain a summary of the research method and its findings. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a critical assessment of the article. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a statement about the value of this article for your research agenda or your profession generally. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Next annotation reference entry here
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. And so on
Literature Review Essay

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccccccccccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeeeeeeeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnnnnnnnnn oooooooooooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffffffffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvvvvvvvvv wwww xxxx yyyy zzzz. AAAAAAAAA bbb cccc ddddddddddd eeee ffff ggggggggggggg hhhh iiii jjjjjjjjjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttttttttttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Application . . .


APPLICATION

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 1 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Discussion

The discusson should show how the project has been informed by the theories in the Breadth component and/or the research in the Depth component. It should be about 10 pages. aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz
And so on to the reference list . . . .

REFERENCES

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53, 27. doi: 10.3200/CTCH.53.1.27-31

Csikszentmilhalyi, M. (1996). Creativity. New York: Harper Collins.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Lee, J. (2003). Implementing high standards in urban schools: Problems and solutions. Phi Delta Kappan, 84(6), 449-455.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, 115, Stat. 1425 (2002).

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Restak, R. M. (2001). The secret life of the brain. Thousand Oaks, CA: Richard M. Restak and David Grubin Productions, Inc.

Silver, A. (2003). Missing links: On studying the connection of arts education to the public good. Arts Education Policy Review, 104(3), 21-26.

There are faxes for this order.

i want a british writer and format. i want to get a draft when the dissertation is finished halfway. i want to know the work prograss of my dissertation.


Undertaking corporate philanthropy has been inevitably becomes a new promotion manner and it can offer competitive advantage to organisations. Such a kind of activity is not only regarded as the effective promotion tool that enhances corporations reputation and image, but as making a positive contribution to the whole society. The purpose of this proposed study is to explore An Investigation of the impact of corporate philanthropy on the development of business

Title: An Investigation of the impact of corporate philanthropy on the development of business

Abstract



Acknowledgments



Chapter 1 Introduction(total 1000words)

1 1.1 General topic area of your dissertation/context/background to the study

1.2 Ai1.2 aim and objective

earch

1.3 Research Questions

Research question 1: From what aspects is the significance and function of corporate philanthropy toward corporation?

.

Research question 2: Explore the extent to which corporate philanthropy influences development of corporation.



Research question 3 How to make corporate philanthropy link with business strategies?



Research question 4 why does the corporate philanthropy contribute to competitive advantage?



1.4 Structure of This Research





Chapter 2: Theoretical foundation and literature review (total 3000words)







Chapter 3: Methodology (total 2000 words)

The case study methodology will be used in this dissertation. This is appropriate for seeking explanations of why corporate philanthropy should be adopted by companies and what is the impact of corporate philanthropy on the development of business?

Chapter 4: Findings, Data Analysis, Results and Discussion (total 3500words)



Chapter 5: Conclusion total 500 words









I need some illustration In the dissertation.

CASE STUDY 1 John Rommel was born in 1955 to a lower class family in New York. His father had immigrated over to the United States from Germany, prior to the rise of Hitler in 1933. He desired to show pride in his new country, so he worked hard down at the docks to earn a living for his family. While he was never making much, he always stressed pride in his work and obeying the law. He believed this was a firm foundation for becoming successful.

John always showed a bright mind and highly intuitive nature, but he never showed any desire for schooling. He saw society as an unfair, unforgiving system that repressed those of lower social status. John was not a violent person, he considered himself very honorable, but he didn?t have a desire to work like his father did; earning low wages for hours of tedious work to support his family. Instead, he opted for more illegal endeavors; gambling, stealing, even dabbling in organized crime. However, he never told his father because he didn?t want to bring disrespect to his family. When he turned 17 he began to become a drug-runner for the Gambino Family because a couple of his close ?brothers? had become involved in the business as well.

Soon John became involved with more than just drug running; he began to assist the family with offering ?protective services? to different shop and businesses in Brooklyn?s lower east side. Should the businesses miss a payment or refuse their help, he would instigate certain actions against the business to cause severe damage, enough to ensure the business owner would seek their protection from then on.

Eventually, John?s employment with organized crime caught up to him as he was arrested at the age of 25. When he appeared in court, his defense suggested that he plead guilty as the law had enough evidence to convict him anyway. When he was being sentenced, the judge decided to send him to prison for 5 years, with a potential for 3 with good behavior. John noticed his parents sitting in the audience at the hearing, and he began to feel a great sense of shame for what he had done, and he believed he had brought the shame to his family as well.

Based on what you have just read ANSWER THE FOLLOWING QUESTIONS

1.Why would John be considered a deviant? What social foundations of deviance appear to be evident in this case study?
2.Examine the three theoretical foundations of deviance (structural-functional, symbolic-interaction, and social-conflict). Determine which foundation applied to John?s situation, and why. Give specific examples.
3.Choose 3 theories, one within each theoretical foundation, that apply to the case study. If a foundation does not have an applicable theory, state why, and what behavior could have been exhibited that would have reflected that

I will EMAIL materials (Proposal, sample case study/dissertations).

The type of document is DISSERTATION/CASE STUDY

My 75 page dissertation (needs to be APA style), and is a Case Study/Dissertation on a woman/client with Dysthymia (depression) using Cognitive Behavioral Therapy. I?m including the proposal here and please incorporate the proposal into the dissertation and elaborate where needed. I will also email the proposal and sample case studies.

I need the following in the dissertation: Title page (FREE); Signature page (FREE); Preface; Acknowledgments page (FREE); Dedication page (FREE); Table of Contents (please use the table of contents from the proposal); Executive Summary; Statement of the Problem; Hypothesis; Rationale; Literature Review; write-up of the individual case notes (24) sessions; the write-up of the case notes could be a half page to a page for each of the 24 sessions; (for example, Session One; Session two, etc. (for 24 sessions) with an "assessment" at the end of each session (a paragraph or so of how the session went); Results; Discussion; Conclusion; Recommendations; 30 References (FREE) --- (APA style).

A brief duscussion of the diagnosis as it relates to the client (DSM-IV).

I also included (at the end) examples of ?sessions? from other sample dissertations.

What I wrote in the proposal needs to be included in the dissertation, for example, the different CBT techniques that I wrote in the proposal and how they helped the client, etc. --- weaved into the sessions.

FORMAT and REFERENCE STYLE
* Times New Roman font
* 12-point font size
* approximately 275 words per page
* double-spaced pages
* APA
* 1-inch margins
* FREE bibliography/references (30 references)
The references can be different from the ones that I?ve listed.

Please say something about the title (A Budding Therapist and the Caterpillar) and weave it into the case study.

This is the PROPOSAL:

A Budding Therapist and the Caterpillar
Undergoing a Metamorphosis
From a Cognitive Behavioral Perspective
by
Murrey C. Donaldson

A Proposal for a Clinical Case Study Dissertation
To be Submitted in Partial Satisfaction of the Requirements for
the degree of
Doctor of Psychology in Clinical Psychology




Case Study Proposal
Overview of the Study
Dysthymic patients are chronically depressed. Dysthymia is a depressive disorder in which irritable mood is observed by others for 2 years or more in adults and at least 1 year or more in children and adolescents. Dysthymia lasts longer and shows milder symptoms than depression (Butcher, 1987). Symptoms are similar to major depressive episodes (including low mood, fatigue, hopelessness, difficulty concentrating and disruption in appetite and sleep). Absent from the criteria are thoughts of suicide or death. There is a 6.4 percent lifetime prevalence for Dysthymia (Austrian, 2000). This is a proposal for a Clinical Case Study on the treatment of a woman diagnosed with Dysthymia.
The client selected for my dissertation study is a 43-year-old single parent. I chose this client for the following areas of clinical interest: (a) her self-esteem, depression, and anxiety issues; (b) her continuing difficulties in romantic relationships with men; and (c) her fight with obesity from an eating disorder.
The relational model I will be using, Cognitive Behavioral Therapy (CBT), is a relatively short-term, focused psychotherapy for a wide range of psychological problems including depression, anxiety, and personality problems. The focus is on how the client thinks, behaves, and communicates currently rather than on early childhood experiences.

Client Information
The client, as described above, is the oldest of three children of a Middle-Eastern family that emigrated to the United States.
The client took the initiative to request counseling and therapy as part of her own plan to help herself adjust to the demands of community living and to manage her illness. She presented herself with a flat affect and expressed anxiety related to her interpersonal situations and tasks. Interpersonally, she was withdrawn and socially isolated. Behaviorally, she was inactive and unable to work, but able to live independently.

The client reported struggling throughout childhood to live up to her mother?s expectations and secure her father?s love; failing at both. Depression and self-hate were her ever-present and unwelcome companions. They were accompanied by an insatiable craving for food, and (from adolescence on) by a similar craving for sex with inappropriate men. She was plagued with intermittent episodes of depression throughout her life.

She claims to have empathy for the needs of others, both family and friends, that is seldom reciprocal; but feels that she gets little in return. She begrudgingly admits that this is a source of annoyance and bitterness to her.
She has not formulated even vague details of a satisfying adulthood. Instead of looking ahead full of energy and plans, this client is clamped in a vise of psychic conflict and behavioral paralysis. The diagnosis was as follows:
Axis I 300.4 Dysthymic Disorder
Axis II None
Axis III None
Axis IV None
Axis V GAF = 50 (on admission)
GAF = 75-80 (at discharge)
Treatment History
As therapy commenced, the focus was on using cognitive interventions to produce changes in thinking, feeling, and behavior in the client (Kendall, 1991). The client was provided with ideas for experimentation, helped to sort through experiences, and aided in problem solving. Emphasis was placed on influencing the client to think for herself, maximize personal strengths, and acquire cognitive skills and behavior control.
Cognitive Behavioral Therapy focused on how the client responded to her cognitive interpretations and experiences rather than the environment or the experience itself, and how her thoughts and behaviors are related. It combined cognition change procedures with behavioral contingency management and learning experiences designed to help change distorted or deficient information processing (Kendall, 1991).
These new experiences helped to broaden the way the client viewed her world -- they do not remove unwanted prior history, but helped to develop healthier ways to make sense of future experiences. The focus of CBT was not to uncover unconscious early trauma or biological, neurological, and genetic contributions to psychological dysfunction, but instead endeavored to build a new, more adaptive way to process the client?s world.
CBT was used to help the client achieve lasting, positive change in therapy. This was also accomplished by modifying psychological structures through (a) relaxation strategies; (b) guided imagery; (c) meditation; (d) incentives and self-rewards; and (e) social skills training.


Outline for Dissertation
I. Introduction
II. Client Information
A. Presenting problem
B. Client's current symptoms
C. Therapist's observations of client's symptoms
D. Family history
E. Medical history
F. Psychotherapeutic history
G. Substance use/abuse
H. Initial diagnosis
I. Impressions of client
III. Theoretical Bases for Clinical Treatment
A. Beck: Cognitive Behavioral Therapy
IV. Storm Clouds ? Beginning Phase
A. Sessions 1-4
V. Unbearable Pain ? Middle Phase
Looking for Relief in All the Wrong Places
A. Sessions 5-15
VI. Making Peace ? Final Phase
A. Sessions 16-24
VII. Future Treatment Consideration
IX. Concluding Thoughts
References
THE REFERENCES DON?T HAVE TO BE THESE NECESSARILY:

References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th Ed.). Washington, DC: Author.
Becker, J. (1991). Psychosocial aspects of depression. Hillsdale, NJ: Lawrence Erlbaum Associates.
Barsalou, L. W. (1992). Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Beck, A. T., Emery, G., & Greenberg, R. L. (1985). Anxiety disorders and phobias: A cognitive perspective. New York: Basic Books.
Beck, A. T., Steer, R. A., Ball, R., & Ranieri, W. F. (1996). Comparison of Beck depression inventories -IA And-II in psychiatric outpatients. Journal of Personality Assessment, 67(3), 588-597.
Bolton, D., Hill, J., O'Ryan, D., Udwin, O., Boyle, S., & Yule, W. (2004, July). Long-term effects of psychological trauma on psychosocial functioning. Journal of Child Psychology and Psychiatry, 45(5), 1007.
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic Books.
Brewin, C. R. (1996). Theoretical foundations of cognitive-behavior therapy for anxiety and depression. Annual Review of Psychology, 47, 33-57.
Brewin, C. R. (1996). Cognitive interference: Theories, methods, and findings. In G. R. Pierce, B. R. Sarason, & I. G. Sarason, (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates.
Cowan, P. A., Cowan, C. P., Cohn, D. A., & Pearson, J. L. (1996). Parents' attachment histories and children's externalizing and internalizing behaviors: Exploring family systems models of linkage. Journal of Consulting and Clinical Psychology, 64, 53-63.
Dia, D. A. (2001). Cognitive-behavioral therapy with a six-year-old boy with separation anxiety disorder: A case study. Health and Social Work, 26(2), 125.
Goble, W., & Jones, V. (Speakers). (2000). ATTACH conference session: Assessment and diagnosis. (Cassette Recording No. 26-2016). Brookfield, VT: Resourceful Recordings, Inc.
Grinberg, L. (1992). Guilt and depression. London: Karnac Books.
Jacobson, N. S., Dobson, K. S., Truax, P. A., Addis, M. E., Koerner, K., Gollan, J. K., Gortner, E., & Prince, S. E. (1996). A component analysis of cognitive-behavioral treatment for depression. Journal of Consulting and Clinical Psychology, 64, 295-304.
Levy, T. M., & Orlans, M. (1998). Attachment, trauma, and healing: Understanding and treating attachment disorder in children and families. Washington, DC: CWLA Press.
Marcotte, D. (1997). Treating depression in adolescence: A review of the effectiveness of cognitive-behavioral treatments. Journal of Youth and Adolescence, 26(3), 273.
Needleman, L. D. (1999). Cognitive case conceptualization: A guidebook for practitioners. Mahwah, NJ: Lawrence Erlbaum Associates.
Omdahl, B. L. (1995). Cognitive appraisal, emotion, and empathy. Mahwah, NJ: Lawrence Erlbaum Associates.
Perlmutter, M. R. (Ed.). (1986). Cognitive perspectives on children's social and behavioral development. Hillsdale, NJ: Lawrence Erlbaum Associates.
Reber, K. (1996) Children at risk for reactive attachment disorder: assessment, diagnosis and treatment. Progress: Family Systems Research and Therapy, 5, 83-98.
Reilly, C. E. (1998). Cognitive therapy for the suicidal patient: A case study. Perspectives in Psychiatric Care, 34(4), 26.
Schwebel, A. I., & Fine, M. A. (1994). Understanding and helping families: A cognitive-behavioral approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
Sroufe, L. A., Carlson, E. A., Levy, A. K., & Egeland, B. (1999). Implications of attachment theory for developmental psychopathology. Development and Psychopathology, 11, 1-13.
Willimer, J. F. (Eds.). ams, M. B. & Som (1994). Handbook of post-traumatic therapy. Westport, CT: Greenwood Press.
Wright, L. M., Watson, W. L., & Bell, J. M. (1996). Beliefs: The heart of healing in families and illness. New York: Basic Books.


EXAMPLES OF SESSIONS FROM OTHER DISSERTATIONS

Session Seventeen

She spoke again about her altercation with this older man. She asserted that she did not want to be treated that way. She noted that he accused her of being too sensitive, which she resented. She stated, however, that she did not know how to tell him how she felt without jeopardizing what had been, in many ways, a satisfying relationship. I reflected the sadness in her recognition that this man could not be who she wanted. She became sad at this point, and almost tearful. She was more calm and centered during this session. She again took notes, using her computer notebook. As a result, there were long pauses during which she typed in notes, letter by letter.

I reframed her sensitivity in a positive light, noting that she had a right to be aware of and value her own feelings. I restated the conflict between maintaining her own integrity and safety while attempting to get her needs met.

She took note of this comment, but I failed to pursue more fully what this conflict felt like, what the risk was to her safety, how this issue had arisen and been resolved in previous relationships, etc. I think that, in part, I had been trained by her to "tie things up" at the end of sessions in such a way that the most painful but possibly important observations were left unexplored.

The next Monday was a holiday, so we did not meet until the next Wednesday.

Session Eighteen

She presented as unfocused and emotionally distant from the information she was providing. She talked about her unresolved relationship with the older male friend. She also indicated that a man with whom she had a casual acquaintance was coming to town. She hoped to spend time with him, and discussed the possibility of their becoming intimate. After some discussion, she decided that she wanted only a close, platonic relationship.

She spent the remainder of the session describing her feelings of depression, which she reported had been present much of her adult life, in greater or lesser measure. She described her lethargy, fatigue, lack of motivation, tendency toward procrastination, inability to clean her home and tendency to retire to bed early in the evening to "avoid" certain unpleasant realities, including her significant financial problems. I explored these symptoms in greater detail, including their history of development. I explored her history of treatment for depression, including a prior trial of Prozac, prescribed by an internist, which she had found helpful. She said she had thought of making an appointment to obtain another prescription for this medication. We discussed the pros and cons of this decision, and I described to her the psychiatric services offered at the Maple Center. She talked about feeling dysfunctional, and I asked her what that meant to her and felt like. I noted that it was painful to get in touch with those feelings of not functioning as she would like and needing help to feel better.


SIXTH SESSION

Frank and Nina had had a terrible fight this week. He had overheard Nina having a conversation with her family on the telephone. Frank doesn?t speak any Persian, so what he had mistaken for screaming and yelling at her family members, was actually an excited conversation about her brother?s new BMW. He had been upset by the loudness, had said that he couldn?t stand it anymore, slammed the back door and left.
Nina: I didn?t sleep all night. I thought he was gone for good. And then he comes back the next morning like nothing was wrong.
Therapist: Frank, what?s that like for you to hear your partner sound so afraid and helpless?
Frank: I don?t know . . . just everyone screaming. It felt so harsh, I just want to run away from it.
Therapist: So when you heard Nina, in your experience, screaming and seeming harsh, who did she get to be for you in that moment?
Frank: I don?t know what you mean.
Therapist: Well, who did she remind you of?
Frank: (Silence). . . My father. He would scream and yell, and then someone, usually me, would get hurt.
Therapist: I see, so, when you experienced Nina being harsh and loud, childhood memories of your father got reactivated. Nina, what's that like for you to hear?
Nina: Well, it helps me try to understand what happened. I always think about me. Me being too fat. Frank had really wanted to play tennis and I said no. For me its the same as the bathing suit. He always wants me to swim, or play tennis, or dance. And yet when I wear leggings and a sweater and ask him how I look, he makes a face and says he prefers me in a skirt and sweater. He can be so critical. He never compliments me.
Therapist: So, when you experience Frank as rejecting or critical, whose face
does he have on for you?
Nina: Oh, I get it. He gets to be my father too. My father always rejected me because of my weight. He and my brothers were so critical.
From the couples initial interview and from their individual sessions, I had understood that the parents? sexual dysfunction represented the net result of their individual histories.
Frank, like Nina had grown up in a family in which hopes for love were frustrated and substituted for physical and verbal abuse. I began to believe this resultant fear of sex was something they shared, even though both carried hopes for emotional intimacy and mutual support.
Nina?s open acknowledgement of her ?love of sex? matched Frank?s unconscious fear of sex. In trying to rid himself of his own sexual wishes, trying to protect Nina (much like his mother), he was, through projective identification, trying to protect himself from ?a bad father.? It was clear that the couple had a fear of sex and an idea that a mother would be harmed by a bad father, especially his penis. It became clear to me that I was keeping both of their fathers at bay, at least symbolically.
Progression of exercises went slowly for this anxious and phobic couple. One month later, they were still at the Sensate Stage, massaging each other including now breasts and genitals, with only a moderate level of arousal. Frank and Nina?s sexual life, as in other aspects of their coupled life was lacking in ?contextual holding? and ?centered relating,? that is, communication necessary to attenuate the strain put on the dyadic relationship. The frame around their relationship seemed almost invisible at times. In session we continued to work on the negative transferences to each other, reframing them, and understanding what was fueling them. They often experienced each other as rejecting or persecuting. Both felt unaccepted by their partner. Nina, hurting, fearing that Frank is not attracted to her and Frank because he can?t ?give? her what she wants. Both, in the meantime longing to be accepted.
We explored Frank?s inability to ?take,? rather than to ?give.? This insight was immediately relieving for Frank. We also worked on the details of communication between exercises. Specifically, telling each other what they liked and did not like the other to do. I found that with both of them, they were often saying the same things, but the other wasn?t getting ?it.? I also introduced the topic of visual of erotic material to aid in fantasy, and in distraction, so that Frank could begin to focus inwardly, and on what might please him. Nina was not open to this suggestion, again, wedded to her ?ideal? fantasy of how a couple makes love and only thinks of the other. I tried several times to normalize this for her, but to no avail. She repeatedly saw this as further proof that Frank was not attracted to her. Try as I did, I could not get Frank to begin to express any negative feelings toward her or his fantasies of other women.
At the end of the sixth session, Frank announced, that because they were both in couple?s counseling, as well as their own therapy, that they would only be able to afford to come every other week. I explored this with them, and even offered to reduce my fee so that they might be able to stay in couples work every week.
Both Nina and Frank suffered from fear of exposure. For Nina, exposing herself fully to Frank in therapy, and Frank, fearful of doing the exercises wrong, or revealing that he had sexual fantasies, or negative thought about his wife. These were equivalent of the unprotected gaze of family and peers. Sex therapy and marriage too had meant being stared at, looked at , and exposed. I made this interpretation, aimed at their resistance to actively engage in treatment.


There are faxes for this order.

Details:
Leading and managing change require a solid theoretical foundation. This paper is to research the theoretical elements of change and change management.

Use scholarly research sources related to this topic, and at least one in-text citation from each source.

Directions:
Write a paper of 1,375 words that explores the theoretical foundations of organizational change. Include the following in the paper:

1. Introduction
2. A discussion that assesses the factors that contribute to the organic evolution of change.
3. A discussion of how to formulate strategic development approaches and to identify models and interventions of change leadership.
4. A discussion and evaluation of the leadership and management skills necessary to implement a model of continuous change that facilitates organizational adaptation and ensures follower commitment.
5. .A discussion of how to gather and analyze data to determine the most efficacious timing of change.
6. Conclusion

In an organization (GE CAPITAL IS THE ORGANIZATION), strategy emerges from a variety of elements within the business environment. This assignment allows you to evaluate the current strategy of an organization and apply theory to examine how the strategy was formed. You will also leverage scholarly articles and practitioner data to evaluate current mistakes and gaps in the strategy to prepare for strategic recommendations for improvement. Complete the following:
? Select an organization that you have interest in and information available to analyze. This could include a current or former employer or an organization with ample information available online.
? Describe the background information about the organization, including the current mission, vision, and values.
? Evaluate the theoretical foundations through which the organization's current strategy was formed.
? Evaluate and apply appropriate practical approaches to discover an organization's current strategy. Provide justification for the approaches you used and the sources of evidence you evaluated. Include the following elements of the strategy or explain how it is a gap within the current strategy as it applies:
o Finances.
o Sales.
o Marketing.
o Talent development.
o Competition.
o Diversification.
o Quality assurance.
o Competitive advantages.
? Evaluate the use of organizational learning and knowledge management in the organization and how the approach impacts the current strategy.
? Provide a thorough explanation justifying the amount of evidence, both scholarly research and company data, you used to conduct your evaluation.

Write a 4 page paper describing your self-awareness as a group facilitator and your plan for further professional development concerning group facilitation skills. Address the following points:

? Describe how you hope to use the learning from this course which is goup counseling.

? Discuss the significance of leaders developing and maintaining awareness of various personal boundaries.

? Summarize your goals for yourself as a group worker. What two items are different for you as a result of taking this course?

? Examine how group leaders? knowledge of group dynamics, theory, and interventions affect their ability to lead groups.

? Discuss how you will integrate selected approaches into a personal theoretical framework.

? Synthesize personal leadership capacity with various group methods, strategies, and theoretical foundations, in addition to exploring professional standards for group leadership.

*** Be sure to write the paper according to APA formate. please provide afirst heading for each question. Be sure the paper is 0% plagiarism. Be sure to site all the sentences and provide the web site and the title of the source where you got the information.

I want to do a dissertations on Fetal Alochol Syndrome; the effect in the areas of emotional and cognitive development , learning disabilities als the effects of fetal alcohol syndrome in school and the community.

In 3 pages or less, answer the following questions. Researh Topic




Here are the questions?

1. What specific topic or subject area do you propose to explore?
2. What is the theoretical foundation for your work?
3. What is your working title?
4. What is your research question (questions)?
5. What research methods do you propose to answer your reseaarch questions?
6. What is the purpose of your research?
7. What source material have you located thus far to support your research plan?

This is the situation:
A) I need to write a Thesis proposal. The topic approval form is a group of seven questions as follows:




TOPIC APPROVAL FORM




1. What specific topic or subject area do you propose to explore?

I am currently working with a small group of Mexican-Americans with Schizophrenia and their families. I am interested in identifying barriers related to their continuity of mental-health care.

2. What is your working title?

The working title that I am considering is:
Continuity of Mental-Health Care for Mexican-Americans with
Schizophrenia

3. What is the theoretical foundation for your work

The theoretical foundation of my work is the Qualitative Family Psycho educational approach

4. What is your research question (or questions)?

Please see addendum A

(The questionnaire consists of six main hierarchizied social dimensions
and forty short well wording indicators and subdimensions, using questions of the open type according to a logical sequence).

5. What research methods do you propose to answer your research question?

I am currently working with nine individuals and their nuclear families. If my formal proposal is approved, all participants and their family members would complete the proposed outline interview guide. I have spoken with my supervisor who has given me tentative permission to conduct research with this particular group. I plan to code and analyze all data myself, and I will preserve confidentiality of all questionnaires answered by assigning numbers to each file. I plan to share the results of my research with my supervisor and my group of Mexican-Americans with Schizophrenia and their families.

6. What is the purpose of your research?

To identify barriers that impede the continuity of Mental Health Care in Mexican-Americans with Schizophrenia.

7. What source material have you located thus far to support your research plans?

Andersen RM: Revisiting the behavioral model and access to health care: Does it matter? Journal of Health & Social Behavior 1995; 36:1-10

Briones DF, Heller Pl, Chalfant HP, et al.: Socioeconomic Status, ethnicity, Psychological distress, and readiness to utilize a mental health facility. American Journal of Psychiatry 1990; 147: 1333-1340

Burnam MA, Hough RL, Escobar JI, et al.: Six-month prevalence of specific psychiatric disorders among Mexican-Americans and non-Hispanic whites in Los Angeles. Archives of General Psychiatry 1987; 44:687-694

Cheung FK, Snowden LR, Community mental health and ethnic minority populations. Mental Health Journal 1990; 26: 277-291

Council on Scientific Affairs: Hispanic Health in the United States. Journal of the American Medical Association 1991; 265:248-252

Estrada Al, Trevino FM, Ray LA: Health care utilization barriers among Mexican-Americans: Evidence from HHANES 1982-1984. American Journal of Public Health 1990; 80 (supplement): 27-31

Hall LK: Providing culturally relevant mental health services for Central American immigrants. Hospital and community Psychiatry 1988; 39: 1139-1144

Higginbotham JC, Trevino FM, Ray LA, : Utilization of Curanderos by Mexican-Americans: Prevalence and predictor findings from HHANES 1982-1984. American Journal of Public Health 1990; 80 (supplement): 32-35

Hough RL, Landsverk JA, Karno M, et al.: Utilization of health and mental health services by Los Angeles Mexican ?American and non-Hispanic whites. Archives of General Psychiatry 1987; 44: 702-709

Karno M, Hough Rl, Burman MA , et al.: Lifetime prevalence of specific psychiatric disorders among Mexican-Americans and non-Hispanic whites in Los Angeles. Archives of General Psychiatry 1987; 44: 695-701

Keefe SE: Mexican-Americans? underutilization of mental health clinics: An evaluation of suggested explanations. Hispanic Journal of Behavioral Sciences 1979; 1: 93-115

O?Sullivan MJ, Peterson PD, Cox GB, et al.: Ethnic populations: Community mental Health Services ten years later. American Journal of Community Psychology 1989; 17:17-30

Rogler LH, Malgady RG, Constantino G, et al.: What do culturally sensitive mental health services mean? The case of Hispanics. American Psychologist 1987; 42: 565-570

Rogler LH, Malgady RG, Rodriguez O: Hispanics and Mental Health: A Framework for Research. Malabar, Florida, Robert E. Krieger Publishing Company 1989

Sofaer S: Qualitative methods : What are they and why use them? Health Services Research 1999; 34 (5Pt 2): 1101-1118

Solis, JM, Marks G, Garcia M. et al.: Acculturation, access to care, and use of preventive services by Hispanics: Findings from HHANES 1982-1984. American Journal of Public Health 1990: 80 (supplement): 11-19

Trevino FM, Moyer E, Valdez RB, et al.: Health insurance coverage and utilization of health services by Mexican-Americans, mainland Puerto Ricans, and Cuban-Americans. The Journal of the American Medical Association 1991;265: 233-237

U.S. Bureau of Census: Statistical Abstract of the United States , 111th Edition Washington DC, 1991

Wells KB, Hough RL, Golding JM, Burnam AM, et al.: Which Mexican-Americans underutilize mental health services? American Journal of Psychiatry 1987; 144:918-922


Wells KB, Hough RL, Golding JM, et al.: Acculturation and the probability of use of health services by Mexican-Americans . Health Services Research 1989; 24: 237-257

Woodward AM, Dwinell AD, Arons BS, : Barriers to mental health care for Hispanic Americans: A literature review and discussion. The Journal of Mental Health Administration. 1992;19: 224-236


Zarate R, Kopelowicz A, Gonzales V, Tripodis K: Mental Health services for Latinos with serious mental illness. A literature review and discussion. Community Mental Health Journal, in press











































ADDENDUM A


OUTLINE OF PROPOSED INTERVIEW GUIDE

How are you doing? Como esta Usted?

Is this a good time to talk for you? Es un buen momento para hablar con Usted?

I. Family and Social Network Supports Sistemas de apoyo familiar y
Social

A. Who lives with you in your household? Quien vive con usted en
la casa?

B. Tell me about your family. Cuenteme acerca de su familia

C. What?s a typical day like for you? With your Family? With your

friends? Como pasa Usted el dia? Con su familia? Con sus amigos?

D. Tell me about your friends Cuenteme sobre sus amigos

E. Who are the people you can count on the most in time of need?

Quienes son las personas con las que puede contar cuando las necesita?

F. Do you belong to groups or organizations that you feel you get
support from? Examples? What kind of support?
Pertenece a algun grupo u organizacion que le proporciona apoyo?
Pongame algun ejemplo, que tipo de apoyo?

G. How does the family and friends support you and your family?

Como le apoya la familiay/o amigos a usted y su familia ?





II. Language Idioma ( About relative) (acerca del familiar)

A. What Languages do you speak fluently? Que idiomas habla Ud.
con fluidez?

If Spanish: Do you read and write Spanish? Sabe usted leer y escribir en espanol?

If English: Do you read and write English? Sabe usted leer y
escribir en Ingles?

B. Do you find it easier talking to people in your native language?

Le parece mas facil hablar con la gente en su propio idioma?

C. If bilingual, where did you learn your second language?

Donde aprendio su segundo idioma?

D. What is your language of preference? What is your preference in
Language when talking with your family? Friends? Strangers?

Cual es su idioma de preferencia? Que Idioma prefiere cuando habla con su familia? Amigos? Extranos?

E. Are most of your friends bilingual? Son la mayoria de sus amigos
bilingues?

F. How difficult is for you to comprehend English? Cuan dificil es
para ud. Comprender Ingles?

G. What is your level of education and where did you study?
Cual es su nivel educativo? Y donde estudio? (familiar)













III. Access Problems (Financial, insurance status, transportation and
Child care)

Problemas de accesibilidad (economicos, seguro medico, transporte
Y cuidado de los ninos) ( acerca del paciente y su familia)

A. Who in your household works? Do you work? Quien trabaja
en su casa? Trabaja usted?

B. What do you use for transportation? Que medio de transporte usa? (carro, bus etc)?

C. Do you have access to childcare if needed? Tiene acceso a cuidado
de ninos si lo necesita?

D. Do you have medical insurance? If so, what kind? If not so, how
Do you manage with healthcare payments? Tiene seguro medico?
De que tipo? Como hace para pagar los gastos medicos?




























IV. Experience of the Hospital Experiencia del Hospital

A. What?s is like going to the hospital? Como se siente
Al hospital?

B. What do you like about going to the hospital? Que
le gusta de ir al hospital? Why? Porque?

C. What do you dislike about going to the hospital?
Que no le gusta de ir al hospital? Why? Porque?

D. Do you procrastinate when going to the hospital?
Evita ir al hospital? Why? Porque?

E. Do you have obligations that impede going to the
Hospital (such as job, financial problems, etc.)?
Tiene obligaciones que le impiden ir al hospital
Como trabajo, problemas economicos, etc.)?

F. Are there times when going to the hospital is time
Consuming? Example?
Hay veces que ir al hospital le supone por mucho tiempo? Pongame un ejemplo.

G. Is it difficult to travel to the hospital? Why or why
not? Es dificil el transporte hasta el hospital? Por que si o por que no?

H. Do you have difficult in obtaining mental mental healt
Services because of the lack of lack of chilcare? Tiene dificultades en obtener servicios de salud mental por que no tiene nadie que le cuide los ninos?

I. Does language matter to you when going to the
hospital ? Why? How? Le importa en que Idioma le hablan cueando va al hospital? Porque? Como le afecta?

J. How well can you communicate with clinicians at the
hospital? Que bien se comunica con el personal medico del hospital?

K. Is that a strong determinant to using the hospital?
Why? Example? Es esto un factor determinante
para que usted vaya al Hospital? Porque ? Puede darme un ejemplo?
V. Cultural differences. Diferencias culturales

A. What do you expect from mental health treatment for
(relative?s name)? (Do not prompt).
Que espera del tratamiento para la salud mental que
Su familiar recibe?

What are your preferences for mental health
treatment for (relative?s name)
Que tratamientos para la salud mental prefiere
que reciba su familiar?


B. Before taking (relative?s name) to the hospital, what
did you think about mental health treatment?
Antes de traer a su familiar al hospital , que opinaba
usted de los tratamientos de salud mental?

Were you familiar with mental health treatment?
How? Estaba usted familiarizado(a) con los
tratamientos para la salud mental? Como?

C. What mental health services and treatments do you
know of?
Cuales servicios y tratamientos de salud mental conoce
Usted?

D. What is your understanding about (relative?s name)
condition or situation? Que sabe usted de la condicion
o situacion de su familiar?

E. How does the Psychologist/Psychiatrist treats
(relative?s name)? Como el Sicologo/Siquiatra trata a su familiar?

Do you feel comfortable with how the Psychiatrist /Psycologist treats {relative?s name)?Se siente a gusto con el trato que el psiquiatra da a su familiar?
Why? Porque?

F. What other things do you think would help (relative?s
Name)? Que otras cosas cree usted que ayudarian a su familiar?

VI. Future Considerations. Consideraciones futuras.

A. Do you think that (relative?s name) will need
Treatment after the hospital?

Cree usted que su familiar necesitara tratamiento despues de salir del hospital?

B. What will you do if the doctor advises (relative?s
name) to continue treatment after he or she is disrcharged? Why? Que haria usted si el doctor le dijera que su familiar necesita continuar con su tratamiento despues de salir del hospital?

C. Do you think that family and/or friends will encourage
Or discourage continuing treatment after discharge?
Cree usted que su familia y/o amigos le animaran o le desanimaran a continuar su tratamiento despues de salir del hospital?

D. Do you have obligations that impede going to
Treatment at the clinic after discharge from the hospital (such as any of the factors mentioned in the hospital section)? How will these factor impact (relative?s name) ability to receive aftercare?

Tiene obligaciones que le impiden ir a recibir
Tratamiento a la clinica despues de salir del hospital (tales como aquellas mencionadas en la seccion IV (hospital)? Como le afectaran estos factores para poder ir a recibir tratamiento a la clinica?















I submitted to them the answers I believed were the right ones; however this is what this is what the research Topic approval Committee Review answered to me:


Question #1 Describe the general area of Schizophrenia and place it within the context of your target population, Mexican-Americans.

Question # 2 Revise

Question #3 Expand

Question # 4 State the research question(s) that you wish to answer. At present, you have provided a measure in the form of a questionnaire.

Question # 5 Fully describe the research methods and statistical analyses you propose to use in answering your research questions (t-tests, ANOVA, multivariate statistics?).

Questions # 6 expand desensitization


Obviously, I need a custom research service. Will you please do it for me? Also, I suggest to review carefully the outline of the proposed interview guide in order to have a better idea how to answer question #4.

Sincerely,

Edgar
[email protected]
[email protected]

Directions:
I. Choose an article from the list provided.
II. Write a three-page critique of the article.
III. Critique the areas of the article outlined below. A critique involves both summary and commentary. In each section you should summarize the appropriate content as well as comment on the characteristics of that content. When commenting on the characteristics of content you should consult the lectures and text to discern what are positive or negative aspects of the content under scrutiny.
IV. For Critique 1 you should address the following areas:
a. Literature Review & Theoretical foundation:
i. Summarize and critique the literature review. Your critique should outline the theoretical foundations of the article along with the strengths and weaknesses of the literature review. Include potential improvements to the literature review in this section. The following questions may help with your critique:
1. What are the most essential theories for the study and why are they important?
2. Is the theoretical foundation clearly described?
3. Does the lit review adequately define the variables and the relationships between them?
4. Are you skeptical of any of the assumptions made by the authors?
5. Are there any potential improvements that you would make? (i.e. This literature review would have been more comprehensive if they had added background on what influence the role of lesson planning may have in student growth.)
b. Research Question/Problem:
i. Quote and critique the research question(s).
1. Is it clear?
2. Does it relate to the theories described in the introduction section?
3. Is it specific enough to be relevant yet interesting enough to warrant study?
c. Hypotheses:
i. Quote and critique at least TWO of the study's hypotheses. If there are fewer than two hypotheses then write in a hypothesis that you would make concerning the study.
1. Are the hypotheses related to the research question?
2. Are the hypotheses clearly stated?
d. Variables:
i. Chose two variables in the study. Label these variables appropriately as: Correlational, mediator, moderator, independent, dependent, continuous or categorical. Then I want you to summarize the variable and how it is connected with the other variables in the study. The following questions should also be addressed:
1. Did the authors adequately define the variable?
2. How did the authors measure this variable? Name a specific measure
from the methods section if you can.
3. List one hypothesis that uses the variable.
e. Application: Every study has value. Sometimes it is a clear application to what we do as professionals. At other times the article may stand as a counter example. Answering the following questions my help you with this portion of the paper.
i. How does this study help you?
ii. If you were going to improve the study how would you go about it?
V. The paper must be in APA format:
a. Standard 1 inch margins
b. Times New Roman
c. Size 12 font
d. Double spaced


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Customer is requesting that (dmusings) completes this order.

After reading the article, you will write an article review. It will include the following:

All research has 5 basic components: the question being asked, the theories the author(s) use as the foundation for their research, the subjects, the methods used, and their findings and conclusions. You must include each of the following in your article review: (Be sure to title each section with the headings below.)

1. Question: This will tell you why the research was done and what the researchers were trying to find out. All research is conducted to provide answers to well defined questions. Make sure this is written as a question(s).

2. Theoretical Foundation: This will tell you what theories are being used ? what perspectives are providing the foundation for the question and the answers ? the philosophical underpinnings which justify the question. This theory makes it possible to ask the question in the first place. You need to think about learning theorists which would form the basis for the researcher?s perspective. This may not explicitly mentioned-you may have to use your prior knowledge about learning theorists to infer what framework is being used.

3. Subjects: The people being studied ? in certain content areas the subjects can vary but in education research the subjects are almost always people. This section should be detailed enough that a reader can tell exactly what characteristics the subjects possess and why/how they were chosen.

4. Methods: How was the data for the study gathered? Did the researchers interview people, observe people, survey people, test people etc..? The methods are important because all methods of study provide opportunities and limits on what kind of information can be gathered and what ?truth? can be told based on that specific kind of information. This section should have enough detail so that the study is represented accurately, and so a reader can tell how the research was conducted.

5. Findings: The findings are the answers to the questions and they will generally sum it all up. ?Using this perspective to ask this question about these subjects using this method for searching we found this answer out.? This includes both findings and conclusions. This section should provide enough detail that all findings and conclusions are reported.

Next, you will evaluate this study on 2 criteria:

6. Relevance/Importance of Research to the Field: How does this research study assist in the knowledge of the field of special education? Was it the first or most recent study, does it build on prior research studies, does it break new ground or confirm past findings, etc. This is not your opinion of the study or the research.

7. Evaluation of the Claims of the Study: This is the only part of the article review where you can provide your opinion, provided that you can justify it based on the study itself. In this section, look at what the authors are claiming they found out or concluded. Are these claims justified based on the information and evidence in the study? Why or why not? Is any part of the article presented in a prejudicial way? If so, how or where? Overall, you need to decide if what the authors are claiming in their study is correct and accurate? In either case (it is correct and accurate or it is not correct and accurate) you need to provide evidence that supports your position.

8. List the article you chose in proper APA format.

Make sure that you are detailed and specific in your answers to each part. If you do not include enough information you can misrepresent the study.

However, do not plagiarize-make sure you paraphrase. No direct quotes can be used. You do not need to do citations for this since everything is from this one specific article.

I have a 12 page paper, but it should be 25 pages. Extend the paper to 25 pages.

The paper should demonstration the Learning Goals:

GOAL I: Understand the theoretical foundations and principles of instructional design.

GOAL II: Trace the historical and philosophical trends of instructional design.

GOAL III: Understand the process of research to test and evaluate principles of instructional design.

GOAL IV: Analyze research studies to determine the relevancy of current instructional design practice.

GOAL V: Review models of instructional design.

GOAL VI: Analyze current models to determine criteria for the best practice of instructional design principles.

Suggested Resources:
Anglin, G. J. (Ed.). (1995). Instructional technology: Past, present, and future. Teacher Ideas Press. ISBN: 1563082519

Daniel, J. (1996). The mega-universities and knowledge media (open & distance learning). Kogan Page Ltd. ISBN: 0749421193

Daniel, J. (1998). Mega-universities and knowledge media: Technology strategies. Kogan Page Ltd. ISBN: 0749426349

Harry, K., Ed. (1999). Higher education through open and distance learning. New York: Routledge. ISBN0-415-19792-9

Seels, B. & Glasgow, Z. Making instructional design decisions. Prentice Hall. ISBN: 0135206022

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Topic/Title-The Role of leadership and employees in organizational innovation.

Requirement:

Please focus on the instructions in the tables, each part must be aligned with the others. The tables contain specific instructions for the writing. When the tables are removed the content must be 10 pages.

1-Introduction---One paragraph, please read the instruction in the table.

2-Backgraound?two to three paragraphs, read the instruction

3-Theoretical Foundation---one paragraph-Follow the instruction

4- Review of the literature?one or two sentences per themes---one or two paragraphs of theory and how the theories influence the study and one paragraph of discussing the variables with a list of subtopics for the literature review( with one sentence description each).Read instruction.

5-Problem Statement-one paragraph-Present a clear declarative statement that begins with: It is not known how or Why (qualitative).

6-Research Questions- Two research questions- along with the phenomenon description for a qualitative study (The research question must be in appropriate table in Appendix B

7-Significance of the study-One paragraph- Identify and describe the significance of the study and the implication of the potential results based on the research problem statement- the investigated phenomena.

8-Rationale for Methodology- One paragraph- completion of table 2 in Appendix B

9-Research Design to answer the questions and why this approach is selected for the study-

One paragraph and completion of table 2, Appendix B. It describes the research Sample being studied as well as the process that will be used to collect data on the sample.

10-Purpose of the study-One paragraph

11-Sources of the data-One paragraph and completion of table 2 in Appendix B

12-Data Collection-Two paragraphs, see instruction in the table.

13-Data Analysis-One paragraph and completion of table 2 in Appendix B

14-Ethical Consideration-One paragraph.-Follow the instruction

15- References-The sources must be only primaries and old of at least 6 years, which means from 2009 through 2014.years.(8 sources)

Project Objectives
1. Analyze theories of organizational behavior as applied to the field.
2. Evaluate methods of managing and enhancing culture in the workplace based on contemporary theory.
3. Apply theories to organizations to illustrate efficacy in practices.
4. Analyze theories of decision-making for application in the public sector.
5. Think critically and communicate effectively in organizational settings.

Project Component: Organizational Theory Overview
In this component of the laying out of the theoretical foundation of Social Services .
The performance criteria that need to be used in the organizational analysis include:
Motivation.
Productivity.
Diversity.
Group development.
Team building.
Collaboration and coordination with outside contractors.
Decision-making.
Communication processes.
Power and politics.
Organizational culture.

Will need an 8 page paper (written in Arial Font 12) in which a theoretical analysis is provided for each of the above elements and their application to public administration. The analysis should include:
1. A brief historical overview of the concept.
2. A concise discussion of how the concept functions in the field of public administration, particularly noting any differences between the way it functions in public and private organizations.
3. A list of questions that your research of the concept suggests you should explore in your Organizational Analysis.
4. 3??"5 references in support of the writer's analysis of the concept.


Customer is requesting that (ChristieW) completes this order.

Customer is requesting that (ChristieW) completes this order.

Disscussion questions. At least 150- 200 words each with references.

1 Identify one area of nursing research that has improved patient outcomes. State the study and its impact on patient care. How have these findings changed your nursing practice?


2 What similarities and differences can you identify between the nursing process and the research process? Explain your answer.

3 Nursing research is used to study a dilemma or a problem in nursing. Examine a problem you have seen in nursing. Why should it be studied? Justify your rationale.


4 The theoretical foundations of qualitative and quantitative methods are very different, but many researchers believe both methods should be used in the research study to increase validity and reliability. What advantages or disadvantages do you see in using both types of methods in a nursing study? Support your answer with current evidence-based literature.

please 1 reference for each question. thanks.

Write a paper that includes the theoretical foundation of the instrument, the psychometric and other properties of the instrument, and an account of your session and experience working with the client. Include your observations about how the client felt about how well the assessment did at measuring their attributes and how you would counsel this person if they were your client.
The client is imaginay. Cindy. I am attaching the report.
Introduction
Introduce client, pertinent information while maintaining confidentiality
Background on administration of inventory
Data received/scores if applicable
Analysis of data
Application of data to client
Review of analysis with client; Counseling strategy; Client response
What was learned by student from using the assessment

Structured Assessments
Use additional headings for data collection responses
1. How can I be useful to you as you construct your career?
2. Who do you admire? Who would you like to pattern your life after? (early years
especially, imaginary okay, not relatives if possible) How are you like them? How are you
different?
Clients words when appropriate; paraphrase otherwise

Turnitin plagarism software is used to scan every assignment as a measure of assuring students submit original work.

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These are the research questions I must answer. If you need to contact me during the work day, please use [email protected].

1. What specific topic or subject area do you propose to explore? The role of training manager in a mature manufacturing environment, specifically in the manufacturing of commercial and industrial boilers (heating, hot water and steam applications).

2. What is your working title? The role of a training manager in a manufacturing environment.

3. What is the theoretical foundation for your work? Need help with this.

4. What is your research question (or questions)? What role does a training manager have in managing the training processes within a mature industry?

5. What research methods do you propose to answer your research question? Need help with this,

6. What is the purpose of your research? I think this would be Non-Empirical Research, there should be quite a bit of research in this area.

7. What source material have you located thus far to support your research plans? (Present this information in a Working Bibliography.) Need a lot of help with this (must be listed in APA format). Not sure how this will affect the price of the paper, please let me know.


I have tried twice to get a topic approved and both times my topic was considered to be too broad and did not meet the academic committee's requirements for research.

Abstract
Guidelines: Left justified. No indents. No citations.
Maximum length is 350 words. The final version is in past tense and includes items 1-"6.
1. Introduce the study topic briefly.
2. Clearly articulate the study problem and purpose
3. State the research method (quantitative, qualitative, mixed method).
* Quantitative research identifies the design.
* Qualitative research identifies the typology/strategy of inquiry.
* Mixed Method research identifies both design (for quantitative aspect) and typology/strategy (for qualitative aspect).
4. Identify the participants.
5. Present key results (for quantitative studies include relevant test statistics and p values).
6. Present conclusions and recommendations for future research.


Table of Contents:

Chapter 1: Introduction: (the Introduction has to be based on empirical findings. It has to provide information as to how the topic is viewed in the field today and relevant constructs/concepts need to be introduced so that knowledge is portrayed as to what is known in the field today). The introduction should be focused on a synthesis and integration of empirical research findings.

Background:
Statement of the Problem
Purpose of the Study
Theoretical Framework
Research Questions
Nature of the Study
Significance of the Study
Definition of Key Terms
Summary

Chapter 2: Literature Review
Documentation
Theme/Subtopic [repeat as needed]
Summary

Chapter 3: Research Method
Research Methods and Design(s) - (This is a Quantitative, non-experimental study)
Population
Sample
Materials/Instruments
Operational Definition of Variables (Quantitative/Mixed Studies Only)
Data Collection, Processing, and Analysis
Assumptions
Limitations
Delimitations
Ethical Assurances
Summary

Chapter 4: Findings
Results
Evaluation of Findings
Summary

Chapter 5: Implications, Recommendations, and Conclusions
Implications
Recommendations
Conclusions

References
Appendixes
Appendix A: Title
Appendix B: Title
Appendix N:: Title


List of Tables

[Use Words Table of Figures feature (using caption style = table) to create this section. Note that each table title needs to be created as a caption style format above the table. The List of Tables entries should mirror the APA format of table titles within the body of the paper. Consult the APA manual to ensure that all tables and table titles conform to APA format. See APA6, Chapter 5 for guidance and examples.]

List of Figures

[Use Words Table of Figures feature (using caption style = figure) to create this section. Note that each figure caption needs to be created as a caption style format below the figure. The List of Figures entries should mirror the APA format of figure captions within the body of the paper. Consult the APA manual to ensure that all tables and table titles, figures and figure captions conform to APA format. See APA6, Chapter 5 for guidance and examples.]


Chapter 1: Introduction
[Text Dissertation topic is introduced in 2 pages. The study topic is briefly described to establish the main ideas and context and include recent, scholarly, peer-reviewed sources to support each assertion. The Introduction should orient the reader to all of the concepts presented in the sections that follow. Note: Do not describe the study purpose or method in the introduction as these belong in later sections.]

Background
[Present an overview of why this research topic is currently of interest. Describe the facts and relevant context as a background leading up to the study problem and purpose. Focus on the area of research interest, briefly laying the groundwork for what has been done in the area and why the area is of important social or practical concern, or of theoretical interest. Include appropriate, recent, scholarly sources to support each assertion. There are no specific length guidelines; however the Background should be sufficient to provide context for the problem statement that follows. A detailed review of the literature will be provided in Chapter 2.]

Statement of the Problem
(Approximately 250 to 300 words) Articulation of a concise problem statement is the key to a successful proposal/dissertation manuscript and typically requires many revisions before the proposal is approved. The problem statement is a brief discussion of a problem or observation succinctly identifying and documenting the need for and importance of the study. Clearly describe and document the problem that prompted the study. Include appropriate published or relevant primary sources to document the existence of a problem worthy of PhD doctoral level research. A lack of research alone is not a compelling problem (many things are not studied but do not necessarily warrant research). Please consider: what perspective is represented? For example, is the problem an individual level problem, an organizational problem, an industry problem, or a social problem? What is not known that should be known and what are the potential negative consequences to the field of study if the proposed research is never conducted? These questions can help to identify the problem that needs to be addressed and the theories relevant to predict, explain and understand the problem.
[Text Present a general issue/observation that is grounded in the research literature and leads to the need for the study (in most cases scholarly citations within the last 5 years are required to document the general and specific problem). Follow with a focused, documented problem that directly reflects and leads to the need for a research response. PhD dissertation-worthy problems must be relevant and documented beyond any particular study site and have clear theoretical implications in order to make a realistic, but substantive contribution to the field of study.]
Note: Ensure that the concepts presented in the Problem Statement lead to and align directly with the Purpose Statement. Use of a logic map is highly recommended in order to ensure direct alignment and avoid surprises among the key elements: problem ? purpose ?research questions?proposed method and design.
Note: Clear and precise definitions of key words upon first use and consistent use of key words throughout the paper will also help ensure alignment.

Purpose of the Study
[Text Begin the purpose statement with a succinct sentence that indicates the study method and overarching goal.
The purpose of this [quantitative, qualitative, mixed method] study is to... (describe the study goal that directly reflects and encompasses the research questions). Follow with a brief, but clear overview of how, with what instruments/data, with whom and where (as applicable).]
Within the purpose statement:
Research method is identified as qualitative, quantitative, or mixed method.
Stated purpose reflects the research questions: Variables/constructs and/or phenomenon/concept/idea are identified.
Research design is clearly stated and is aligned with the problem statement.
Participants and/or data sources are identified.
Geographic location of study is identified (as appropriate).
Before moving forward, ensure that the purpose is a logical, explicit research response to the stated problem.

Theoretical Framework
[Text Identify and articulate the theoretical foundations of the proposed study based on a review of the relevant literature.
1. Discussion reflects a thorough discussion of the conceptual and/or theoretical area under which the research falls and how the proposed research fits within other research in the field. Discussion clearly considers the study theoretical assumptions and principles, and specifically includes important issues, perspectives, and, if appropriate, controversies in the field.
2. Discussion reflects knowledge of and familiarity with both the historical and current literature. The majority of sources must be scholarly and peer-reviewed.
For a PhD study, the researh proposed must make a contribution to the literature and include relevant theories as the foundation of the study and, in this way, it would contribute to theory by adding more support, expanded applications or perhaps demonstrate ways in which the theory may not be as explanatory as originally presumed for the given study context. Theories provide a lens with which to observe, understand and explain the study topic. The theories identified must be explicit as there are many different lenses, such as psychological theories, social theories, organizational theories and economic theories, which may be used to predict and explain concepts, topics or phenomena. The theoretical framework must be appropriate, aligned with the topic, well-articulated and sourced.]

Research Questions
[TextBrief introductory text. Note: Avoid redundant text. Ensure that the Research Questions directly align with the stated purpose and that quantitative hypotheses correspond with the research questions.]
Q1.
Q2.
Additional questions as needed.
Hypotheses (Quantitative/Mixed Studies Only)
H10. [Null Hypothesis Text]
H1a. [Alternative Hypothesis Text]

Nature of the Study
[As appropriate, use text from the Concept Paper Research Method to present a brief overview of the study design, variables/constructs, instruments and analyses (as applicable). Relocate detailed discussion of sampling method, sample size determination, instrument, measurement and analyses to Chapter 3. Discuss the proposed research method (quantitative, qualitative, or mixed).
Discussion is not simply a listing and description of the chosen research design; rather, elaboration demonstrates how the proposed method and design accomplish the study goals, why the design is the optimum choice for the proposed research, and how the method aligns with the purpose and research questions. Provide a brief discussion of the proposed study design, data collection and analysis procedures (detailed descriptions should be provided in Chapter 3). Provide appropriate foundational research method support for the proposed study design; for example, refer to Moustakas and other appropriate authors to describe a phenomenological design and Yin to describe the appropriate application of a case study design.]

Significance of the Study
[Demonstrate why the study is important and describe the contribution(s) to the field of study. This section should reflect the need for the study and the benefits of an answer to the proposed study purpose and research questions. The discussion should align with the problem statement in that, the problem statement articulates the negative consequences if the study is never conducted, whereas the significance indicates the positive results of completing the study.]

Definition of Key Terms
[Text (optional) ]
Term 1. Definition (APA citation).
Replace Term 1. with the relevant term name/label.
Term 2. Definition (APA citation).
Term n. Definition (APA citation).
Summary
[TextBriefly restate the key points, study purpose and proposed research plan.]


Chapter 2: Literature Review
Approximately 40-80 pages, pending topic area. The literature review will contain several sub-headings that will be specific to the dissertation. Approximately 85% of references must be peer-reviewed, scholarly sources published within the last 5 years.
[Begin with a summary of the purpose statement that leads to a brief explanation of the logical organization of the literature review.
Note: Conduct a thorough literature search based on a variety of relevant key words and databases. It is extremely rare for there to be no existing literature on a topic worthy of doctoral level study. Lack of references is typically the result of a too narrow or faulty library search.]

Documentation
[Include a paragraph that explains the literature search strategy and describes the library and search engine sources. The documentation section may include an APA formatted table that describes the nature and sources of

references.
Theme/Subtopic [repeat as needed]
Replace Theme/Subtopic: with an appropriate heading that describes the discussion to follow.
[Present the theoretical or conceptual framework(s) related to the study. Present historical research as well as research related to the topic of study within the last 5 years. Include appropriate scholarly source citations for each assertion. Ensure the discussion has depth and presents a critical analysis and synthesis of the literature that provides a context for the dissertation study. Discuss conflicting findings and/or theoretical positions causing intellectual tension in the field. Ensure the discussion is comprehensive, organized, and flows logically. Use themes and/or subtopics as headings. Note: A literature review is discursive prose, not a list describing or summarizing one piece of literature after another. Avoid stringing together articles and beginning every paragraph with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. One should not attempt to list all the material published, but rather synthesize and evaluate the relevant scholarly research according to the guiding concept of your thesis or research question. Continue to expand and update the literature review up through the final dissertation.]

Summary
[Summarize key points presented in Chapter 2 and include supporting citations for key points. Highlight contradictions and uncertainties that support the need for the proposed study.]

Chapter 3: Research Method
[Begin with an introduction and restatement of the research problem and purpose.
It is appropriate to repeat the problem and purpose from Chapter 1 verbatim. Conclude the introduction with a brief overview of the chapter.
Restate the research question(s)/hypotheses verbatim.
1. Quantitative ?" research questions and hypothesis(es) clearly stated and clearly aligned with each other and with the problem and purpose statements.
2. Qualitative - research questions clearly stated and aligned with problem and purpose statements.
3. Mixed Method - includes all of the above.
Note: This section should be identical to wording used in Chapter 1.]

Research Methods and Design(s)
[Accurately describe the research method and design(s). Substantiate the appropriateness of the method and design(s); include a statement about why the method/design(s) was/were chosen over others.
1. Elaborate on the chosen research design (e.g., case study, phenomenology, comparative, correlational, quasi-experimental, etc.) appropriateness to respond to the study purpose.
2. Clearly describe the design steps. Ensure the discussion is not simply a listing and description of research designs. Provide appropriate support for the use and application of the chosen design.
3. Demonstrate why the design will accomplish the study goals and why design is the optimum choice for the research.
Describe in sufficient detail so that the study could be replicated.]

Population
[Provide a description of the population (as appropriate), estimated size and relevant characteristics with appropriate support. Depending on the study design, populations may reflect a group of people, a set of organizations, a set of documents, archived data, etc. Describe why the population is appropriate to respond to the study problem and purpose. Clearly distinguish between the population and the sample drawn from the population.]
Sample
[Identify the sampling method and explain selection of participants or relevant sample, including known population characteristics and recruitment or selection strategy. Describe and justify the sampling method and minimum sample size:
1. Quantitative studies include probabilistic selection approach and a supporting power analysis for statistical significance of responses. When determining a minimum sample size, consider sampling error, representativeness and the assumptions of the proposed statistical tests.
2. Qualitative studies inlude references that support the proposed number of participants. Qualitative samples are typically relatively small. Refer to primary qualitative research sources to support the sampling size and method.
3. Mixed Method studies include both of the above.
As appropriate: Describe how existing data were originally collected and for what purpose.
Describe how participants will be selected and solicited. Access to potential participants, such as email lists from professional organizations must be described. Sampling procedures (e.g., random, random stratified, convenience) must be described in sufficient detail so that the process could theoretically be replicated. ]
Materials/Instruments
[In this section, include a description of data sources such as (a) archived data and include a description of how the data were originally collected and for what purpose along with information regarding validity and reliability; (b) published instruments (adequately describe constructs measured, coding schemes, and psychometric properties (include both indices of reliability and validity) ?" include as an appendix, if possible, or include sample items); (c) materials (including survey/instruments) developed for study (adequately describe the development process and final product (include as an appendix)); (d) interview protocol, including a description of how the interview questions were developed with appropriate qualitative research method support (include interview questions in an appendix); (e) apparatus (adequately describe any apparatus including model/make, how it is used, and outcome(s) it provides).
Note: Instrument self-development is strongly discouraged. If an appropriate existing validated instrument is not located after a thorough search, the development process and tests for instrument and construct reliability and validity must be described in detail within Chapter 3 and the resulting validity/reliability measures reported in Chapter 4.]
Operational Definition of Variables (Quantitative/Mixed Studies Only)
[TextIdentify each of the primary constructs associated with the proposed topic, problem, research question(s), and hypotheses. Include a brief overview of how each will be operationally defined for the proposed study. Describe the nature of each variable (e.g. ordinal Likert type response scale ranging from 1 ?" 5) and how it will be/was measured and collected. The nature of the data must be consistent with and appropriate to the purpose, research design and proposed statistical analyses. Use terminology associated with the chosen statistical test (e.g., predictor and criterion variables for regression).]
Construct/Variable 1. Description/Operational Definition.
Replace with variable label and repeat as needed.
Data Collection, Processing, and Analysis
[Describe the collection, processing and analyses in enough detail so that the study could be replicated. Describe the steps that will be taken to carry out the study. Provide specific details relative to the execution of the design in each appropriate section. Describe the types of data to be collected, and how the data will be coded, and what statistical analysis and software will be used as appropriate.
1. Quantitative: Describe the analysis strategy used to test each hypothesis. The discussion must be sufficiently detailed so that the appropriateness of the statistical tests chosen is evident (i.e., the statistical tests are appropriate to respond to the hypotheses and the variable constructs meet the assumptions of the statistical tests.
2. Qualitative: Describe how the data will be processed and analyzed (including any efforts for triangulation). Provide primary qualitative design support for the proposed analytical strategy. Explain the role of the researcher.
3. Mixed Method: include all of the above.]
Assumptions
[Discuss the assumptions about the population and design along with corresponding rationale and support for the assumptions (e.g., if an adequate response rate or participant honesty are assumed, refer to the steps that will be taken to make these reasonable assumptions).]
Limitations
Describe the study limitations (potential weaknesses to interpretation and validity) within the context of the study design. Discuss any measures taken to mitigate limitations. Review any potential threats to validity (specific to the study design) and how they will be addressed to the extent possible. The limitations will be revisited within Chapter 5.]
Delimitations
Describe the study delimitations (specific choices made to narrow the scope of the study). Discuss the scope of data used in the study in this section.]
Ethical Assurances
[Discuss compliance with the standards for conducting research as appropriate to the proposed research design. Describe the informed consent procedures and how you will maintain confidentiality of the participants (as appropriate). Describe how you will obtain assurances for formal approval of the study. Indicate appendixes that include additional information as needed.
1. In the proposal, state that IRB approval will be sought prior to any data collected.
2. In the final dissertation, state that IRB approval was obtained prior to any data collection conducted].

Summary
[Summarize key points presented in Chapter 3 and provide supporting citations for key points.]
Note: When the proposal is approved and after the research is carried out, revise text to past tense to reflect the completed study. Revise and expand as needed to reflect how the study design was applied. For example, if parametric statistics were proposed but, upon data collection, the responses did not meet the assumptions and non-parametric tests were conducted to respond to the hypotheses, the author should describe the circumstances and rationale for the change within the Chapter 3 data analysis section.

Chapter 4: Findings
[Begin the discussion with a brief overview of the purpose of the research study and provide a brief overview of the chapter. Organize the chapter around the research question(s)/hypotheses. Review the APA manual and published, peer-reviewed, empirical research articles for examples of how to report results of various research designs. ]

Results
[Data analyses ?" Report results without discussion (interpretation, speculation, etc. appears in the next section):
1. For Quantitative analyses,
a. Give appropriate descriptive information,
b. Present the results in a logical fashion, answering the research question(s)/hypotheses as stated and appropriate to the type of data collected,
c. Identify assumptions of statistical tests and address any violation of assumptions,
d. Make decisions based on the results of the statistical analysis (for example: Are the results statistically significant?). Include relevant test statistic and p values.
e. See the APA manual regarding how to present results in text, tables and figures,
f. Present sufficient information so the reader can make an independent judgment regarding interpretation.
2. For Qualitative analyses
a. Present results logically and in a way that answers the research question(s) by distillation steps of the discernment process,
b. Present sufficient information so the reader can make an independent judgment about your interpretation,
c. Review published articles that use similar designs for examples of how to present qualitative, thematic findings,
d. Ensure that no potentially indentifying information is published.
3. Mixed Method include all of the above.
Note: Table and figures, where appropriate, are necessary and referred to in the text. Ensure compliance with APA format of tables, table titles, figures and figure captions. See APA, 6th ed, Chapter 5 for guidelines on displaying results.]

Evaluation of Findings
[This section is used to briefly report what your findings mean. The discussion will be expanded in Chapter 5. Interpret results in light of the theory (or theories) and/or the conceptual framework(s) you have identified. Describe whether the results obtained were expected give the literature and provide potential explanations for unexpected or conflicting results. Take care to avoid drawing conclusions beyond what can be interpreted directly from the study results.]
Summary
[Discussion summarizes key points presented in Chapter 4.]

Chapter 5: Implications, Recommendations, and Conclusions
[Begin the discussion with a brief review of the problem statement, purpose, method, limitations, and ethical dimensions, and conclude the introduction with a brief overview of the chapter.]
Implications
[Discuss each research question and (when appropriate) hypothesis individually, and draw logical conclusions. Note: support all conclusions with the research findings and avoid drawing conclusions that are beyond the scope of the study results. Discuss how any potential limitations may have affected the interpretation of the results. Place the results back into context by describing how the results respond to the study problem, fit with the purpose, demonstrate significance, and contribute to the existing literature described in Chapter 2.]

Recommendations
[Present all recommendations for practical applications of the study. Note: support all recommendations with the research findings. Present recommendations for future research.]
Conclusions
[In this section, summarize all key points in Chapter 5.]


References
Reference 1
Reference 2

Reference n

Instructions: All resources cited in the dissertation must be included in the list of references.

List all references in APA format with the exception noted below. For each reference listed, there must be at least one corresponding citation within the body of the text, and vice-versa.

Formatting: Single space each reference citation, along with a .5 inch hanging indent; double space between consecutive references in the reference list (See the Doctoral Candidacy Resource Guide located in the Dissertation Center for NCU exceptions to APA format).

Tips: Sort in alpha surname/title order. Only capitalize the first word of the title and of the subtitle, if any. Do not bold the title. Know when to italicize and when not to (i.e., periodical/non-periodical/publication versus book/report/paper). Italicize volume (i.e., Journal Name 4, pp. 12-22.). Please refer to the APA Manual, 6th edition and the Writing Center for additional APA guidance.

Note: APA6 requires a Digital Object Identifier (DOI) be provided, if one has been assigned (see page 187-192).

Example (note single-space references, with double-spacing in-between):

Ahn, J. (2004). Electronic portfolios: Blending technology, accountability and assessment. T.H.E. Journal, 31(9), 12-18.

U.S. Government Printing Office. (2006). Catalog of U.S. Government publications: New electronic titles.

Winslade, J., & Monk, G. (2001). Narrative mediation: A new approach to conflict resolution. San Francisco, CA: Jossey-Bass.


Appendixes
[Each Appendix referenced in text should appear in this section at the end of the manuscript. Appendixes should be listed in the order in which they are referenced in the text. ]

Appendix A: Title
[Insert/type Appendix A content here]




Appendix B: Title
[Insert/type Appendix B content here]



Appendix N:: Title
[Insert/type Appendix N content here]

Ok:

I need your help on this Reasearch Propasal :

I submitted the propasal but they rejected : The reason I did not use their format and guidelines which I donot understand.

Here is the letter I got it form Them :


REVIEW TOPIC APPROVAL
Committee Review (RTAF)


Piyush Mody (ID# 26853)


The Graduate Review Committee has completed its review of the RTAF and your topic has not been approved.

The following are the Committees comments:

? Overall, your topic seems too applied or consulting-oriented. What you are proposing is basically what you are currently doing in your business. There is no theoretical foundation in your research. The theory should come from academic or scholarly journals which are absent from your references. We suggest you start by looking into some of the top journals in the business/management field (see list attached). Its very important to start with these sources because they are usually the best places to find the theoretical framework for your research.

? Your research question is too simple and basic for a doctoral dissertation. You should try to submit at least 3 to 5 interesting research questions. Furthermore, you should attempt to tie your research questions to a theoretical framework.

? Your choice of research methods should depend on your research questions. Once you have revised your research questions, you can think of what methods would be most appropriate to answer them.

? In resubmitting your RTAF, please follow strictly the format provided by the school.

? We would like to see more refereed articles from academic/scholarly journals being used as references rather than books or internet sources.


REPUTABLE MANAGEMENT JOURNALS


I. SCHOLARLY / ACADEMIC

Strategic Management Journal
Academy of Management Journal
Academy of Management Review
Journal of International Business Studies
Administrative Science Quarterly
Organization Science
Journal of Management
Journal of Management Studies
Journal of Marketing


II. ACADEMIC + PRACTITIONER

Harvard Business Review
McKinsey Quarterly
Academy of Management Executive (The Executive)
MIT Sloan Management Review
Journal of World Business
Journal of Business Strategy
Strategy+Business
International Journal of Strategic Management (formerly Long Range Planning)
Planning Review
California Management Review
Business Horizons
Journal of Small Business Management



here is the Proposal I had submitted :

Piyush Mody
1802 Industrial Blvd.
Colleyville Texas 76034
Cell Phone # 682-597-6644
Email: [email protected] Student ID # 26853
-----------------------------------------------------------------------------------------------------------------------------
Research Topic Approval
The topic that I have selected is near and dear to my heart. It is something that I have repeatedly experienced in my 20+ years in the IT industry. It is the cause of large losses of profit, time and resources, in business. The topic that I would like to explore is Incomplete Projects: Why are projects left incomplete and how can we help individuals or companies finish their incomplete projects?
My working title is President and CEO of Able Groups, Inc. and CEO of my new project TheIncompleteProjects.com. I have built my business (Able Groups, Inc.) over the last 20+ years and in this time, I have seen the same thing over and over again??"companies invest large sums of money and impart their good faith in a third party that leaves them with an incomplete project that is unusable. There are several reasons why this can happen but the primary causes revolve around poor preparation and understanding.
Regardless of the reason, incomplete projects are a problem in many sectors of business. The theoretical foundation of my work is that we can bring these unfinished projects to completion by identifying the cause(s) of deficiency and addressing these causes through the implementation of a tailored plan, by professionals that are qualified in the given field. TheIncompleteProjects.com will be the venue in which those that have incomplete projects can attain the help of professionals who can assist them in finishing their project. Once we receive an incomplete project, we must then assess the project to determine the reason it has remained incomplete, what it will take to complete the project and what it will cost. It is very important that we have the correct professionals to carry out the task and complete the project. We have vast access to professionals with varying specialties within the IT industry, which is where many of the projects I have seen are coming from. We also have contacts for many other professions which we can employ to take on tasks that are out of our realm. In addition, the website can be used to advertise and recruit professionals that can help finish these incomplete projects. We can have an option to make these postings public so that anyone can contact us willing to solve the dilemma and complete a project. TheIncompleteProjects.com will be a venue in which individuals and companies with incomplete projects can come to find refuge and relief. These incomplete projects will be assessed and solid contracts will be formed so that the work can be completed at a set price with a set deadline. We will create the total solution to the daunting problem of incomplete projects.
There are several research questions that I will be exploring but the base of my research surrounds one simple question: What is the cause of incomplete projects, in business? If we can determine the underlying factors that are causing planned projects to remain incomplete, perhaps we can find a solution that can be applied to projects at their conception to prevent this from happening. To do this, it is vital that we thoroughly assess each project to determine the exact causes. It will also be important to compare the data across different projects. This way, we can determine which causes are prominent and apply these findings to new projects so that the projects can be completed in accordance with the plan. Our research will help us determine the causes of incomplete projects and enable us to employ our newly found solution to our customers projects to render them complete.
There are several different research methods that will help us in answering our research question. Perhaps the most important form of research will be that which is empirical. Our website (TheIncompleteProject.com) will be a great venue for research. The website will connect us with real cases of projects that have remained incomplete. A survey and assessment will be done on each project. This information will be an immense help in researching our question because it will connect us with real world examples and causes of incomplete projects. The other primary research method will be reviewing my personal experience with incomplete projects and researching other incomplete projects that have happened historically. These varied methods of research will help me derive the best answer for my research question.
The purpose of my research is to help companies devise realistic plans for projects so that their projects can be completed in a timely and accurate manner. I will use my research to build my business and instruct others on the dangers of incomplete projects and the best ways that they can combat the causes of incomplete projects. I will also use this information to complete projects that have remained incomplete.
Bibliography:
1. Making Fake Deadlines Real: Completing Projects with Self-Assigned Deadlines : By Thursday Bram ( Link : http://www.lifehack.org/articles/management/making-fake-deadlines-real-completing-projects-with-self-assigned-deadlines.html)
2. Business Intelligence Roadmap : Great book by Larissa T. Moss and Shaku Atre Foreword by Edward Yourdon
3. The Complete Project management Office handbook : Book By Gerard M. Hill
4. The Project management Book of Checklists: Bok by Richard Newton
5. Project management Step by Step : Book by Richard Newton
6. Communication Skills for Project managers : Book by Michael Campbell, PMP
7. The Right Project Done Right! Book By Jossey-Bass .
8. Software Project management for Dummies: By Teresa Luckey and Joseph Phillips .
9. The Project management Life Cycle: Book By Jason Westland .
10. The Little Black Book of Project management : hand book by Michael C. Thomsett

Philosophy & Theory Scholarly Paper
The assignment is to develop a scholarly paper and discussion of your own nursing philosophy and theory of practice, and how theory will frame your APN practice. Page limit is 10 pages

l. Introduction: context and purpose of paper (10 points)
a. Purpose of paper
b. Overview of patient population/area of care you will serve
c. Include in purpose: that paper will discuss the use of you, as the APN, as self and
patients as context for philosophic and theoretical knowledge and that the philosophic
and theoretical foundation for your advanced practice will be described
ll. Philosophic Foundation (20 points)
a. Discuss the relationship between Philosophy, Science and Theory
b. Discuss the major philosophies that have shaped nursing:
i. Positivism /empiricism
ii. Historicism
iii. Hermeneutics/Interpretative iv. Critical Social Theory and feminism
v. Compare and Contrast the worldviews that inform nursing science:
vi. Reaction
vii. Reciprocal interaction
viii. Simultaneous action
c. Describe the development of nursing philosophy:
i. Early years-pre 1950s
ii. Entry into academia and the received view (empiricism/positivism)
iii. Evidence of divergent thinking in nursing theoretical writing in the late 1970-
1980s (Newman, Parse, Watson, Rogers)
Iv. Development of the metaparadigm per Fawcett
v. Development of paradigms
1. Simultaneity and Totality
2. Particulate-Deterministic, Interactive -Integrative, Unitary-Transformative
Discuss knowledge development in nursing (20 points)
a. Carpers Ways of Knowing
b. Emancipatory Knowing
c. Role of research
d. Role of the socio political environment
Application/Synthesis for Advanced Practice (30 points)
a. Describe how the knowledge in the course to date has informed and influenced your own
perspective on nursing
i. Philosophic
1. Which philosophy is most congruent with your own personal philosophy
and why? I believe in the holistic philosophy of nursing
2. Describe a patient/population situation or care situation from your own
practice that demonstrates how you applied and enacted your philosophy. I work in adult cardiac, acute care (hospital), I treat the whole family not just patient. I focus on preventative health strategies.
ii. Paradigm of Nursing
1. Which paradigm most closely resembles your own? The holistic view
2. Describe a patient/population situation or care situation from your own
practice that your chosen and identified paradigm. Post heart attack patient teaching life-style modifications
b. Discuss the congruence between your nursing philosophy and your nursing paradigm
c. Application of the Ways of Knowing to Advanced Practice
i. Illustrate how you use the ways of knowing in your practice. I utilize intuition and critical thinking skills
ii. Describe which ways of knowing are most integral and important to your
philosophy and paradigm of practice. Intuition
iii. Identify research questions you might ask based on your philosophy and
paradigm of nursing.
Explain why you might be interested in this discovery. Hopefully for better practice skills

Summary (10 points)
a. Bring the narrative back to the purpose of the paper via a conclusion
b. Summarize how your discussion in Parts II, III, and IV fulfilled the purpose of the paper
c. End with a statement about your future goals and aims as an advanced practice nurse. I hope to work as an adult cardiac nurse practitioner.
APA format (10 points)
a. Grammar and spelling: 2 points
b. Writing style, transitions, APA format: 3 points
c. Current, relevant and appropriate reference material is used: 2 points. Between 2004-2011
d. Citations, references, and use of reference material are APA consistent: 3 points
Page limit for content is 10 pages (this does not include the title page, abstract, or any appendices or reference page(s).
Must be APA Manual 6th edition compliant.

This paper will be turned into SafeAssign first to check for plagiarism!

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.

*****************************************************
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


+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++


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