develop a research proposal that identifies your chosen research topic, establishes a critical understanding of relevant literature, and demonstrates an appropriate research methodology and design.

Question:

Using a report style, develop a research proposal that identifies your chosen research topic, establishes a critical understanding of relevant literature, and demonstrates an appropriate research methodology and design. Note that when discussing your research design, you must indicate whether you plan to use:

➢ Primary data only

➢ Secondary data only

➢ A combination of primary data and secondary data

Further details

This assignment draws together the various sessions and independent study you have completed over the course of Research Methods and is designed to allow you to develop and apply critical awareness of the principles, methods, and techniques of management research to your own research proposal.

Your proposal should be structured featuring:

An introduction (You need to provide a background to, and justification for, the topic and why it is of interest both theoretically and practically, an outline of the research question/aim and the objectives of the study, and an outline of the structure of the proposal).

A critical literature review (This will involve positioning your research question(s) in the broader literature, defining key terms, and identifying if there are academic debates surrounding this. You will also be required to evaluate key theories, models, and concepts).

A methodology (Justifying your research philosophy; justifying your choice of methodology and research design – what are the strengths and weaknesses of your approach and techniques in comparison to other relevant approaches and techniques? What is the scope of your research? For example, is it bounded by time, geography, participant characteristics or any other relevant parameters? What are the limitations of the research design? For example, the quality of the evidence and sampling and constraints? What are the ethical implications?)

Appropriate reflection on data analysis (How will you analyse your data? Which techniques will you use? And why did you choose these as appropriate for your proposed project?)

A clear timetable for the execution of the proposal

Intended Learning Outcomes being assessed

• Critically engage with current management research and scholarship.
• Perform a literature search and write a literature review on a selected management topic.
• Compare, contrast and critically evaluate principal research designs in management.
• Explore ethical issues in management research practice.

• Outline the steps involved in the design and implementation of sma

Compare a couple of playgrounds and evaluate them for their appropriateness for preschoolers.

Observation Paper. An observation paper is required for successful completion of this class. The observation paper is graded on a pass/fail basis and it is required in order to pass the class. The observation paper consists of observing any event, activity, or structured observation related to child psychology. In your paper, you need to describe your observations and relate them back to a developmental theory or research finding discussed in the class or text: Research papers will not be accepted as substitutes for observation papers. You can write the paper in any style you wish: APA, MLA, First person narrative, epic poem, etc. Try to have fun with it. Several suggestions for observation papers are located at the rear of this syllabus. Up to five points of credit on the final exam are credited towards good projects in which students have arranged structured observations of children. You may review the ideas list for the maximum point totals. Please list the number of project and points in parenthesis on your paper or you will receive reduced credit for your paper. Twenty Nine Ideas for Observations Papers 1. Observe the interactions of parents and children in a public place, such as a supermarket or grocery store. Note the number of parents and children present. How do the actions and requests (demands) of one participant affect the other? Are there differences when one parent is present? More than one child? (0 ) 2. Neighborhood environments are important contexts for development. Interview several students from different cultural backgrounds to share their experiences and offer their opinions on how their neighborhoods impacted their development. Were their childhood neighborhoods safe, fun, stimulating, populated, and friendly? Do their current neighborhoods impact their perceptions of safety, leisure activities, or choice of friends? (2) 3. Interview two or three different sets of parents about their pregnancy and birth experience. Note similarities and differences in birth stories. (2) 4. Observe young infants sensitivity to the sound of the human voice. Compare the infant’s reaction to a high-pitched tone and a low-pitched tone. Observe how others interact with the baby and observe differences in male and female interactions as well as older adults and younger adults. (5) 5. Tape-record an instance of a baby crying. Have several students listen to the tape and note their own reactions, describing the feelings the cries evoke, and their interpretation of the meaning of each cry. Play the recording for two adults—one who is a parent and one who is not—and interview them about their reaction to the cries. (3) 6. Observe gross and fine motor development in 3 different age babies: less than 2 months, 4-8 months, and 8-14 months. (3) 7. Interview parents about the training of motor skills. How do parents handle the motor development of their baby? Do they train certain skills? How important do parents think it is to do all they can to help their children crawl, stand, and walk? (2) 8. Observe the Habituation-Dishabituation Sequence in young children. With a child 2 years or younger, hold one toy about 8-10 inches from their eyes while they are seated in an infant seat. When the baby’s attention begins to wane, remove the toy. Then hold another toy up side by side with the first toy? Which toy does the child focus on? (5) 9. Test infants and toddlers for object permanence using both the simple object hiding task and the successive object-hiding task. (These are described in your TEXT) (5) 10. Take a set of objects (4 boxes, 4 balls) and place them in front of a 12-month-old child and a 20- 24 month old child. Note any differences in how they play with them, particularly noting any differences in categorization. (5) 11. Visit at least three-day cares or family daycares that serve infants and toddlers. Observe and interview the provider for developmentally appropriate practice. After each visit rate each setting on a three point scale of quality (high, medium, and low) and defend your ratings. (5) 12. Interview at least two parents of a child between 1 and 2 years of age. Ask parents to list the words their children produce and the contexts in which they use each of them. Look for and identity typically occurring phenomenon in speech development such as the spurt in vocabulary that occurs between 18 and 24 months and 2 word combinations, etc. (2) 13. Observe a language sample of a toddler. Note the percentage of total words produced that are object, action, and modifier words and social formulas; telegraphic speech during the two-word utterance phase; under extensions and overextensions. (5) 14. Observe infant and toddler social behavior. For example observe the social smile in young children or how it’s possible to elicit laughter in babies over 3 months old. (5) 15. Observe toddlers and young children for episodes of social referencing. (3) 16. Interview parents for gender stereotyped expectations of their infants. If the baby is a boy, do they use more masculine descriptors? If the baby is a girl doe they more often mention feminine characteristics? What expectations to the parents have for the children as they grow? (2) 17. Observe infant attachment behaviors. Expose mothers and infants (one under 6 months old, another over 9 months old) to the “Strange Situation” and observe their reactions.) (5) 18. Have mothers of an infant 9 months old and one over 15 months old rub red lipstick on their children’s’ face under the pretext of wiping the child’s nose. Then permit the infants to see their reflection in the mirror. Note the differences in how the children react and discuss how this relates to self-recognition. (5) 19. Identify two families with a young preschooler (over 2 years old) and have a parent record everything the child eats. Compare the preschooler’s intake to information in the TEXT on nutrition and young children’s appetites. Is the child a picky eater? Does the child’ diet fluctuate? How healthy is their diet. (3) 20. Collect art samples of preschoolers of varying ages. Note the age and gender of each child and describe features of their artwork that is consistent with the average child their age. (3) 21. Compare a couple of playgrounds and evaluate them for their appropriateness for preschoolers. (0) 22. Observe the make believe play of preschoolers (over 2) and relate the make-believe play to concepts that were discussed in the text. (3) 23. Find a child between the age of 3 and 6 and give them an easy puzzle to work and a more difficult (still age appropriate) puzzle to work. Keep track of the quantity and type of private speech the child uses while doing each puzzle. Do the results of this experiment fit with Vygotsky’s theory of private speech? (5) 24. Read two different age appropriate children’s books to a child (over 3) or a small group of children. Read one book using a dialogical reading style (involving the child in storytelling, making predictions, describing details of the story) and the other book simply reading the story. Compare the two methods and see if the chihkzld or children respond differently. (5)

What role has the “room” played in structuring the non-western interior and how does this role differ from the western interior?

Consider the quotation above and decide whether you agree or disagree with it. Then, write an essay in which you support your assessment of the quotation through analysis of one or two of the literary texts

What is The Impact of Groundwater Pollution on Agriculture and Its Prevention

what is your rational for creating a differentiated classroom?

Give feedback to each of the following Prompts using the RISE Model for Meaningful Feedback. Prompt 1:Ch. 7 of How to Differentiate Instruction in Academically Diverse Classrooms identifies 18 key strategies for designing and managing differentiated instruction. Looking at strategy number 1, what is your rational for creating a differentiated classroom? Why should you have differentiation? My rationale for having a differentiated classroom is not all that complicated. I want to do the best I can for each one of my students. And that means recognizing the individuality of all of the students who make their way through my classroom throughout the days and the years. I fully believe that a differentiated classroom is one way that I can move myself in the direction of doing the best I can for each and every one of my students. The benefits are myriad. This model ensures that I have to work harder to get to know my students, which is generally a win for everyone. I will get to know what they are interested in. I will get to know how they prefer to share what they know, and I will get to know the best ways to access their inner fabulous student.

Analyze those strategies to prioritize them, which ones are the most important to getting the parents of advance learners prepared for your differentiated classroom?

Explain how the location is tied to race and/or ethnicity issues they face today.

Assignment: Race and Ethnicity

What are you going to do?

Ideas of multiple races, multiple ethnicity, cultural differences, etc. are not unique in the growing age of pluralistic societies.  We tend to focus on how these impact citizens in the United States, but have you ever considered how these ideas have shaped other nations around the world?  For this assignment, you will watch a series of videos and compare ideas within them.

What steps are required?

Watch the following three videos from Vox.  First, watch a video about Japan and North Korean race/ethnicity relations today: Inside North Korea’s bubble in Japan.  Think about how the concepts explained in class – race/ethnicity, intersectionality, institutional racism and human rights apply to this specific place (Japan) and time.

View the following additional locations/videos:

• Divided island: How Haiti and the DR became two worlds

Write 200-300 words for the video on Haiti/Dominican Republic explaining:

1. The history of the location. Include history of DR and Haiti AND history of boundary that separates these two countries.
2. Explain how the location is tied to race and/or ethnicity issues they face today.
3. Tie an idea in the video to two human geography concepts that we have covered to date. They may be found in geographies of place, population, development, migration, language, culture, economics, or any other areas of the discipline.
4. Discuss the concept of ‘institutional racism’. What institutions are discussed in each film?  Explain how institutional racism affects individuals/groups in the film in both Haiti and DR.
5. Walk me through how the ‘institution’ supports racism and precisely how it impacts an individual (as a member of a group).

What do you need to submit?

Submit your write-up in a single word document on eLearn in the dropbox.

What happens when the white sunshade enters into Léonce’s view?

The Awakening by Kate Chopin. We will be reading The Awakening over the course of the next two weeks. It is a short book; however, this is a reading assignment that doesn’t allow for skipping or skimming. Be sure to give adequate time to read through Kate Chopin’s work with as much due diligence as shorter works we’ve read so you can fully engage in this week’s Discussion and create a powerful Presentation about it next week. This well-known novel represents the developing character of a woman who “wakes up” several years into her marriage to discover how much sensual experience her conventional life as wife and mother has denied her. Thus the story offers an extended look at the effects of marriage, traditionally understood, on the awakening consciousness of an individual woman. In this way, it is the after story of the conventional romance, presenting what happens after the wedding. It is worth noting that this is not the story of the author’s life—even though she uses inspiration from it as per Local Color custom—although many people may be tempted to read it as such. Chopin, the mother of five children, was by most accounts happily married; she did not begin writing until after her husband’s death. Edna Pontellier is an original and bold character who dares to defy her culture’s expectations in order to explore her own desires. Keep in mind that a naive reader identifies with the characters as if they were real, while a sophisticated reader understands that characters are constructs of language, conventions, history, and more. Especially as the topic of suicide becomes part of our conversation, I urge everyone to focus on the literary elements and their reflection of history. I promise you’ll find more value from the text approaching from this direction! Overall, this cleanly written prose narrative lends itself well to close reading, and the opening passages of the novel introduce important elements of theme, character, conflict, and, most interestingly, perspective. It begins in the husband’s point of view, and the details tell us much about his attitudes toward life, possessions, and his wife. As we start class by reading the opening passages, identify whose perspective the story initially presents. What happens when the white sunshade enters into Léonce’s view?

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster.

• Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record a 10-12 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Professional Context

Nurses perform a variety of roles and their responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Explain how health and governmental policy affect disaster recovery efforts.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
  • Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

Note: Complete the assessments in this course in the order in which they are presented.