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Qualitative research proposal assignment essay instructions

Qualitative research proposal assignment essay instructions

Write a qualitative research proposal and should include the following major sections, along with the appropriate subsections as outlined:...

Qualitative research proposal on How do school pressures and stress experienced by young people cause school shootings?

How do school pressures and stress experienced by young people cause school shootings?   Section I: Problem Statement, Theoretical Framework, and Research Questions 1. Problem Statement             Young people react to school pressures and stress differently. The rising number of school shootings and worsening of cases of school shootings could be an extreme reaction to pressures and stress from the school environment. Although not as common when considering the entire country, this constitutes a threat. There is need to investigate the nature and extent of the school pressures and stress that young people experience today and determine whether there is a link between these and school shootings, together with the particular pressure and stress factors that lead to school shootings. Doing so would establish how school pressures and stress among young people link to school shootings as well as determine the extent that these pressures and stress drive young people to shoot fellow students and teachers in their school together with the intervening factors that trigger school shootings.   2. Theoretical Framework             Young people are the focus of the study. Young people refer to individuals between the ages of 12 and 17 encompassing middle school or junior high and high school students. This is the case object of the study because students involved in school shootings fall under this age group. There are two variables involved in the study. One is school pressures or stress among young people and the other is school shootings. School pressures or stress could refer to a number of factors such as peer pressure and other factors, especially those that negatively affect their attitudes and behavior, arising from the relationship of students with fellow students, peer groups, teachers, and administrators. Another variable is school shootings referring to the use of firearms in schools directed towards people in the school. Apart from these two variables investigated to show the nature and extent of relationship, the study also looks into the intervening factors that translate school pressures and stress into school shootings. This finds basis on the assumption that although many if not all middle school, junior high, or high school students experience pressures and stress from the school environment, school shootings are not common, although the cases continue to rise causing public concern.                     3. Research Questions             The investigation of the link between pressures and stress from the school environment and school shootings would answer the following questions: 1.    What are the pressure and stress factors in the contemporary school environment that young people experience? 2.    How do these pressures and stress differ between schools? 3.    How do these pressure and stress factors cause school shootings? 4.    Which pressure and stress factors highly influence school shootings? 5.      What are the intervening factors that facilitate school shootings?             Section II: Literature Review Outline             The literature review has two general parts, the theoretical part and the empirical part. The theoretical part discuss the concepts involved in the study while the empirical part considers the results of various studies made on school shooting and other related issues. 1. Theories and Concepts             O’Toole (2000) described school shootings based on the threat assessment perspective and identified precipitating factors and pre-disposing factors as the considerations in understanding school shootings and school shooter as a threat. Precipitating factors comprise the circumstances and incidents triggering the threat. These factors could seem insignificant and irrelevant but facilitate the actualization of the threat. Common arguments between school peers or reprimand from a teacher may be insignificant when considered singly but in relation to school shootings, these could be trigger factors. Precipitating factors encompass the pressures and stress that young people can experience at school. Pre-disposing factors comprise events on which the threat or its actualization depends, such as the personality characteristics of individuals, the degree of temperament, the vulnerability to depression, and the predisposition towards violent behavior such as school shootings. These factors when considered in the context of school shootings could explain the reason for the threat and the actualization of the threat. The pre-disposing factors constitute the intervening factors that could provide an underlying explanation for school shootings.               O’Toole (2000) also explained that school dynamics is yet to be established empirically in terms of the degree of relationship in increasing or decreasing the threat of school shooting. This means the need to consider school environment as context-based differing from school to school. School dynamics pertain to the behavioral patterns, belief system, cultural roles, and norms or values existing in the school. These then also constitute the school environment. The patterns could be easily discernible or not making it important to look into these to find a link with school shootings. The attitudes and behaviors that receive rewards or aversion influence the nature and extent of social relationships arising in the school environment and the reason for the different treatment of individuals. This could also provide explanations for the role played by students in social relationships in the school and the degree of perception of individuals on whether they fit in the school culture. However, students and the school personnel may have different perceptions of the school culture making this an important consideration in studying school shootings. 2. Empirical Data             The National Threat Assessment Center (2002) of the U.S. Secret Service explained a number of things about school shootings based on facts and observations of actual cases of school shootings. First is that school violence is mostly planned since students shooting at the school are not compulsive in their action. This implies that there are always signs of the threat recognized only after the event has already occurred. This supports the importance of the current study in determining the pressure and stress factors in the school environment that comprise signs of the threat. It is common for school shooters to plan the incident and even communicate it to other people, giving rise to the importance of vigilance to these signs and communications. Second is the lack of accurate profile of school shooters since a consideration of the personality and socio-cultural and economic background of students involved in school shootings varied. This supports the intention of the current study to shift the focus from the profiling of school shooters to the determination of school pressure and stress factors that could cause school shooting. Since there is no common profile for school shooters, efforts should focus on external factors that facilitate school shootings. Third is the access of students involved in school shootings to guns from members of the family or as gifts and from peers or neighbors. Majority of school shooters used guns from their homes in shooting at people in the school. This means that young people’s exposure to guns could be an intervening factor explaining school shootings. Fourth is the involvement of other students in the incident so that peer factors such as influence or common motivations could lead to school shootings. This means that groups experiencing similar pressures and stress and developing a common perception of the pressure and stress factors could perpetuate school shooting as a group, albeit with different roles. Fifth is bullying as a pressure factor or stressor that could cause school shootings. Many of the documented cases experienced severe bullying for a period before the incident. This is a school-based factor that could lead to school shootings. Palinkas et al. (2003) affirmed this in explaining the case of a student involved in school shooting who experienced severe bullying over a period and wanted to stop this through the violence act. Sixth are expressions of stress before the actual incident that concerned other people noticing these since majority of the people involved in school shootings tried to obtain guns, exhibited suicidal tendencies, or actually attempted suicide.             Skiba, Peterson and Williams (1997) also found that disciplinary action or chastisement from teachers and school personnel could be a stressor that may lead to school shootings especially when this leads to negative treatment from the other students or the disciplinary action is perceived as unfair or unjustified. Leone et al. (2000) added that disciplinary practices in schools could create pressure and stress that in turn could foster school shootings. These stressors are attributed as a part of the reasons for actual shootings especially those directed against school personnel.   Section III: Selected Methodology   1. Sample Criteria             The sample criteria involve the age and school level of the respondents together with the selection of the school. The students involved in actual cases of school shooting are those in middle school, junior high, or high school students so that these fall under the ages of 12 to 17. Since the unique culture of schools constitutes the context for pressures and stress in the school environment, at least two schools with different school cultures or dynamics is necessary to support comparison. School selection is based on distinguishing culture so that the schools should be located in different communities since the distinguishing characteristics of schools also affect school dynamics and environment. 2. Sampling Procedure             The primary sampling procedure is probability when compared to non-probability sampling. Probability sampling employs the random selection of respondents to ensure that the general population receives representation. Non-probability sampling deviates from the random selection of respondents and utilizes particular selection criteria to derive representation for the targeted segment of the population. (Patton, 1990) The targeted respondents are students in the middle school, junior high, and high school in the two schools selected. Since the sample respondents do not comprise a specific or special segment of the student population, probability sampling is the appropriate method to ensure sufficient representation of the student population.             Under probability sampling are sub-types including stratified random sampling, stratified random sampling, cluster random sampling, systematic random sampling, and multi-stage sampling. Stratified sampling ensures proportional representation of different sub-groups identified from the population. Cluster random sampling applies when the respondents are located in different geographic locations. Systematic random sampling identifies a number used to select the sample of respondents such as every fifth person in the general population list. Multi-stage sampling uses two or all of the sampling methods in different stages of respondent selection such as using systematic random sampling followed by stratified random sampling to obtain the sample needed. (Patton, 1990) Stratified random sampling is the appropriate sample selection method in order to ensure proportional representation for students in the middle school, junior high, and high school since this could support differences in experiences of school pressure and stress. 3. Sample Size             The degree of representation is the primary consideration in determining the sample size so that the process involves the approximation of the number of people needed to represent the population (Robson, 2002). The sample size in the study depends on the number of students belonging to middle school, junior high, or high school in the two schools. After acquiring the list of students belonging to these categories, the representative proportional sample is determined depending on the population. Around thirty students selected via stratified random sampling representing the learning level categories for each school would comprise the respondents to support representation of perspectives while at the same time falling within the period for data collection. The intention is to derive in-depth data so that the ability to derive rich data is much an important consideration as the sample size. 4. Phenomena or Focal Points             The study investigates the relationship between the pressures and stress in the school environment and school shootings by obtaining data from the sample population. One focal point is the determination of rich data from the respondents to support the other focal point of being able to establish a link between these two variables and provide substantial discussions of the reasons or justifications for the nature and extent of link. Another focal point is the selection and justification of appropriate data collection and analysis tools. 5. Definition of Constructs v  School pressures and stress—refer to various factors arising from the relationships among students and between students and school personnel in the context of the school culture v  School shootings—refer to actions or situations using firearms in the school targeting particular students or school personnel or targeting everybody in general v  Intervening factors—pertain to all the factors that facilitate the link between school pressures and stress and school shootings such as access to guns, etc. (O’Toole, 2000) 6. Data Collection and Management Plan             Observation and in-depth interviews are the methods of data collection. Observation involves the role of the researcher as the source of data as witness to the behavior of people comprising the case object of the study. In-depth interviews draw data from respondents by posting questions requiring rich accounts and explanations. (Rubin & Rubin, 2006) Observations commence as the researchers enter to school premises and continues to the interview proper. Observations allow the researcher to gain knowledge of the school culture. The in-depth interview is a one-on-one process made in a closed room or space to ensure privacy and make the respondent at ease in providing truthful answers and providing details. The documentation of the interview is through a video recorder with the knowledge and acquiescence of the students. This provides the researcher with room to focus on posting questions as well as follow-up questions and confirmatory questions. The researcher would make notes right after each interview to prevent loss of important highlights.               After the data collection process, transcription of interview questions and observations follows. The next process is data analysis that commences with the classification of the answers according to themes based on the research questions. After which, a comparison of the answers follow before determining the nature and extent of link between school pressures and stress and school shootings together with the factors that facilitate the commission of the act. Results of the analysis support conclusions on the research questions as well as generalization if applicable.             An issue that could emerge is reliability, which is the extent that the instrument or method of data collection support consistency of results. The sampling method ensures objectivity of the research process to ensure consistency. Observation and in-depth interview apply by using criteria for the observation and a set of predetermined questions for the in-depth interview to ensure reliability. In addition, the analysis process and conclusions consider only the transcribed observations and answers of the respondents to support reliability. 7. Budgetary Plan Expenses Phase of the Research Process Amount Transportation to the Schools Data Collection (2 months) 0 Internet & Computer Use Data Collection & Research Write-Up 5 Paper & Printing Research Write-Up 0 Incidental Expenditures Entire Period of Research $  50                                                       Total 5     Section IV: Analysis and Justification of the Qualitative Design             The study utilizes the qualitative design as opposed to the quantitative design. On one hand, qualitative research involves the derivation of rich data from the accounts and descriptions provided by the respondents (Rubin & Rubin, 2006). Qualitative research design applies in studies requiring in-depth data on a particular group, relationship, situation or phenomenon. On the other hand, quantitative research involves the derivation of measurable data on the subject of the research (Blaxter, Hughes & Tight, 1998). Quantitative research applies in studies involving measurable and statistical data. The difference between these two research designs rests on the nature of data these intend to derive. Since the current study to derive in-depth or rich data instead of measurable or statistical data, the appropriate method is qualitative research. The research questions call for the determination of the link between school pressures and stress and school shootings together with the factors that facilitate this relationship and the manner that intervening factors influence the relationship. While statistical data could also determine the link between variables, the constructs involved in the study are difficult to measure or quantify, making the quantitative design inapplicable. In addition, investigating the link and providing explanations for the link in the context of school culture require in-depth data from the accounts of the respondents, which makes qualitative design the appropriate research method.   References   Blaxter, L., Hughes, C., & Tight, M. (1998). How to research. Buckingham: Open  University Press.   Palinkas, L. A., Prussing, E., Landsverk, J., & Reznik, V. (2003). Youth-violence prevention in the aftermath of the San Diego East County School shootings: a qualitative assessment of community explanatory models. Ambulatory Pediatrics, 3(5), 246-252. Leone, P. E., Mayer, M. J., Malmgren, K., & Meisel, S. M. (2000). School violence and disruption: Rhetoric, reality, and reasonable balance. Focus on Exceptional Children, 33, 1-20. O’Toole, M. E. (2000). The school shooter: A threat assessment perspective. Quantico, Virginia: National Center for the Analysis of Violent Crime, Federal Bureau of Investigation. Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications.   Robson, C. (2002). Real world research (2nd ed.). Oxford: Blackwell Publishing.   Rubin, H., & Rubin, I. (2006). Qualitative interviewing: The art of hearing data. Thousand Oaks, CA: Sage Publications. Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295-315. U.S. Secret Service National Threat Assessment Center. (2002). Preventing school shootings: A summary of a U.S. Secret Service safe school initiative report. National Institute of Justice Journal, no. 248. Retrieved September 8, 2008, from http://72.14.235.104/search?q=cache:I1hwB1sG-IwJ:www.ncjrs.gov/pdffiles1/jr000248c.pdf+school+shootings&hl=tl&ct=clnk&cd=5&gl=ph&client=firefox-a         Credit:ivythesis.typepad.com

Qualitative research proposal on How do school pressures and stress experienced by young people cause school shootings?

How do school pressures and stress experienced by young people cause school shootings? Section I: Problem Statement, Theoretical Fram...

Research proposal on alcohol abuse and domestic violence

Investigation of the Relationship of Alcohol Abuse and Domestic Violence   Introduction       From the time when the industrial period had begun, inappropriate consumption of alcohol among individuals has been a common concern of the employers, particularly in terms of the consequences and costs this work problem brings. The Institute of Medicine had noted that among the most common drugs which affect the work individuals is ethanol, a drug that is usually found in alcoholic beverages (Normand, Lempert and O’Brien, 1994). Several previous studies have shown that the inappropriate use of alcohol in safety sensitive situations as well as heavy alcohol drinking over time have detrimental and negative effects on both the productivity and health and behaviorA number of published documents and literature has constantly shown the negative results and disadvantages of excessive alcohol-drinking in the individuals One aspect that can be attached with alcohol use is domestic violence. According to Shipway (2004) domestic violence is defined as any hurtful or unwanted behaviour perpetrated upon an individual by an intimate or prior intimate which normally is characterized by physical, psychological and emotional abuse. Domestic violence is based on the victim-offender relationship in the form of marriage, family ties, romantic relationships or a former marriage. It includes violence and abuse within same-sex relationships, violence by women against men as well as violence and abuse perpetrated by one family member against another (Shipway, 2004). However, studies show that most cases of domestic violence which occurred have been on women as well as children (Dobash & Dobash, 1992; Humphreys et al., 2000). Research Questions In general, this study intends to examine the relationship of alcohol abuse in domestic violence. So as to gather relevant information, this study will attempt to answer the following queries:   1.            What are the variables that significantly affect an individual to commmit domestic violence? 2.            How does one can help in avoiding domestic violence? 3.            How does the government in South Africa provides solution to these kind og issues?   Research Hypotheses Based on the research questions the research project works out on the following general hypotheses: 1.            Alcohol abuse is correlated with domestic violence.   1.2. Aims of the Study   The inconsistency of the findings derived from previous researches on the assessment of alcohol abuse and domestic violence.. Thus, this research aims to provide helpful findings that will determine the actual impact of a particular alcohol abuse to the academic and behavioral development. More specifically, this study aims the following objectives:   4.            To identify the variables that significantly affects an individual to commmit domestic violence? 5.            To determine how one ne can help in avoiding domestic violence? 6.            How does the government in South Africa provides solution to these kind og issues?   Theoretical Framework A guide should be utilized for this study so as to direct all research efforts towards the achievement of the objectives. Thus, a theoretical framework will have to be developed for the research process. The theoretical framework that will be used in the study is the Input-Process-Output Model (Bushnell, 1990). In the IPO model, a process is viewed as a series of boxes (processing elements) connected by inputs and outputs. Information or material objects flow through a series of tasks or activities based on a set of rules or decision points (Harris & Taylor, 1997). Flow charts and process diagrams are often used to represent the process. The input represents the sources that go in; the process involved induces the change; and the output pertains to the final result or the conclusion (Armstrong, 2001)   Reference   Normand, J., Lempert, R. O. & O’Brien, C. P. (eds.) (1994). Under the Influence: Drugs and the American Workforce. Washington: National Academy Press.   Shipway, L 2004, Domestic Violence: A Handbook for Health Professionals, New York: Routledge.   Credit:ivythesis.typepad.com

Research proposal on alcohol abuse and domestic violence

Investigation of the Relationship of Alcohol Abuse and Domestic Violence Introduction From the time when the industrial period...

Thesis Essay Instructions on Canteen Management of the University of Perpetual Help System Laguna

Thesis Essay Instructions on Canteen Management of the University of Perpetual Help System Laguna

These are the instructions for my thesis: 1. The font should be Arial. 2. The font size should be 14, 1.5 spacing. 3. I will be the one ...

Essay instructions on research article critique assignment on life situation of elderly people with heart disease the impact of self-efficacy on self care

select a research article to critique, the article should provide suggestion for how the study might be improved. utilize the assigned text to assist in analysis of each presented .should be organized by subheadings and include a dicussion incorporating responses to the questions presented.must be times new roman type with a 12 font double spaced and 1 margins. Were the study participants subjected to any physical harm, discomfort, or psychological distress? Did the researchers take appropriate steps to remove or prevent the harm? Did the benefits to participants outweigh any potential risks or actual discomfort they experienced? Did the benefits to society outweigh the costs to participants? Was any type of coercion or undue influence used in recruiting participants? Were vulnerable subjects used? Were participants deceived in any way? Were they fully aware of participating in a study, and did they understand the purpose of the research? Were appropriate consent procedures implemented? Were appropriate steps taken to safeguard the privacy of participants? Was the research approved and monitored by an Institutional Review Board or other similar ethics review committee? top Research Problems, Research Questions, and Hypotheses What is the research problem? Has the researcher appropriately delimited the scope of the problem? Does the problem have significance for the nursing profession? How will the research contribute to nursing practice, nursing administration, or nursing education? Is there a good match between the research problem and the paradigm within which the research was conducted? Is the problem to be addressed formally stated as a statement of purpose, research question, or hypothesis to be tested? Is this information communicated clearly and concisely? Are the purpose statements and research questions worded appropriately (e.g., are key concepts or variables identified and the study group or population of interest specified)? If the report does not formally state any hypotheses, is their absence justifiable? Do the hypotheses (if any) flow from a theory or from previous research? If not, what is the basis for the researcher’s predictions? Are hypotheses (if any) properly worded (i.e., do they state a predicted relationship between two or more variables)? Are hypotheses directional or nondirectional? Is there a rationale for the manner in which they were stated? Are hypotheses stated as research hypotheses or null hypotheses? top Research Literature Reviews Does the coverage of the literature seem thorough? Does it appear that the review includes all or most of the major studies that have been conducted on the topic of interest? Are recent research reports cited? Does the review rely on appropriate materials (e.g., mainly on research reports, using primary sources)? Is the review organized in such a way that the development of ideas is clear? If the review is part of a research report for a new study, does the review support the need for the new research? If the review is designed to guide clinical practice, does the review of the evidence support the need for(or lack of need for) changes in practice? Does the review conclude with a synopsis of the state-of-the-art knowledge on the topic? Is the style of the review appropriate? Does the reviewer paraphrase, or is there an overreliance on quotes? Does the review appear unbiased? Does the reviewer use appropriately tentative language? top Conceptual and Theoretical Frameworks Does the research report describe an explicit theoretical or conceptual framework for the study? If not, does the absence of an explicit framework detract from the usefulness or significance of the research? Does the report adequately describe the major features of the framework so that readers can understand the conceptual basis of t he study? Is the framework consistent with the research paradigm? Do the research problem and hypotheses naturally flow from the framework, or does the purported link between the problem and the framework seem contrived? Are conceptual definitions of the concepts in the study provided? Are the conceptual definitions consistent with the framework? Are the definitions clear and sufficiently detailed? Did the framework guide the study methods? For example, do the operational definitions correspond to the conceptual definitions? Were hypotheses tested statistically? Does the researcher tie the findings of the study back to the framework at the end of the report? How do the findings support or undermine the framework? Are the findings interpreted within the context of the framework? top Research Designs in Quantitative Studies Given the nature of the research question, what type of design is most appropriate? How does this correspond to the type of design used? Does the design used in the study involve an intervention? If yes, was an experimental, quasi-experimental, or preexperimental design used–and was this the most appropriate design? If the design is nonexperimental, why didn’t the researcher manipulate the independent variable? Was the decision regarding manipulation appropriate? Was the study longitudinal or cross-sectional? Was the number of points of data collection appropriate, given the research question? What type of comparisons were called for in the research design (e.g., was the study design within-subjects or between-subjects)? Are these comparisons the most appropriate for illuminating the relationship between the independent and dependent variables? Can the study be described as a survey, an evaluation, or outcomes research? What procedures, if any, did the researcher use to control external (situational) factors and intrinsic (subject characteristic) factors? Were these procedures appropriate and adequate? To what extent is the study internally valid? What types of alternative explanations must be considered (i.e., what are the threats to the study’s internal validity)? Does the research design enable the researcher to draw causal inferences about the relationship among study variables? To what extent is the study externally valid? What are the major limitations of the design used? Are these limitations acknowledged by the researcher and taken into account in interpreting the results? top Qualitative and Integrated Designs Is the research tradition within which the qualitative study was undertaken identified? What was the tradition? If no research tradition is identified, can one be inferred? Does the research question appear to be congruent with the research tradition (i.e., is the domain of inquiry for the study congruent with the domain encompassed by the tradition)? Do the data sources and general methods of the study appear consistent with the tradition? How well is the research design described? Are design decisions explained and justified? Does the design appear thoughtful and appropriate? Does the design lend itself to a thorough, in-depth, intensive examination of the phenomenon of interest? What design elements might have strengthened the study (e.g., would a longitudinal perspective have been preferable, although a cross-sectional design was used)? Is the study exclusively qualitative, or were both qualitative and quantitative data collected? Could the study have been strengthened by the inclusion of some quantitative data? If both qualitative and quantitative data were collected, were they used in complementary fashion? How (if at all) did the inclusion of both types of data contribute to enhanced theoretical insights, enhanced validity, or movement toward new frontiers? top Quantitative Sampling Designs Is the target or accessible population identified and described? Are eligibility criteria specified? to whom can the study results be generalized? Are the sample selection procedures clearly described? What type of sampling plan was used? How adequate is the sampling plan in terms of yielding a representative sample? Did some factor other than the sampling plan affect the representativeness of the sample (e.g., a low response rate)? Are possible sample biases identified? Is the sample size sufficiently large? Was the sample size justified on the basis of a power analysis or other rationale? top Qualitative Sampling Designs Is the setting or study group adequately described? Is the setting appropriate for the research question? Are the sample selection procedures described? What type of sampling strategy was used? Given the information needs of the study, was the sampling approach appropriate? Were dimensions of the phenomenon under study adequately represented? Is the sample size adequate? Did the researcher stipulate that information redundancy was achieved? Do the findings suggest a richly textured and comprehensive set of data without any apparent “holes” or thin areas? top Self-Reports Does the research question lend itself to a self-report method of data collection? would an alternative method have been more appropriate? Is the degree of structure consistent with the nature of the research question? Given the research question and respondent characteristics, did the researcher use the best possible mode for collecting the data (i.e., personal interviews, telephone interviews, or self-administered questionnaires)? Do the questions included in the instrument or topic guide adequately cover the complexities of the problem under investigation? If a composite scale was used, does its use seem appropriate? Does the scale adequately capture the target research variable? If a vignette, projective technique, or Q sort was used, does its use seem appropriate? top Observational Methods Does the research question lend itself to an observational approach? Would an alternative method have been more appropriate? Is the degree of structure consistent with the nature of the research question? To what degree were observers concealed during data collection? If there was no concealment, what effect might the observers’ presence have had on the behaviors being observed? What was the focus of the observation? How much inference was required on the part of the observers, and to what extent did this affect the potential for bias? Where did the observations take place? To what extent did the setting influence the naturalness of the behaviors observed? How were data actually recorded (e.g., on field notes, checklists)? Did the recording procedure appear appropriate? What was the plan by which events or behaviors were sampled? Did this plan appear appropriate? What steps were taken to minimize observer biases? top Biophysiologic Methods Does the research question lend itself to a biophysiologic approach? Would an alternative method have been theoretically more appropriate? Was the proper instrumentation used to obtain the biophysiologic measurements? Would an alternative instrument or method have been more appropriate? Does the researcher appear to have the skills necessary for proper interpretation of the biophysiologic measures? top Data Collection Procedures Who collected the research data? Were the data collectors qualified for their role, or is there something about them (e.g., their professional role, their relationship with study participants) that could undermine the collection of unbiased, high-quality data? How were data collectors trained? Does the training appear adequate? Where and under what circumstances were the data gathered? Were other people present during the data collection? Could the presence of others have created any distortions? Did the collection of data place any undue burdens (in terms of time or stress) on participants? How might this have affected data quality? top Data Quality in Quantitative Studies Does there appear to be a strong congruence between the research variables as conceptualized (i.e., as discussed in the introduction) and as operationalized, i.e., as described in the method section)? Do the rules for the measurement of the variables seem sensible? Were the data collected in such a way that measurement errors were minimized? Does the report provide evidence of the reliability of the data? does the evidence come from the research sample itself, or is it based on a prior study? If the latter, is it reasonable to believe that reliability would be similar for the research sample (e.g., are the sample characteristics similar)? If there is reliability information, what method of estimating reliability was used? Was this method appropriate? Is the reliability sufficiently high? Does the report provide evidence of the validity of the measures? Does the evidence come from the research sample itself, or is it based on a prior study? If the latter, is it reasonable to believe that validity would be similar for the research sample (e.g., are the sample characteristics similar)? If there is validity information, what validity approach was used? Was t his method appropriate? does the validity of the instrument appear to be adequate? topData Quality in Qualitative Studies Does the research report discuss efforts the researcher made to enhance or evaluate the trustworthiness of the data? If so, is the description sufficiently detailed and clear? Which techniques (if any) did the researcher use to enhance and appraise the credibility of the data? Was the investigator in the field an adequate amount of time? Was triangulation used, and, if so, of what type? Did the researcher search for disconfirming evidence? Were there peer debriefings or member checks? Do the researcher’s qualifications enhance the credibility of the data? Which techniques (if any) did the researcher use to enhance and appraise the dependability, confirmability, and transferability of the data? Were the procedures used to enhance and document data quality adequate? Given the procedures used (if any), what can you conclude about the trustworthiness of the data? top Quantitative Analysis Does the report include any descriptive statistics? Do these statistics sufficiently describe the major characteristics of the researcher’s data set? Were the correct descriptive statistics used? (e.g., were percentages reported when a mean would have been more informative?) Does the report include any inferential statistical tests? If not, should it have (e.g., were groups compared without information on the statistical significance of group differences)? Was a statistical test performed for each of the hypotheses or research questions? Do the selected statistical tests appear to be appropriate (e.g., are the tests appropriate for the level of measurement of key variables)? Were any multivariate procedures used? If not, should multivariate analyses have been conducted–would the use of a multivariate procedure strengthen the internal validity of the study? Were the results of any statistical tests significant? Nonsignificant? What do the tests tell you about the plausibility of the research hypotheses? Was an appropriate amount of statistical information reported? Were important analyses omitted, or were unimportant analyses included? Were tables used judiciously to summarize statistical information? Is information in the text and tables totally redundant? Are the tables clear, with a good title and carefully labeled headings? Is the researcher sufficiently objective in reporting the results? top Qualitative Analysis Based on; information in the report regarding either the analysis strategy or the research tradition, what type of analysis style appears to have been used? Is the initial categorization scheme described? If so, does the scheme appear logical and complete? Was the scheme validated in any way (e.g., did more than one person develop it collaboratively)? Who coded the data–the researcher or assistants? Did the report indicate that efforts were made to determine interrater reliability of the coding? Does the report describe the process by which an integrated thematic analysis was performed? What major themes emerged? If excerpts from the data are provided, do the themes appear to capture the meaning of the narratives (i.e., does it appear that the researcher adequately interpreted the data and conceptualized the themes)? Is the analysis parsimonious–could two or more themes be collapsed into a broader and perhaps more useful conceptualization? What evidence does the report provide that the researcher’s analysis is accurate and replicable? Were data displayed in a manner that allows you to verify the researcher’s conclusions? Was a conceptual map, model, or diagram effectively displayed to communicate important processes? Was the context of the phenomenon adequately described? Does the report give you a clear picture of the social or emotional world of the study participants? If the result of the study is an emergent theory or conceptualization, does it seem trivial or obvious? does the scheme yield a meaningful and insightful picture of the phenomenon under study? top Conduct of a Written Research Critique Be sure to comment on the study’s strengths as well as its limitations. The critique should be a balanced consideration of the worth of the research. Each research report has some positive features. Be sure to find them and note them. Give specific examples of the study’s strengths and limitations. Avoid vague generalizations of praise and fault finding. Try to justify your criticisms. Offer a rationale for how a different approach would have solved a problem that the researcher failed to address. Be as objective as possible. Try to avoid being overly critical of a study because you are not particularly interested in a topic or because you have a world view that is inconsistent with the underlying paradigm. Be sensitive in handling negative comments. Try to put yourself in the shoes of the researcher receiving the critical appraisal. do not be condescending or sarcastic. Suggest realistic alternatives that the researcher (or future researchers) might want to consider. Don’t just identify problems–offer some recommended solutions, making sure that the recommendations are practical ones. Evaluate all aspects of the study–its substantive, theoretical, methodologic, ethical, interpretive, and presentational dimensions. top The Interpretative Dimensions of a Research Report Does the discussion section offer conclusions or interpretations for all the important results? Are the interpretations consistent with the results? Do the interpretations give due consideration to the limitations of the research methods? What types of evidence in support of the interpretation does the researcher offer? Is that evidence persuasive? Are the results interpreted in light of findings from other studies? Are alternative explanations for the findings mentioned, and is the rationale for their rejection presented? In quantitative studies, does the interpretation distinguish between practical and statistical significance? Are generalizations made that are not warranted on the basis of the sample used? Does the researcher offer implications of the research for nursing practice, nursing theory, or nursing research? Are the implications appropriate, given the study’s limitations? Are specific recommendations for practice or future studies made? Are the recommendations consistent with the findings and consistent with the body of knowledge on the topic? top The Presentation of a Research Report Does the report include a sufficient amount of detail to permit a thorough critique of the study’s purpose, conceptual framework, design and methods, handling of critical ethical issues, analysis of data, and interpretation? Is the report well written and grammatical? Are pretentious words or jargon used when a simpler wording would have been possible? Is the report well organized, or is the presentation confusing? Is there an orderly, logical presentation of ideas? Are transitions smooth, and is the report characterized by continuity of thought and expression? Is the report sufficiently concise, or does the author include a lot of irrelevant detail? Are important details omitted? Does the report suggest overt biases? Is the report written using tentative language as befits the nature of disciplined inquiry, or does the author talk about what the study did or did not “prove”? Is sexist language avoided? Does the title of the report adequately capture the key concepts and the population under investigation? Does the abstract (if any) adequately summarize the research problem, study methods, and important findings? top The Clinical Relevance of a Body of Research Does the research have the potential to help solve a problem faced by practicing nurses? Does the research have the potential to help with clinical decision-making with regard to (1) making appropriate observations, (2) identifying client risks or complications, or (3) selecting an appropriate intervention? Are clinically relevant theoretical propositions tested by the research? If the research involves an intervention, does the intervention have potential for use in clinical settings? Can the data collection measures used in the research be applied to clinical practice? top The Implementation Potential of an Innovation Transferability of the Findings Will the innovation “fit” in the proposed new setting? How similar are the target populations in the research and in the new setting? Is the philosophy of care underlying the innovation compatible with the philosophy prevailing in the new setting? Is there a sufficiently large number of clients in the new setting who could benefit from the innovation? Feasibility Will nurses have the authority to carry out the innovation and to terminate it if it is considered undesirable? Is there reasonable consensus among staff, administrators, and medical personnel that the innovation be tested? Are there major pockets of resistance that could undermine efforts to implement and evaluate the innovation fairly? Are the skills needed to carry out the utilization project–both the implementation and the clinical evaluation–available within the nursing staff? If not, are there avenues to collaborate with others with the necessary skills? Does the organization have the equipment and facilities necessary for the innovation? If not, is there a way to obtain needed resources? If nursing staff need to be released from other practice activities to learn about and implement the innovation, what is the likelihood that this could happen? Cost-Benefit Ratio What are the risks to which clients would be exposed during the implementation of the innovation? What are the potential benefits? What are the risks of maintaining current practices (i.e., the cost of not trying the innovation)? What are the benefits? What are the short-term and long-term material costs of implementing the innovation? What are the material costs of not implementing the innovation (i.e., could the new procedure result in some efficiencies that could lower the cost of providing care)? What are the potential nonmaterial costs of implementing the innovation to the organization (e.g., lower staff morale, staff turnover, absenteeism)? What are the potential nonmaterial benefits of implementing the innovation (e.g., improved staff morale, improved staff recruitment, positive community publicity)? Return to Learning Activity 06, Step 01. Syl Orient LA 1 2 3 4 5 6 Sum WebCT-A WebCT-B The End   Credit:ivythesis.typepad.com

Essay instructions on research article critique assignment on life situation of elderly people with heart disease the impact of self-efficacy on self care

select a research article to critique, the article should provide suggestion for how the study might be improved. utilize the assigned tex...

Free Literature Review on Integration of ICT in Teaching and Learning of Science (Biology) in Teacher Training Colleges of Education

Integration of ICT in Teaching and Learning of Science (Biology) in Teacher Training Colleges of Education Literature Review The ICT in the schools, are appropriate to foster the learning and as well as boosting the teaching competency of the teachers. The continuous support of both educators in terms of delivering the quality education can be the basic reason in the popularity of ICT. ICT stands for the Information and Communication Technology which is encouraged and now is applied in many of the schools. Since then, many teachers seen the effectiveness among the students and it is not impossible for the other schools to be part of the change. On the other hand, the interaction of teaching with the method of innovation can be appropriate to be an effective teacher among the new generation of learners. ICT started in the simple use of computer and now currently part of the technological changes that lead to allow the users to explore the different areas. This is the very same reason in allowing the ICT to be implemented in the pedagogical structures and be applied in various teaching strategies. The use of ICT and gaining the knowledge on it can help the teachers in their effective facilitation of appropriate methods and deliver the quality education. Part of the ICT is the innovative methods employed in the stream of the education. Based on the application of ICT of many participating countries, it is an effective tool to deliver and ensured that the quality education is in the hands of the students, most especially in areas where the attention of the students is hard to capture. With the aid of ICT there is a future development of the education towards the quality and continuous transformation of the system in education (DEPED, 2007). Information and communications technology or ICT is growing among the schools to accommodate the needs of the students in achieving the quality of education. ICT is identified as an approach in integrating the quality teaching. The transformation of the education happened through the integration of the ICT and aimed to serve the right amount of knowledge among the students. Integrating the information according to the genre and needs of the students is the most appropriate strategy to implement the quality education (Leng, 2008). Developing a program that intends to build the use of the technologies in teaching and learning is the response for the global call for quality education and its participation to the corporate world in the future. The objectives of the ICT emphasized the continuous professional development and support services for teachers, school administrators, and most especially for the students. The ICT can be drivers and barriers for the socio-political situations. As being part of the basic education, the formulation of this essential strategy aims for the connectivity and develop the competencies. Basic computer strategies and literacy can be the stepping stone for the strategic planning. The support of the ICT is not only for the teachers but also for the students. This is also part of the strategy in sustaining the efficacy of knowledge that the students can use in the near future (Dunuan, 2005). The impact of the ICT can reflect in the everyday live and the society. Although, it is difficult to measure but the positive impact would appear in facilitating the decisions of the students (DEPED, 2007). In the observations of ICT in the education and the associated lessons, it seems that mathematics and science are the subjects in which the students struggle. The facilitation of the rich data in these subjects creates a better understanding and improves their knowledge. The ICT is based on the layers of reality that can help the students to generate and redefine the questions regarding the subject. In the study of biology, the students are allowed to adopt the concepts involved in teaching and be more open in exploration o the learning environment. According to the past researches regarding the ICT-based lessons, there is a record of events was kept based on the observation checklist that included layout of the room, lesson objectives, lesson sequence, types of ICT and non-ICT tools used, rules, and roles of the participants. The checklist for the observations was inextricably tied to the activity theoretical framework (Lim, et al., 2003). The use of ICT concept of teaching can be conducted in a classroom using a data projector and a computer. With this method, the teachings in Science like in Biology can be more exciting and attract the interest of the students. References: DEPED, 2007. Information and Communication Technology for Education Strategic Plan, Department of Education [Online] Available at: http://www.deped.gov.ph/cpanel/uploads/issuanceImg/Draft%20DepED%20ICT4E%20Strategic%20Plan.pdf [Accessed 17 September 2010]. Dunuan, L., 2005. The Coca-Cola Ed. Venture Pilot Project [Online] Available at: http://www.fit-ed.org/downloads/Coke%20Ed.Venture%20Impact%20Evaluation.pdf [Accessed 17 September 2010]. Leng, N., 2008. Transformational Leadership and the Integration of Information and Communications Technology into Teaching, The Asia-Pacific Education Researcher, 17(1) [Online] Available at: http://www.dlsu.edu.ph/research/journals/taper/pdf/200808/1weeleng.pdf [Accessed 17 September 2010]. Lim, C.P., Teo, Y.H., Wong, P., Khine, M.S., Chai, C.S., & Divaharan, S., (2003) Creating a Conducive Learning Environment for the Effective Integration of ICT: Classroom Management Issues, Journal of Interactive Learning Research, 14(4):405+ Credit:ivythesis.typepad.com

Free Literature Review on Integration of ICT in Teaching and Learning of Science (Biology) in Teacher Training Colleges of Education

Integration of ICT in Teaching and Learning of Science (Biology) in Teacher Training Colleges of Education Literature Review The ICT in th...

Research Proposal on Why do Employees Feel that ISO is not important?

Why do Employees Feel that ISO is not important? Background of the Study The International Organization for Standardization (ISO) was formed in 1946 and is headquartered in Geneva, Switzerland. Its purpose is to facilitate standardization as a means of promoting international trade. ISO is an “industry-driven” organization, although its membership consists of the standards-setting organizations of over 100 member nations. ISO is not an acronym in any language: it is an official nickname derived from “isos”, a Greek word meaning equal, as in isobar, isometrics, and isosceles triangle. The ISO has developed standards – documented agreements of technical specifications – that companies use as guidelines to ensure that materials and products fit their purpose. The ISO’s work has traditionally focused on narrow technical and safety issues such as standards for paper sizes, symbols for automobile controls, and metric screw threads and thereafter, shifted to form a new and aggressive technical committee. The appropriateness of an international environmental management standard is part of the ISO’s long term plan with that consist of three objectives: (a) encourage a common approach to environmental management; (b) strengthen a company’s ability to improve and measure its environmental performance; and; (c) facilitate international trade and remove trade barriers. Problem Statements Within this aspect, the employees are bound to comply in the standardization provided in the organization. The employees are the important people who can experiences the impact that it might bring. The study will derive in the two problems: a)    What are the impacts of ISO among the employees? b)    What are the perceptions of the employees in the issue of ISO in the organization? Theoretical Framework Through the collection of interrelated concepts, a theoretical framework is needed to guide your research and to determine the things that will measure the outcome of the study and derive in the statistical relationships. Part of the framework is the investigation of theories in employment such as the leadership, motivational approaches, job satisfaction and organizational commitment. The study can link the ISO and critically test the theories in order to satisfy the objectives. Objectives There are four objectives involved in the study. First is to determine the level of implementation of ISO in the organization. Second is to recognize the action of the organization regarding the principles of ISO. Third is to identify the perception of the employees in the application of ISO. And fourth is to discover the level of importance of ISO for the employees’ performance and their commitment in the organization. Hypotheses The study prepared three hypotheses: ·        The employees feel additional duty in the call of international standardization as compared to the past’s organizational structure. ·        The organizational leaders are the one that should implement and therefore monitor the compliance of the employees on the standards. ·        There is an increase in the morale and organizational commitment of the employees due to the continuous practice of international standards.    Significance of Study The study has an aim to administer the vision and objectives that drives the ISO and the adaptation of the standards in the organization. Within investigation of the study, the system in implementation of ISO can be identified and can influence the perception of the employees about the standard.    Literature Review Part of the implemented standards and described as the basic model for the organizations consists of five step process: (1) commitment and policy; (2) planning; (3) implementation; (4) measurement and evaluation; and (5) review and improvement. These steps comprise in the clauses of ISO 14004. The environmental policy provides an overall picture of the organizations direction and commitment to the environment. Planning discusses the creation of the plan to fulfill the policy. The implementation addresses the process of putting the plan into action by providing physical, human, and financial resources. Measurement and evaluation deal with checking and monitoring of the system in order to discover and then correct the problems. And the review and improvement reviews the system to ensure its suitability, adequacy, and effectiveness. Methodology The applied method in the study is the use of survey and interview. The survey will be conducted on the employees through the use of a Likert Scale form of questionnaire. The survey is an effective tool to recognize the perceptions of the employees regarding the ISO and how can they relate the standards in their performance. In the interview, the researcher/s will conduct on the managers to identify the management system and ISO implementation in the organization and will be ask the strategies they implement and their ideas in the performance of the employees. These methods are effective in observing the theories that can be related in the ISO implementation.    References: Burnett, E., & Mahon Jr., J., (2001) Monitoring Compliance with International Labor Standards, Journal Title: Challenge, 44(2):51. Delmas, M., (2000) Barriers and Incentives to the Adoption of ISO 14001 by Firms in the United States, Duke Environmental Law & Policy Forum, 11(1). Hormozi, A.M., (2002) ISO 14000: The Next Focus in Standardization, SAM Advanced Management Journal, 62(3):32+ Credit:ivythesis.typepad.com

Research Proposal on Why do Employees Feel that ISO is not important?

Why do Employees Feel that ISO is not important? Background of the Study The International Organization for Standardization (ISO) was form...

Free Thesis Statements on Distance Education

Free Thesis Statements Distance Education   1.       Education as the proponent of social change is undeniably evident among the aforementioned theory. With the concept of globalization that is extremely influential to the present times, social changes brought about by distance learning and education as a whole is observable. The traditional applications and approaches towards things are now modernized and create innovative results that may affect the former in a positive or negative way. 2.       The school itself has created barriers that shelter and isolate it from the work of the world that goes on around it. The technological innovations that are pervasive in the business world have yet to penetrate the classrooms except for a single computer in each classroom that the teacher barely knows how to use. 3.       Today, with the advent of contemporary technology and development, conventional teaching of agriculture is also an issue. Hands-on training inside and outside the classroom and mere theoretical frameworks discussion no longer does the job. During the 1990′s,”distance education becomes an increasingly important way to make cooperative research and extension resources accessible” 4.       Distance education/online education is a method of teaching in which the students are not required to be physically present at a specific location during the term. Actually, this type of education is considered a nontraditional type of education. Most often, regular mail is used to send written material, videos, audiotapes, and CD-ROMs to the student and to turn in the exercises; nowadays e-mail and the Web are used as well. Often students are required to come to meetings at regional offices on specific weekends, for example to take exams. Distance education is offered at all levels, but is most frequently an option for university-level studies. Full time or part-time study is possible, but most students choose part-time study. Research study is possible as well.   Credit:ivythesis.typepad.com

Free Thesis Statements on Distance Education

Free Thesis Statements Distance Education 1. Education as the proponent of social change is undeniably evident among the afore...

RESEARCH PROPOSAL ASSIGNMENT ESSAY INSTRUCTIONS ON IMPACT OF DIABETES ON PHYSICAL FUNCTION IN OLDER PEOPLE

Research                                Brief description of module:   This module requires the students to demonstrate research skills, analytical capability and creative thinking. It also enables students to pursue an area of interest, identify practice issues and translate one of these into a research question. It further provides students with the opportunity to demonstrate in-depth understanding of a specific area of practice.   Aims:   To advance students’ research and problem solving skills   Learning outcomes:   This module enables students to meet the following learning outcomes:   -          Translate practice issues into a research question -          Develop a detailed research proposal suitable for submission to the Local Research Ethics Committee -          Demonstrate advanced knowledge in a specific area of practice -          Demonstrate advanced understanding of the research process -          Demonstrate analytical capability   Module content:   -          Research designs -          Methods of data collection and analysis -          Conducting a literature review -          Developing research questions -          Developing research proposals -          Ethics and research -          Research governance         Assessment tasks:     Year 2:   A detailed research proposal incorporating a comprehensive literature review that  could potentially form the basis for a submission to the Local NHS Research Ethics Committee (8000 words).  The area chosen must be agreed with the relevant programme leader or their designated representative and must have a clear link to students’ professional practice.    20.10.08 Final agreement of your research topic, approved by:       These people are responsible for allocating students to a particular tutor who will provide tutorial support during the academic year.    It is the responsibility of students to arrange contact with their allocated research tutors.   This may be by face to face tutorial, telephone or email.  If a student is having difficulty making contact with their allocated tutor they should contact xxx for advice.   The research tutor will be one of the markers of the research proposal. In addition the research tutor will comment and provide feedback on the initial submission of the literature review which is a formative piece of assessment.      Submission dates:   12.1.09           Submission of literature review for formative assessment.  This should be submitted by email to your research supervisor.    06.02.09         You should receive feedback on this work by this date   22.6.09           Final submission of complete work (literature review and research proposal).  Please note this will be both a hard copy submission and an electronic submission via OCS.         The marks for this assignment will be equally split between the two components (literature review & research proposal).  It is anticipated that the word count will be equally split between the two elements although this may vary depending on the topic chosen.    Literature Review:   Your literature review must relate to the research question you are developing.  It should be an evaluation of literature related to your research question that will allow you to finalise your question based on a “gap” in the literature.    The process (search strategy) by which you undertook the literature review must be clearly articulated.  This could be an outline in the main text with additional detail in an appendix if required.    Remember it must be analytical and critical and synthesise your findings to support your proposal. It is not just a description of relevant literature or an annotated bibliography.    The following texts are all available in the library and will be useful.       H62.9.L5 Conducting research literature reviews : from the internet to paper / Arlene Fink Thousand Oaks, Calif. : Sage, c2005   Z711.2 Effective literature searching for research / Sarah Gash Aldershot: Gower, 2000   H62.H2 Doing a literature review : releasing the social science research imagination / Chris Hart London : Sage, 1998   LB 2371.D6 Doing postgraduate research / edited by Stephen Potter Milton Keynes, U.K. : Open University in association with SAGE Publications, 2006 2nd ed   LB 2369.R8  **This book is available as an online electronic resource** How to find information : a guide for researchers / by Sally Rumsey Maidenhead : Open University Press, 2008 2nd ed   LB 2371.W5 The postgraduate research handbook : succeed with your MA, MPhil, EdD and PhD / Gina Wisker Basingstoke : Palgrave Macmillan, 2008 2nd ed Research Proposal Guidance:   Your proposed research must be informed by the literature you have reviewed. You are not constrained by any particular timeframe so it does not have to be a piece of research suitable to be undertaken within the timescale of your MSc studies.  You are looking for gaps in the evidence base to support your chosen area of practice (nursing, speech and language therapy or physiotherapy). This may be a piece of research that you would want to undertake in the future.   Your proposal should include:   Title of Research   Summary of your literature review – to a maximum of 500 words.  This does not count within your word limit but it must clearly support the research idea you present within your proposal.   Aims & Objectives including (where appropriate): Principal research question/objective Secondary research questions/objectives Hypotheses   Detailed methods section including: Overview of planned research including theoretical framework that informs it (this should include information about exactly what will happen to each research participant – time commitment, recruitment, inclusion and exclusion criteria)   Population, sample type/size/selection   Proposed location of research (type of trust/organisation/department) Likely access to research subjects?   Method of data analysis   Summary of main ethical issues or problems which may arise with the proposed study and steps which will be taken to address these   Proposed Timescale and plan of work (eg Gantt Chart)     Proposed dissemination methods   Appendices (which do not count in the word limit) should include:   ·         Information sheets ·         Recruitment information ·         Consent documentation ·         Budget and resources   (templates for much of this information are available via the nres site link below)   Useful websites:   http://www.ethicsweb.ca/ This is a Canadian ethics websites and useful links include: Biotechnology and Health Care Ethics ; http://www.ethicsweb.ca/resources/decision-making/index.html   http://www.cochrane.org/ The Cochrane Library is an electronic publication designed to supply high quality evidence to inform people providing and receiving care, and those responsible for research, teaching, funding and administration at all levels.   http://www.library.nhs.uk/Default.aspx Clinical Evidence is freely available to NHS staff, patients and the public in England through the National Library for Health. It provides a regularly updated guide to evidence about the effectiveness of care.   http://www.nres.npsa.nhs.uk/ UK central office for Research Ethics Committees   http://www.dh.gov.uk/PolicyAndGuidance/ResearchAndDevelopment/fs/en Department of Health’s section on research and development   http://www.lshtm.ac.uk/pehru/ipeph/  London School of Hygiene and Tropical Medicine , international programme for ethics, public health and human rights   http://www.wma.net/e/policy/b3.htm World Medical Association – Declaration of Helsinki   http://www.phru.nhs.uk/Pages/PHD/CASP.htm Critical appraisal skills programme and evidence based practice       There are many additional research texts available in the library.  You will also find many articles written about particular aspects of research and some journals are dedicated to such writing – for example Nurse Researcher.       Submission instructions   The guidelines for the layout of written work as provided in the postgraduate students’ handbook should be followed.    Work should be submitted by NAME and STUDENT NUMBER.    Two hardcopies, which must be securely fastened, should be submitted to the School office.        Credit:ivythesis.typepad.com

RESEARCH PROPOSAL ASSIGNMENT ESSAY INSTRUCTIONS ON IMPACT OF DIABETES ON PHYSICAL FUNCTION IN OLDER PEOPLE

Research Brief description of module: This module requires the students to demonstrate research ...