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Explain the various strategies used to promote qualitative research validity, trustworthiness, and rigor.

Write responses to each of the 5 questions listed below:
1. Give one example each of issues/problems that could be answered using a qualitative research
design in the following areas:
A. nursing practice
B. nursing education
C. nursing leadership
2. What topics are better suited for phenomenological or grounded theory or ethnography? Provide rationale and examples.
3. Provide one topic that could be researched using each of the following qualitative research designs: phenomenological, grounded theory, and ethnography. Discuss how that one topic could be researched using each of the three stated qualitative research designs.
4. Explain the various strategies used to promote qualitative research validity, trustworthiness, and rigor.
5. Select one of the strategies used to promote qualitative research validity that you explained in question #4 and compare it to a specific quantitative strategy addressing similar issues of validity, trustworthiness, and rigor.

Explain the impact/and argue the impact of Ferguson´s `principles and theories on leadership and management.

Modify and add elements of the document of Literature review attached below which are the following:
1. Explain Ferguson’s biography /background.
2. Explain the impact/and argue the impact of Ferguson´s `principles and theories on leadership and management.
3. Compare and analyze the traditional principles of Leadership and management with Ferguson´s.
4. The Contribution of Ferguson’s principles and theories in business and what make them unique of the traditional ones.
5. What is the of value of Ferguson’s principles.
6. The 9th point is missing and the 13th.
7. The tenth point we have to talk about more in detail and the impact of the leadership on the organization and organizational behavior.

Conduct a situational analysis of the organizations current internal and external marketing environment.

1. Conduct a situational analysis of the organizations current internal and external marketing environment.
2. Provide evidence of your analyses either as appendices or in the body of the report, remembering to reference all evidence.
3. From the analysis, critically analyze the internal factors and external factors, discussing how they impact on the organizations marketing strategy and performance.

Explain what the USA PATRIOT Act stands for and discuss its primary purpose.

1. Explain what the USA PATRIOT Act stands for and discuss its primary purpose.
2. Summarize an article about a recent example of a hate crime (within the last year) on the Internet and include why it was a hate crime, the characteristics that made it a hate crime, and how the police and court responded to the hate crime.
3. Compare the characteristics of intelligence and investigation and describe how the information from each is used.
Go to https://research.strayer.edu to locate at least three (3) quality references for this assignment, including the initial article. One must have been published within the last year. Note: Wikipedia and similar websites do not qualify as quality resources.

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?

Case Study on Death and Dying
The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.
Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.
Provide a 1,500-2,000-word ethical analysis while answering the following questions:
1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
5. Based on the values and considerations above, what options would be morally justified in the Christian worldview for George and why?
6. Based on your worldview, what decision would you make if you were in George’s situation?
Remember to support your responses with the topic study materials.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
writer please review attached study material and use study material for this assignment ,
review attached rubric and case study

Critically reflect on socio-cultural factors that may impact on the development of children’s language.

Carry out a detailed language observation on a child age 3 preschool engaging with a practitioner. Analyze the developing speech and language recorded, drawing on relevant theory, government initiatives and frameworks to support their work. Reflect on the key issues that affect children’s language and communication.
Give a critical evaluation of the role of an effective practitioner in providing a language rich environment and opportunities for purposeful interactions. An understanding and use of specialist speech and language terminology. The module will examine the use of synthetic systematic phonics in the EY and the knowledge of how rhyme, rhythm, sound and song help to develop children’s speech. Critically analyze and apply the theories of language acquisition and speech development.
Apply appropriate terminology to discuss and identify patterns of children’s linguistic and conceptual development, demonstrating an understanding of individual developmental variations.
Critically reflect on socio-cultural factors that may impact on the development of children’s language.
Demonstrate an awareness of the importance of developing partnerships with parents.
Read module guide and use some of the course reading materials and suggestions.

Has reading The Circle made you think differently about technology? If so, how?

The next journal entry presumes you’ve read through the entire book. Ponder all of the following:
1. Why do you think you had to read and reflect on this book for this class?
2. Has reading The Circle made you think differently about technology? If so, how?
3. Would you recommend that others should read The Circle? If so, who? Why?

This journal is private and only viewable by you and the professor.
Feel free to have a little fun with your journal. It’s okay to be creative, experiment, and try new things here with your writing style and content. You can try freestyle writing if you like, where you let your thoughts run without worrying about style, grammar and spelling.
Please do write in this regularly – we want you to reflect as the class is going on, not wait until the end.
The entire journal counts for 10% of your overall grade (100 points total, 20 points for each entry). You are evaluated on quality and quantity of journal entries. Graded as Complete/Incomplete, where a B or higher is Complete.
Note: The Circle is 500 pages. There are at most 2 pages of content that contain adult situations (expressed in PG-13 terms) that are relevant to the plot. If these small segments are a problem for you, please contact your professor to discuss alternate options.
Submission Requirements:
• Format: Microsoft Word APA STYLE
• Font: Times New Roman, 12-point, Double-spaced
• Citation Style: APA
• Length: 1 page (275 words)

Demonstrate an advanced knowledge and understanding of the academic literature on terrorism and critical terrorism studies.

INRL 7019

Critical review (1200 words).

The review should provide an overview of the piece but, more importantly, it should also critically reflect on the piece and the contribution it is making to the existing literature. It must not just repeat the content of the article.

Essential Reading:

Jackson et al (2011): Chapter 3
Hoskins, A. (2006) ‘Temporality, Proximity and Security: Terror in a Media-Drenched Age’, International Relations 20(4)
Ingram, A & Dodds, K. (2011) ‘Counterterror Culture’, Environment and Planning D, 29 (1)

Supplementary Reading:

Altheide, D. (2007) ‘The mass media and terrorism’, Discourse & Communication, 1 (3)
Applebaum, R. (2014) ‘Fantasias of terrorism’, Journal for Cultural Research, 18 (2)
Baker, M. (2010) ‘Narratives of Terrorism and Security: ‘Accurate Translations, Suspicious Frames’, Critical Studies on Terrorism 3(3) [available free at http://www.tandfonline.com/doi/abs/10.1080/17539153.2010.521639]
Croft, S. (2006) Culture, Crisis and America’s War on Terror. Cambridge: CUP.
Devetak, R. (2005) ‘The Gothic Scene of International Relations: Ghosts, Monsters, Terror and the Sublime after September 11’, Review of International Studies 31(4)
Dittmer, J. (2005) ‘Captain America’s Empire: Reflections on Identity, Popular Culture and Post-9/11 Geopolitics’, Annals of the Association of American Geographers 95(3)
Dodds, K. (2007) ‘Steve Bell’s Eye: Cartoons, Geopolitics and the Visualization of the “War on Terror”’, Security Dialogue 38(2)
Erickson, C. (2007) ‘Counter-Terror Culture: Ambiguity, Subversion, or Legitimization’,
Security Dialogue 38(2)
Gow, J. (2005) ‘Team America – World Police: Down-Home Theories of Power and Peace’, Millennium: Journal of International Studies 34(2)
Jackson, R. (2005) Writing the War on Terrorism: Language, Politics and Counterterrorism. Manchester: Manchester University Press.
Jackson, R. (2007) ‘Constructing Enemies: “Islamic Terrorism” in Political and Academic Discourse’, Government & Opposition 42(3)
Jarvis, L. & Holland, J. (2014) ‘We [for]got him’: Remembering and Forgetting in the Narration of bin Laden’s death‘, in Millennium: Journal of International Studies 42(2)
Jarvis, L. & Lister, M. (2015) ‘I read it in the FT’, in Jarvis, L. & Lister, M. (eds.) Critical Perspectives on Counter-terrorism. Abingdon: Routledge.
Jarvis, L. (2008) ‘Times of Terror: Writing Temporality into the War on Terror’, Critical Studies on Terrorism 1(2).
Kennedy, L. (2003) ‘Remembering September 11: Photography as Cultural Diplomacy’, International Affairs 79(2)
Lisle, D. (2007) ‘Benevolent Patriotism: Art, Dissent and the American Effect’, Security Dialogue 38(2)
Norris, P. et al (2003) Framing Terrorism: The News Media, The Government, and The Public. London: Routledge.
Power, M. (2007) ‘Digitized Virtuosity: Video War Games and Post-9/11 Cyber-Deterrence’, Security Dialogue 38(2)
Rai, A. (2004) ‘Of Monsters: Biopower, Terrorism and Excess in Genealogies of Monstrosity’, Cultural Studies 18(4)
Riegler, T. (2010) ‘Through the Lenses of Hollywood: Depictions of Terrorism in American Movies’, Perspectives on Terrorism IV(2) [Online journal].
Spencer, A. (2010) The Tabloid Terrorist. Basingstoke: Palgrave.
Steuter, E. & Wills, D. (2010) ‘“The Vermin Have Struck Again”: Dehumanizing the Enemy in Post-9/11 Media Representations’, Media, War & Conflict 3(2)
Van Veeren, E. (2009) ‘Interrogating 24: Making Sense of US Counter-terrorism in the Global War on Terrorism’, New Political Science, 31 (3)
Volpi, (2007) ‘Constructing the ‘Ummah’ in European Security: Between Exit, Voice and Loyalty’, Government and Opposition 42(3).

Learning Outcomes

On successful completion of this module, students will be able to: * Brookes Attribute developed
  1. Critically assess debates about definitions of terrorism
Academic literacy
  1. Examine and assess the types and causes of terrorism
Academic literacy
  1. Demonstrate an understanding of the main counter terrorism approaches and how these are similar/different to counter insurgency tactics
Academic literacy
  1. Critically examine the cultural impact of terrorism (and its study)
Academic literacy
  1. Demonstrate an advanced knowledge and understanding of the academic literature on terrorism and critical terrorism studies
Research literacy
  1. Manage workloads effectively and set personal goals
Critical self-awareness and personal literacy
  1. Demonstrate the skills of reflective independent learning
Critical self-awareness and personal literacy
  1. Communicate arguments orally and on paper
Critical self-awareness and personal literacy
  1. Develop research skills with information technology
Digital and information literacy
  1. Demonstrate a critical understanding of how terrorism and counter terrorism impact on equity, sustainability and social justice.
Active Citizenship

 

Explain why a case study approach is the most appropriate method to tackle the research questions.

The dissertation should be in the following format:

Introduction                                                                1,000 words

The Literature Review                                                3,500 words

Research Methodology                                               1,500  words

Presentation of Findings                                             1,500  words

Discussion                                                                   3,000 words

Conclusion and Recommendations                             1,500  words

Appendices

Bibliography

 

Each section should begin on a separate page.

Your final submission must be between 11.000 words, including figures and tables and excluding appendices.

Introduction and Background to Research

The introduction (often the last chapter to be written) should set the scene and be used as a guide to the finished structure of the dissertation. It should outline the chosen topic, demonstrate why the topic is interesting and important, identify the nature and aims or hypotheses of the research, and show how the approach taken in the study is an advance on previous work. One of the criteria for success is the relationship between a student’s ability to define a research question and then to answer it. The findings at the end may be useful and well-supported, but if they do not answer the question which the examiner thought was being taken on at the beginning, then the dissertation may not be rated highly.

Literature Review

There should be a satisfactory review of literature related to the topic of your research investigation which casts light upon the dissertation and its objectives.  This should be undertaken before any other work such as data collection.  Successful completion of this is a key stage in the dissertation process and for justifying your aims.  It may be that this chapter will also include the presentation of theoretical concepts you are testing or challenging in your dissertation

 

METHOD OF RESEARCH

 SECONDARY RESEARCH. (CASE STUDIES ETC)

If students are unable to carry out primary research there is the possibility of submitting a Dissertation based purely on Secondary Data Research.  This involves the following:

  • The utilization of existing published data, such as statistical records, Mintel and Keynote reports, trade magazines, television and radio programs, newspapers, marketing research , financial records all of which were initially collected for the purposes of a prior research study.

Students who are completing such a dissertation need to understand how to complete appropriate analysis of secondary data, which may include discourse or statistical analysis for example.  In addition students will be expected to develop their own conceptual framework from the secondary data collected.

 MARKING DISSERTATIONS USING ONLY SECONDARY RESEARCH

As the literature review is of significantly more importance where only secondary research in undertaken, for example the development of a conceptual framework, the % for the literature review will be increased from 20% to 30%. To compensate for this increase, as there is no analysis and discussion of primary data, the % weighting for the Results, Analysis and Discussion chapter is reduced from 40% to 30%. You will still need to present the results, analysis and discussion of your findings from your secondary data search.

 

Case Study Approach 

You should explain:

  • Why a case study approach is the most appropriate method to tackle the research questions.
  • Why you have used a particular case study. e.g. previous research might have ignored certain places, a problem or issue might be especially apparent in that area, or the area may be representative of the general pattern.
  • The way in which you have collected information for these case studies, is important to specify the means by which this will be conducted.

  Presentation of Findings and Discussion of Results

This is the chapter where you present the analyses of your findings, drawn from the research methods used and analytical techniques you employed.  This chapter should answer the aims and objectives you set in your Introduction (or possibly at the end of your Literature Review) and be related to your literature review.  It should be an objective presentation which does not employ your opinions. Every finding should be discussed.  What patterns have emerged?  What is the difference between the ideas and views discussed in your literature review and your findings.  How do the main points you are making change your understanding of the topic.

 

   Conclusions/Recommendations

This chapter presents a summary of the main findings as a series of statements.  It offers conclusions, and recommendations and directions for future research in the light of your findings.  Be sure to restate the general aim of the research and if this has been adequately addresses.

You may also show your concerns at this point with the limitations of your data collection and/or analysis and how these could have been improved.

It is frequently the case that one of the researcher’s recommendations is that more research needs to be done. This is perfectly normal and you must not be afraid of identifying more questions that need to be answered, as result of your research, than you have been able to address in the dissertation.

Bibliography

Throughout your dissertation you will have been referring to the work of other people.  This must be properly referenced as a reader may wish to consult the original text.  It is essential to cite ALL sources of references and to acknowledge works consulted.

In the text you should refer to pieces of work in a consistent manner.  The required method for doing so is the Harvard system, as noted below:

Harvard System

References are indicated in the text as follows:

(Name, Date) e.g.   –  (Jones, 1999)

Where there are two authors:

(Name and Name, Date) e.g.  –  (Jones and Kemp, 1998)

Where there are more than two authors, all authors should be listed on first use, thereafter ‘et al’ is acceptable:

(Name et al, Date) e.g.  –  (Jones et al, 1991)

Use a,b,c etc. to indicate different publications by the same author(s) in the same year.

e.g.   …In contrast to others (Jones, 1996a; Jones, 1996b Norman, 1988;),  Mathews (1999) suggested that…

When listing authors in this way you must use either alphabetical (names as listed above) or chronological order (date of publication as listed below), so it is also feasible to write:

e.g.   …In contrast to others (Norman 1988, Jones 1996a, Jones 1996b), Mathews (1999) suggested that…

Short quotes, less than three lines of typescript should be run into the text like this:  “Most writers, even professionals, have trouble getting started” (Becker, 1986:45).

Where you have a longer quote, indent it, single-spaced with no quote marks:

They start over and over again, destroying reams of paper, working over the first sentence or paragraph again and again as they find each successive try unsatisfactory in some new way (Becker, 198:45).

Note where the full stop occurs in these quotes.  The source must be part of the sentence. Please also note that page numbers are given for quotes.

One point: try not to use too many quotes, make sure the ones you use are pertinent, otherwise it ends up messy and disjointed – they will seldom all be relevant. Quotes should rarely exceed 8 lines.

At the end of the dissertation you will include a list of references in alphabetical order  –  books, journals, conference papers etc. all together.  The name of the book, journal, conference paper should be underlined and the date of publication, place of publication and publisher  given e.g.

Balchin, P. and Bull, G. (1987)  Regional and Urban Economics London:  Harper

Inverted commas should be used with chapters from edited collections, and article titles e.g.

Bateley, R. (1989)  ‘London Docklands:  An Analysis of Power Relations Between UDCs and Local Government’  Public Administration  Vol. 67  pp167-187

Cardiff City Council (1971)  South Butetown:  Proposals for the Seventies  Cardiff: Planning Department  

Cawson, A. (1985)  ‘Corporatism and Local Politics’ in Grant, W. (Ed.)  The Political Economy of Corporatism  London:  Macmillan

Duffy, H.  (1989) ‘ Title of Article’  London: Financial Times 28th February

 

Saunders, P.  (1981a)  Social Theory and the Urban Question  London:  Hutchinson

Saunders, P.  (1981b)  ‘Notes on the specificity of the Local State’ in Boddy, M. and Fudge, C.  (Eds)  The Local State:  Theory and Practice  Working Paper 20 University of Bristol  –  SAUS

Does God act through laws that God has created (like in Thomism)?

Detailed Instructions: For Assignment from the instructor

Last week we covered how God might act through creation. This week, we will discuss how God can act in the world. Are all events directly dependent and immediately caused by God (this is called “occasionalism”? Does God act through laws that God has created (like in Thomism)? Does God act in a persuasive or non-coercive way (as in “process” thought)?  What kinds of causal powers does God have?

We will read chapter 12 from the McGrath text, and the readings on Aquinas and Process Philosophy from the Campbell and Looy text, and the selection from Boyd and Cobb (optional).

We will participate in a discussion on line concerning the relative strengths and weaknesses of these three views of divine actions.

** After Reading chapters 12, in the McGrath text and the entries from Looy and Campbell on ” on Aquinas and Process Philosophy, and other reading sources. I will be downloading with this assignment**

**Answer the following questions below.  One Page**

There are at least three ways to look at divine action from the reading for this week (maybe   4 if you consider the “Kenotic” theory of John Polkinghorne). The first is occasionalism-which is the idea that God directly causes each event in the universe. The secondary is the Thomistic view of primary and secondary causes.  Here God – as primary (or direct) cause –  creates the laws that govern the universe and its materials and then these other agents, or secondary causes (like gravity, human freedom, evolution) in turn bring about other events. Here, God can intervene if necessary but usually lets the secondary causes operate. Finally, process though is the idea that God cannot prevent many events because God can only act by “persuasion” – for example, God cannot prevent a shooter in a crowded theater from murdering people but can only try to persuade people from not doing these acts. In a similar way, God “persuades” matter to do things but doesn’t coerce it.

Which of these views (or maybe an alternate view) works best and why.