Discussion Forum – Statesmanship in times of National Disunity

Discussion Forum – Statesmanship in times of National Disunity

 

Discussion Forum – Statesmanship in times of National Disunity

 

Statesmanship in times of National Disunity

Prompt: Using examples of the leaders discussed in the required reading, discuss the key attributes needed for statesmanship, particularly during a time of national disunity. Support your examples with citations from the required reading, as well as with examples of specific actions and decisions made by the leaders discussed in this module/week’s required reading.

Instructions :
The discussion must incorporate ideas and citations from all of the required readings and presentations for the module/week. It must also address statecraft as part of a meaningful discussion of effective statesmanship. 400-500 words.
Please consider this forum to be formal communications on the same
level as those you would conduct with employers, clients, or colleagues in the professional, political, or academic world. As such, they must be free of grammatical errors, must be properly formatted in current Turabian style, and must consist of well-reasoned, contemplative, and substantive posts and replies, rather than mere ipse dixit. These threads must be adequately supported by citations of the sources or support for your ideas as well as any quoted materials.

References :

Newell, T. Statesmanship, character, and leadership in America. New York , NY: Palgrave Macmillan, 2012. (Newell: chs. 2–3, 7)

Dyer, Justin Buckley. Revisiting Dred Scott: Prudence,
Providence, and the Limits of Constitutional Statesmanship https://learn.liberty.edu/bbcswebdav/pid-18452990-dt-content-rid-167874967_1/courses/PPOG504_B01_201740/Dred%20Scott.pdf

Evans, Stephen. The Not So Odd Couple: Margaret Thatcher and One Nation Conservatism.
https://learn.liberty.edu/bbcswebdav/pid-18452989-dt-content-rid-167882513_1/courses/PPOG504_B01_201740/Margaret%20Thatcher%20and%20Conservatism.pdf

 

Case Study IFSM 461: Systems Analysis And Design Precision Electronic Parts, Inc. Case Study IFSM 461: Systems Analysis and Design

Case Study IFSM 461: Systems Analysis And Design Precision Electronic Parts, Inc. Case Study IFSM 461: Systems Analysis and Design

 

 

Case Study IFSM 461: Systems Analysis And Design Precision Electronic Parts, Inc. Case Study

 

IFSM 461: Systems Analysis and Design

Precision Electronic Parts, Inc.

Case Study

 

Introduction

This case study will be used for a series of staged assignments. It should be thoroughly read and understood prior to working on any of the assignments.

Setting

Precision Electronic Parts (PEP), Inc., is a small private business that has retained you to assist in the development of a new billing and payment system and associated processes.

Background

PEP is a small, private specialized electronics company in Kansas. For the past 20 years, it has manufactured a wide range of precision electronic components and replacement parts for medical equipment used in hospitals, doctor’s offices, and pharmacies. Last year, the company began building and delivering custom low voltage motors that reduced electricity costs and made older medical equipment more environmentally friendly. More recently, PEP has added a new line of more efficient low voltage motors that can be used in precision equipment outside the healthcare industry.

As a result, PEP is experiencing significant increases in orders for the motors. The manufacturing facility has been expanded, and the sales and marketing teams have been enlarged. All of this is straining the Ordering & Shipping Department and the Inventory Management Department, which have received no increase in personnel. They are meeting the challenge, but the Executive Leadership Team (the CEO, COO, CFO, and CIO) know that they are only treading water. The Finance Department, however, is getting further and further behind in their invoice, billing and payment processes. The Business Administration Department has stepped up to the task, but is at the breaking point.

IT Steering Committee

The IT Steering Committee (ITSC) at PEP is comprised of the Executive Leadership Team, the Senior Vice President and Vice President.

• Carolyn West is the Chief Executive Officer (CEO). She has been at the company for 11 years. Carolyn has a background working for and managing electronics companies. Like most CEOs, Carolyn is focused on the strategic and long-term business health of PEP. She chairs the IT Steering Committee. Carolyn and the committee members jointly make decisions about IT systems and major organizational business process changes.

• Tim Uduak, Jr. is the Chief Operating Officer (COO) and the son of founding partner Tim Uduak, Sr. Tim has been around the company since its inception in one capacity or another, except for four years of college and a 3-year break to startup his own company. When his startup failed, Tim came back to PEP as the SVP, Engineering & Manufacturing Operations. Last year, he was promoted to COO. While Tim has a strategic focus and is not technology averse, he prefers to solve business challenges with processes rather than information technology.

• Karl Manley is the Chief Financial Officer (CFO). He has been with the company for 9 years. Karl has a background in accounting and finance, and is a certified public accountant (CPA). He tends to focus on the company’s financial health to the exclusion of all other business concerns. While Karl is technology fluent, he resists new IT purchases unless there is a clear and direct connection made between the technology investment and improving the company’s financial profile. The Director, Accounts Receivable (Mary Winston) and the Director, Accounts Payable (Amy Dole) report to the CFO, and together are responsible for the financial operations of the business.

• Mark Temple is the Chief Information Officer (CIO) and head of the IT Department. He provides all IT services to PEP. Prior to being hired as the CIO, Mark was an IT manager at a large multi-national corporation responsible for providing IT services to their offices from the headquarters in Lincoln, Nebraska. While in that position, Mark participated in very structured IT processes, and developed an appreciation for working with the operational and management divisions to ensure success of IT projects. When he arrived at PEP, he advised the CEO, COO and CFO that an IT Steering Committee could help ensure they pursued the most beneficial IT projects. He is your primary point of contact for dealing with PEP in analyzing their processes and systems.

• Susan Black is the Senior Vice President (SVP), Engineering & Manufacturing Operations and is Tim’s replacement. Susan has worked for the company for 13 years. She started as a Senior Engineer, and after six years was promoted to Director, Engineering, where she spearheaded the successful research and development of the low voltage motors. Susan is a champion of information technology as long as it is clearly focused on the core business.

• Jason Udo is the Vice President (VP), Business Administration. He oversees all departments, except Engineering & Manufacturing, Finance, and IT. His responsibilities include key support functions such as Sales, Marketing, Ordering & Shipping, Inventory, and Human Resources.

The ITSC has adopted the IT governance processes recommended by the CIO. They review proposals for IT investments and determine where to invest their limited funds. Each of the members has particular areas of interest, but all of them are focused on reducing the overall cost of running the business, increasing sales, and managing the cost of IT for the company. The ITSC has established a series of checkpoints at which they make go/no-go decisions on IT projects. At these decision points the following documents are reviewed by the ITSC:

· Preliminary Investigation Report – describes the problem/opportunity, identifies benefits of a new system, and reports on various aspects of feasibility of the proposed project.

· Requirements Specification – documents the requirements to be fulfilled by the proposed system.

· Systems Design Specification – translates the requirements into a logical design for the proposed system.

· Final System Report – compiles previous documents and lays out the way ahead if the project is approved and funded.

As each report is approved, work on the following step begins. This controls the amount of time and effort put into a request for a system. For example, if the Preliminary Investigation Report is not accepted by the ITSC, no further work is performed on the system proposal.

Your Task

You are an independent Business and IT Systems Analyst, specializing in developing IT solutions for small business needs. You have been contracted by the CIO to prepare the documentation required for the ITSC as they consider replacing the information systems associated with operations, business administration, and finance. Due to the backlog in the billing and payment processes, the ITSC wants to start by replacing the current customer billing and payment system and processes. However, the ITSC requires assurance that a new billing and payment system and processes can be interfaced with other new IT systems and updated business processes as needed. While there is currently no money in the budget allocated to replacing or upgrading these systems, the executives are committed to moving the company forward and improving PEP’s ability to manage its growing business efficiently and effectively.

Your Activities

After interviewing each member of the ITSC, you have collected the following information regarding the invoice, billing and payment processes and needs:

• Customer billing is handled by the Invoicing Department, which reports to the VP, Business

Administration.

• Customer payments are handled by the Accounts Receivable Department, which reports to the

CFO.

• Customer billing and payments are managed and recorded in an in-house developed Microsoft

Access based solution. The solution was developed by the IT Department and is housed on a server controlled and managed by the IT Department. The solution is updated on request from the Invoicing and Accounts Receivable Departments.

• The Sales Department works with Invoicing to establish new customer accounts and update and close existing accounts as needed.

• The Ordering & Shipping Department sends a monthly report to Invoicing where the products ordered and shipped and their codes are entered into the invoicing module. Pricing is computed based on the product codes and quantities entered.

• Invoicing is responsible for adding, updating, and maintaining the product codes and pricing used by the invoicing database on the 15th of each calendar month. The monthly report containing the updates is provided by the Marketing Department.

• Invoicing generates and mails customer bills on the last business day of each calendar month.

• Customer payments (lump sum) are due by the 10th of each calendar. Customers send the payments to Accounts Receivable. Accounts Receivable is responsible for updating customer account records when the payments are received.

• Invoicing is responsible for identifying accounts that are 30 days, 60 days or more overdue. These reports are sent to Accounts Receivable and Sales. Accounts Receivable handles all collections.

• There is a 2% fee added to all invoices that are 30 days or more overdue.

• Accounts Receivable notifies the Sales Department to assist with customers who are 60 days or more delinquent. Ordering & Shipping is also notified so that no further shipments are made until the outstanding invoice is paid in full. These situations are rare.

• Installation services are offered as a fixed price fee for small businesses (doctor’s offices, individually owned pharmacies, etc.). Larger installations (hospitals, chain pharmacies, pharmaceutical manufacturers, etc.) are billed on a pre-defined hourly rate.

• Volume discounts are not currently offered, but Marketing is planning to offer this discount within the next six (6) months because the low voltage motors are increasingly being ordered in quantities of five (5) or more. The following volume discounts will be offered:

o 5 or more: 2%

o 10 or more: 5%

o 25 or more: 10%

• Electronic invoicing via email is not currently offered, but Marketing and Invoicing plan to offer this feature within the next six (6) months.

• Electronic payment to a lockbox account is not currently offered, but Marketing and Accounts Receiving plan to offer this feature within the next six (6) months.

• The customer account data elements currently include:

o Customer Organization Name

o Customer Street Address

o Customer City

o Customer State

o Customer Zip Code + 4

o Primary Contact First Name

o Primary Contact Last Name

o Primary Contact Phone Number

o Primary Contact Email Address

o Secondary Contact First Name

o Secondary Contact Last Name

o Secondary Contact Phone Number

o Secondary Contact Email Address

o Products Ordered

o Product Ordered Date

o Products Shipped

o Product Ship Date

o Quantity

o Product Pricing

o Calculated Price (Calculated Field)

o Amount Due (Calculated Field)

o Amount Paid

o Date Paid

o Amount 30 Days Overdue (Calculated Field)

o Amount 60 Days Overdue (Calculated Field)

o Amount Greater Than 60 Days Overdue (Calculated Field)

o 2% Overdue Amount (Calculated Field)

• The customer account data elements required for near-term plans include:

o Quantity Discount (Calculated Field)

o Electronic Invoicing (Check Box)

o Electronic Payment (Check Box)

• Paper invoices currently contain the following data elements:

o Unique Serialized Invoice Number (System Generated?)

o Customer Organization Name

o Customer Street Address

o Customer City

o Customer State

o Customer Zip Code + 4

o Products Ordered

o Product Ordered Date

o Products Shipped

o Product Ship Date

o Quantity

o Product Pricing

o Calculated Price (Calculated Field)

o Amount Due (Calculated Field)

o Amount 30 Days Overdue (Calculated Field)

o Amount 60 Days Overdue (Calculated Field)

o Amount Greater Than 60 Days Overdue (Calculated Field)

o 2% Overdue Amount (Calculated Field)

• Paper invoice data points required for near-term plans include:

o Volume Discount (Calculated Field)

o Electronic Invoicing (Yes or No)

o Electronic Payment (Yes or No)

• When electronic invoices are offered, the same current and near-term data elements as shown above will be included.

You have also documented the following additional considerations:

• All customer, invoicing, and payment data must be secured, but accessible to those departments and personnel who have a need to know.

• PEP requires the ability to generate a receipt automatically at the time payments are recorded. The receipt will be sent electronically to the organization’s primary contact email address. The receipt must contain:

o Unique Serialized Invoice Number

o Customer Organization Name

o Customer Street Address

o Customer City

o Customer State

o Customer Zip Code + 4

o Amount Paid

o Date Paid

o Amount Outstanding

• The following company entities need to be able to generate their own reports as needed:

o COO

o CFO

o Director, Accounts Receivable

o Accounts Receivable Managers & Staff

o Director, Accounts Payable

o SVP, Engineering & Manufacturing Operations

o VP, Business Administration

o Invoicing Managers & Staff

o Sales Managers & Staff

o Marketing Managers & Staff

o Ordering & Shipping Managers & Staff

Your Deliverables

Your first task is to develop the Preliminary Investigation Report (PIR), which will examine the problems/opportunities, identify benefits of a new system, and report on various aspects of feasibility of such a project. You will draw upon the background and other information provided above to develop the PIR. If that Report is accepted by the ITSC, you will analyze and organize the requirements you have collected into a Requirements Specification. After receiving approval of the Requirements Specification, you will develop the Systems Design Specification, which will translate the requirements into a logical design of the proposed system. With a further decision to proceed, you will then develop the Final System Report, which will combine your previously developed documents and lay out the way ahead if the project is approved and funded.

 

 

Write an essay on adam and eve at the walters art musuem

Write an essay on adam and eve at the walters art musuem

Write an essay on adam and eve at the walters art musuem

History

Adam and Eve at the Walters Art Musuem, Baltimore MD

1. Write a visual analysis of your object. A visual analysis is a detailed description of an artwork.

a. What is the subject matter?

b. Describe the overall content – what is the scene depicted or story being told?

c. Describe in detail the individual figures depicted – facial features, proportions. What does the artist emphasize?

d. What is the setting? Describe in detail – Is there a landscape? Is it urban or rural? How is space/perspective being used?

e. How do the figures relate to one another?

f. What does the composition convey?

g. How would you describe the colors, surface textures, masses and volumes?

h. What is the medium/material used? What about technique?

i. Is it in relief or in the round? Does it have a base or inscriptions? Is it symmetrical or asymmetrical? From what position was it made to be viewed?

j. Is the work naturalistic, stylized, or abstract?

2. write a contextual analysis of your object (2 pages). For the contextual analysis you will relate the work of art you have chosen to the stylistic period in which it was made.

Use those questions as your guide.

a. The time period in which it was made and how your work of art relates to that period. (What is it about the style that tells you it is part of this stylistic period?)

b. Discuss your object within the context of formal developments.

c. What are the major stylistic developments that characterize the style of your object.

d. What is the intended purpose of the work of art – what function did it serve?

HY 1301 Book Dissection Exercise/Book Review.

HY 1301 Book Dissection Exercise/Book Review.

 

 

HY 1301 Book Dissection Exercise/Book Review.

 

 

INTRODUCTION AND OBJECTIVES

Scientists perform much of their research in laboratories. The library is the historian’s laboratory, and

books are often the tools of our research. Part of succeeding in a history course is learning how

historians work. The single most basic skill for any historian is to know how to read a historical

*monograph* critically and thoroughly. That means knowing the parts of a book, grasping the

arguments of its author, and understanding other historians’ criticisms and analyses of that book. It

also means that historians must be able to explain to others efficiently where they found the

information or interpretations they use in their own work. Since historians are entrusted with the past,

they carry a lot of responsibility for getting it right. They must check their sources for bias, confirm

their information from as many sources as possible, try as hard as they can to be objective in their

own work, and make sure someone else has checked their work before they publish it. This exercise

is designed to help students develop some of those skills. Everyone is an historian to some extent. It’s

important to be a good one.

CHOOSING A BOOK

Choose a book from the Further Readings Section in the Appendix at the end of the textbook. The

original edition of the book you choose must have been published since 1990, and it must be a

monograph. What is a monograph? It is a book written on a specific subject by a single author. It is

not a collection of essays edited by an author, not a memoir by someone who took part in the events,

not a collection of documents (primary sources) edited by an author, and not a general history of

America in any given period. Choose your book carefully, and clear it with the professor before you

start reading it! The book you choose also must have numbered footnotes or endnotes and it must

concern a subject in your American history course, either HY 1301 Before 1877 or HY 1302 After

1877.

Once you have tentatively chosen your book, you must locate one scholarly review of that book

before you begin reading it. Your review must be complete, and it must be at least three paragraphs

in length. Good sources for reviews of books are the American Historical Review, the Journal of

American History, The New York Times Book Review and The New York Review of Books. Many

book reviews are conveniently indexed in “America: History and Life” (available on-line or in paper

form at most college libraries. Ask the librarian at the reference desk.) The reviews in CHOICE come

out first but are too short (150 words) to be useful for this assignment. If you find an abstract that

looks interesting, order the entire book review on interlibrary loan!

DO NOT BEGIN READING A BOOK UNLESS YOU HAVE A REVIEW OF IT IN HAND

AND HAVE CLEARED IT WITH THE PROFESSOR.

The book is not yours until you can show the professor a photocopied review of it. The first person to

show him a review gets the book. Also, DO NOT HOARD BOOKS AND PLEASE, DO NOT

MARK IN LIBRARY BOOKS. There is a special place in hell reserved for people who mark up

library books right beside those who steal them.

THE EXERCISE

The exercise is divided into three parts:

1. Citation and Acknowledgment, 2. Arguments, and 3. Critique.

PART ONE: CITATION AND ACKNOWLEDGMENTS

This portion of the assignment allows you to describe certain physical parts of the book and cite it

properly. Answer the following questions and perform the following:

1.Type out a bibliographical citation (not a footnote or endnote citation) for your book using the

form outlined in Kate Turabian, A Manual for Writers, available in the library or on line at

http://www.eturabian.com/turabian/index.html. The form must be precisely correct.

2. What is the ISBN (International Standard Book Number) of your book? (look at the back cover of

the book or on the title page.)

3. Does it have an index? Is the index slightly or extensively cross-referenced or is it not cross-

referenced at all?

4. Is there a bibliography? Does it include secondary sources (other scholarly books and articles)?

Does it annotate or comment on them?

5. Since your chosen book must have footnotes or endnotes, approximately what percentage of the

sources the author cites in the notes are primary? What percentage are secondary? (Sample 30 notes

taken on random pages ending in the page number xx5.) Did your author consult archives or depend

entirely on printed works in a library?

5. Who read all or part of the book prior to its publication to check it for mistakes? What organization

if any supported the author with money to do the research and/or writing of the book?

PART TWO: ARGUMENTS

This part is the most involved. It requires a thorough reading of the book. It demands that you

comprehend your author’s “arguments.” Historians use that word to mean the author’s interpretation,

the case that is being made about the subject. When historians confront evidence, whether it’s a large

number of printed sources or archival records, they must try to make sense of those sources. The

“sense” they make is their interpretation. The purpose of their monographs is to present their

evidence and “argue” their interpretation of that evidence. Your purpose in this section is to

summarize the arguments of the author of your book and indicate some of the evidence used to

support those interpretations. Write three sentences–and only three–on each chapter of the book.

Begin all of your sentences as follows:

1. For the first sentence on each chapter, begin with the words, “The main subject of this chapter is”

but do not include any words from the chapter title in your description.

2. For the second sentence of each chapter, begin with the words, “The author argues in this chapter

that.”

3. For the third sentence of each chapter, begin with the words, “A specific piece of evidence that the

author uses to support his/her case is.” List only ONE piece of relevant evidence.

After you have written a trio of sentences for each chapter, write one single five-sentence paragraph

at the end of this entire section of your paper summarizing the author’s argument as a whole about the

subject of the book.

ANALYSIS AND CRITIQUE

In this section, you have two things to do. First, analyze the argument from the standpoint of the

course. What did this book teach you that you did not already know about American history? Was the

argument convincing? Was it well-supported? Secondly, analyze the review of the book. Did the

reviewer mostly summarize the book or did he/she evaluate it critically? Did he/she agree with the

author’s interpretation? Why or why not? Did he/she have criticisms? What were they? Do you find

the reviewer’s criticisms, if any, germane to the author’s arguments or peripheral? Do you agree with

the reviewer’s assessment? Why or why not?

All Parts of this project should be attached to an e-mail and sent directly to the instructor.

If you submit your rough draft along with the professional review one week before the due

date, I will review it and make suggestions for improvement so that you will receive full credit

for this assignment if you make the proper changes to your final draft.

You must e-mail a completed copy of this Check Sheet with your signature on the pledge along

with a copy of the professional book review with your Book Dissection Exercise.

Check Sheet: Book Dissection Exercise

____1. I have attached one book review, an older draft of this paper, and a copy of this check sheet.

____2. The right margin of my paper is not straight like the left.

____3. I have proofread and proofread and proofread the final draft to remove every single spelling

error I humanly can.

____4. I have purged my writing of sentence fragments and comma splices.

____5. I have typed this exercise on a computer and have used a computer spell-checker.

____6. I have not committed any of the four mortal sins (I like(d), I do (did) not like, “the people,”

and “etc.”)

____7. I have not marked up my book or mistreated it in any way, keeping it clean for the next

person to use.

I pledge, upon my word of honor and in full cognizance of the possible penalties, including an “F” in

the course and suspension from the university, that this review is my own work written by me and by

no one else, and that I have not resorted to plagiarism, *that I have read the whole book thoroughly

and have written the best paper I can*.

______________ Student Signature

Check Sheet for Choosing a Monograph

_____ 1. Does the book concern a specific subject in American history since 1865?

_____ 2. Is the original publication date (in any language) on or after 1965?

_____ 3. Does it have *numbered* footnotes or endnotes? (A bibliography or bibliographical essay

at the end is nice, but does not count as footnotes or endnotes. Neither do a few asterisked notes.

They must be *numbered*.)

_____ 4. Is it a monograph?

_____ 5. Can you locate a good review of it?

Your book is NOT a monograph if:

1. It is a collection of separate essays by one or more authors.

2. It is a textbook or general history of the US over a period of time.

3. It is a “popular” book for a general audience (most coffee-table and picture books fall into this

category.)

4. It is a primary source: a collection of letters, a memoir by someone who lived at the time, or a set

of documents about a subject.

5. It does not involve research into a specifically defined topic to answer some specifically stated

questions.

leadership dicussion question 1. What are three significant points about power that you find interesting and relevant to leadership from the article by Pfeffer (1981)? (see pages 277-290) 2. Explain the French and Raven’s (1959) Bases of Social Power in your own words. What is another form of social power not mentioned in this article? (see pages 298-306) 3. What are three approaches to the study of power according to March (1966)? (see pages 307-319).

leadership dicussion question 1. What are three significant points about power that you find interesting and relevant to leadership from the article by Pfeffer (1981)? (see pages 277-290) 2. Explain the French and Raven’s (1959) Bases of Social Power in your own words. What is another form of social power not mentioned in this article? (see pages 298-306) 3. What are three approaches to the study of power according to March (1966)? (see pages 307-319).

 

 

leadership dicussion question

 

1. What are three significant points about power that you find interesting and relevant to leadership from the article by Pfeffer (1981)? (see pages 277-290)

2. Explain the French and Raven’s (1959) Bases of Social Power in your own words. What is another form of social power not mentioned in this article? (see pages 298-306)

3. What are three approaches to the study of power according to March (1966)? (see pages 307-319).

4. Discuss the key concepts in The Power and the Players by Mintzberg (1983). (see pages 330-337).

5. How does Kanter (1979) decribe symbols of power? (see pages 320-329).

6. How does Edgar Schein (1993) define Organizational Culture? (see pages 24-25)

7. What do Cook and Yanow (1993) mean by organizational learning? What is a learning organization? (see pages 24-25)

8. According to Trice ande Beyer (1993), what does culture have to do with change in organizations? (see pages 24-25)

9. Review the article on Organizational Culture: Pieces of the Puzzle by Martin (2002), and create a question from an idea that does not make sense to you. (see pages 361-381).

10. Read the introduction to Chapter 8 in the Shafritz text (pages 401-406) and comment on changes through the 1980’s and 1990’s. (see introduction section page 20-26)

11. Choose from article 43 and 44, read and share three key concepts or ideas that you took away from your reading. (see pages 480-495).

Make sure to see all attachments of the PDF files textbook. (note all attachment will be uploaded once the project is assigned to you).

Writing instruction.

Repeat the questions in Bold. Then answer the question using APA writing format.

Qualitative Methods for the Human Sciences

Qualitative Methods for the Human Sciences

 

Qualitative Methods for the Human Sciences

 

(A) Historically, qualitative research has not been a primary method used to inquire within psychology. What is the value of qualitative inquiry in validating knowledge claims in psychology research?

 

(B) In light of the content of this course, (Theories of Inquiry) what additional insights do you have on your proposed dissertation topic?

 

TOPIC: Behavioral Analysis of Immigrants in the United States and their Socioeconomic Contributions

 

How are you currently formulating your research approach using what you know about qualitative, quantitative and mixed-methodologies? Based on your current understanding of research methodologies, what hurdles or barriers are you going to need to address to move your research forward? (Research is not required to support the conclusions.) How will the information on finding a content expert (see “Finding a Content Expert” in topic materials) influence your research plans?

 

Resources:

 

1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline

Read:

Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21331314&site=ehost-live&scope=site

 

2. Pursuing Excellence in Qualitative Inquiry

Read:

Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-006&site=ehost-live&scope=site

 

3. Qualitative Inquiry in the History of Psychology

Read:

Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-002&site=ehost-live&scope=site

 

4. The Promises of Qualitative Inquiry

Read:

Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2015-00137-001&site=ehost-live&scope=site

Theories Of Inquiry: Original 10 Strategic Points Revision

Theories Of Inquiry: Original 10 Strategic Points Revision

 

 

Theories Of Inquiry: Original 10 Strategic Points Revision

 

Original 10 Strategic Points Revision

 

Details:

In the prospectus, proposal and dissertation there are ten key or strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These points, which provide a guide or vision for the research. The ten strategic points emerge from researching literature on a topic, which is based on or aligned with, the defined need in the literature as well as the researcher’s personal passion, future career purpose, and degree area. Previously, you drafted the ten strategic points for a potential dissertation research study based on an identified gap in the literature. In this assignment, you will practice the doctoral dispositions of valuing, accepting, and integrating feedback and reflecting on those inputs as you revise your draft of the ten strategic points created in the preceding assignment.

 

General Requirements:

Use the following information to ensure successful completion of the assignment:

 

Important note: Successful completion of this assignment does not indicate that this topic and the related 10 Strategic Points have been approved for use as your dissertation research study topic.
Locate the draft of the 10 Strategic Points that you created in the preceding assignment and the feedback from your instructor and use them to complete this assignment.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
Directions:

Reflect on the feedback provided by your instructor on the draft of the 10 Strategic Points that you previously completed. Integrate that feedback as well as your own new ideas into a revised draft the 10 Strategic Points for the potential dissertation research study.

The Feedback are attached

 

Resources

1. 10 Strategic Points

Familiarize yourself with this document found in the DC Network under the Research/Dissertation tab. You will be completing this document as you progress in the dissertation process. This document will be expanded to become your dissertation.

https://dc.gcu.edu/

 

1. Insight, Inference, Evidence, and Verification: Creating a Legitimate Discipline

Morse, J. M. (2006). Insight, inference, evidence, and verification: Creating a legitimate discipline. International Journal of Qualitative Methods, 5(1), 1-7.

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=21331314&site=ehost-live&scope=site

 

2. Pursuing Excellence in Qualitative Inquiry

Gergen, K. J. (2014). Pursuing excellence in qualitative inquiry. Qualitative Psychology, 1(1), 49-60. doi:10.1037/qup0000002

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-006&site=ehost-live&scope=site

 

3. Qualitative Inquiry in the History of Psychology

Wertz, F. J. (2014). Qualitative inquiry in the history of psychology. Qualitative Psychology, 1(1), 4-16. doi:10.1037/qup0000007

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2014-07617-002&site=ehost-live&scope=site

 

4. The Promises of Qualitative Inquiry

Gergen, K. J., Josselson, R., & Freeman, M. (2015). The promises of qualitative inquiry. American Psychologist, 70(1), 1-9. doi:10.1037/a0038597

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=pdh&AN=2015-00137-001&site=ehost-live&scope=site

My love for you

My love for you

 

 

My love for you

Order instructions:
Please read (Page 840) on the book of (The Norton Introduction to Literature Kelly J. Mays) on a attach file I have provided for you, read the following question and respond. respond with your own personal opinion of what Patricia Cantu actually said about the question. I prefer you agree with what she said about the question. please make sure its only 200 to 240 words and its a personal respond paper.

Sunstein, “Is the Internet really a blessing for democracy?”/https://www.ted.com/talks/david_puttnam_what_happens_when_the_media_s_priority_is_profit (链接到外部网站。)链接到外部网站。.Putnam, “Does the Media Have a Duty of Care”/http://bostonreview.net/cass-sunstein-internet-democracy-daily-we

Sunstein, “Is the Internet really a blessing for democracy?”/https://www.ted.com/talks/david_puttnam_what_happens_when_the_media_s_priority_is_profit (链接到外部网站。)链接到外部网站。.Putnam, “Does the Media Have a Duty of Care”/http://bostonreview.net/cass-sunstein-internet-democracy-daily-we

 

 

Sunstein, “Is the Internet really a blessing for democracy?”/https://www.ted.com/talks/david_puttnam_what_happens_when_the_media_s_priority_is_profit (链接到外部网站。)链接到外部网站。.Putnam, “Does the Media Have a Duty of Care”/http://bostonreview.net/cass-sunstein-internet-democracy-daily-we

 

Readings

Sunstein, “Is the Internet really a blessing for democracy?”
https://www.ted.com/talks/david_puttnam_what_happens_when_the_media_s_priority_is_profit (链接到外部网站。)链接到外部网站。

.Putnam, “Does the Media Have a Duty of Care”

http://bostonreview.net/cass-sunstein-internet-democracy-daily-we

Directions-Please answer one of the below questions.

What is Sunstein’s argument about the role of the internet with respect to improving democracy? Given that this essay was written and published in 2001, do you think the position taken by the author is still relevant? What changes would you make to improve the internet so as to eliminate some of its flaws that we often hear about in the news?
In his Ted Talk, David Putnam asks a big question about the media: Does it have a moral imperative to create informed citizens, to support democracy? What role do you feel the media should serve in our culture? Do you think the media is ethical in how they present the news?
at least 500 words