describe something—object, person, place, experience, emotion, situation, etc. create a written account of a particular experience. If you are describing something, you need to be appealing to the senses of the reader. Explain how the thing smelled, felt, sounded, tasted, or looked. Embellish the moment with senses.
If you can describe emotions or feelings related to your topic, you will connect with the reader on a deeper level. Many have felt crushing loss in their lives, or ecstatic joy, or mild complacency. Tap into this emotional reservoir in order to achieve your full descriptive potential.

In an effort to give you some hands-on experience with both interviewing and analyzing interview data, you are required to conduct two (2) interviews lasting a minimum of 5 minutes each. If your interviews last longer than 10 minutes, you must only transcribe the first 10 minutes of each interview.

You must interview individuals who are knowledgeable on the research topic of doctoral persistence (either as experts or those who have had success in this area) and use the revised interview questions.After the interviews, you will need to transcribe the interview content verbatim in a Word or Excel document. Next, use the interview transcripts to code and derive themes according to the instructions : Qualitative Data Analysis. Use the template format provided in the attachment.

a. Five Interview Questions
1. How would you describe your experience while studying your doctoral program?
2. What challenges and barriers did you experience while studying the doctoral program?
3. What did you learn from the challenges and barriers that you experienced during the doctoral course?
4. How does understanding these factors improve a student`s chance of completing the doctoral program?
5. If you are given the chance, what would be your advice to a prospective doctoral student in DBA? Why?

1- Propose a research question related to your potential research project that would require a qualitative research approach. Select the best qualitative method that could answer the research question proposed? What are the strengths and weaknesses of that method?

2-Identify a practice issue that would benefit from utilizing a mixed methods approach. Discuss how the quantitative and qualitative data would complement one another and add strength to the study. Discuss the challenges that you might encounter in using a mixed methods approach. Support your discussion using current mixed methods research articles.

Stage 3: Requirements

Before you begin work on this assignment, be sure you have read the Case Study and reviewed the feedback received on your Stage 2 assignment.
Overview

As the business analyst in the CIO’s department of Chesapeake IT Consulting (CIC), your next task in developing your Business Analysis and System Recommendation (BA&SR) Report is to develop a set of requirements for the hiring system.

Assignment – BA&SR Section III – Requirements

The first step is to incorporate the feedback you received on your Stage 2 assignment, making any needed corrections or adjustments. (If you have not incorporated the feedback from your Stage 1 assignment, you should do so prior to submitting Stage 3.) Part of the grading criteria for Stage 4 submission includes addressing previous feedback to improve the final report. For this assignment, you will add Section III of the Business Analysis and System Recommendation (BA&SR) Report by identifying requirements for the new hiring system. This analysis leads into Section IV – System Recommendation of the BA&SR (Stage 4 assignment) that will analyze a proposed IT solution to ensure it meets CIC’s organizational strategy and fulfill its operational needs.

Using the case study, assignment instructions, Course Content readings, and external resources, develop your Section III: Requirements. The case study tells you that the executives and employees at Chesapeake IT Consultants (CIC) have identified a need for an effective and efficient hiring system. As you review the case study, use the assignment instructions to take notes to assist in your analysis. In particular, look for information in the interviews to provide stakeholder interests and needs.

Use the outline format, headings and tables provided and follow all formatting instructions below.
III. Requirements
A. Stakeholder Interests – Review the interest or objectives for the new hiring system for each stakeholder listed below based on his or her organizational role and case study information. Consider how the technology will improve how his/her job is done; that is, identify what each of the stakeholders needs the system to do. Then to complete the table below, use information from the stakeholder interviews and describe what the most significant challenges or problems related to the hiring process (not their future expectations). Then explain how a system could address their problems. Do not define what that position does in the organization. (Provide an introductory sentence for this section, copy the table below and complete the two columns with 1-2 complete sentences for each role in each column.)

Role Specific problems related to the hiring process How a technology solution to support the hiring process could address the challenge
i. CEO
ii. CFO
iii. CIO
iv. Director of Human Resources
v. Manager of Recruiting
vi. Recruiters
vii. Administrative Assistant
viii. Hiring Manager (Functional supervisor the new employee would be working for.)

B. Defining Requirements – The next step is to identify the essential requirements for the information system. In addition to the stakeholder interests identified above, review the Case Study, especially the interviews, highlighting any statements that tell what the person expects the system to do. Functional requirements express specifically what the user needs the system to do. This can be in terms of tasks the users need to perform, data they need to input, what the system might do with that data input, and output required. Non-Functional requirements express how the system will perform in several performance areas and security. As a member of the CIO’s organization, you will use your professional knowledge to Identify 5 Functional Requirements (including one specifically related to reporting) and 5 Non-Functional Requirements (including 2 security-related requirements). Refer to Week 6 content on requirements; security requirements are covered in Chapter 6 of the textbook. Additional research can expand your knowledge of these areas.

Once you have identified the 10 requirements, evaluate each one using the criteria below and create 10 well-written requirements for the new hiring system.

The requirement statement:
• Is a complete sentence, with a subject (system) and predicate (intended result, action or condition).
• Identifies only one requirement; does not include the words “and,” “also,” “with,” and “or.”
• For Functional Requirements, states what tasks the system will support or perform
• For Non-Functional Requirements, states how the system will perform.
• Includes a measure or metric that can be used to determine whether the requirement is met (time or quantity), where appropriate
• Is stated in positive terms and uses “shall” (not “may” or “should”); “the system shall xxxx” not “the system shall not xxx”.
• Avoids the use of terms that cannot be defined and measured, such as “approximately,” “robust,” “user friendly,” etc.
• Is achievable; avoids terms such as “100% uptime,” or “no failures”.

For a full requirement specification, there will be many requirements statements; you only need to provide the number of requirements identified for each category. Do not provide generic statements but relate to the needs of CIC to improve its hiring process.

(Provide an introductory sentence, copy the table, and complete the Requirements Statement and Stakeholder columns. No additional information should be entered into the first column, Requirement ID.)

Requirement ID
Requirement Statement Stakeholder
(Position and Name from Case Study that identified this requirement)
Functional Requirements
Example The system shall store all information from the candidate’s application/resume in a central applicant database. Recruiter – Paul O’Brien
1.
2.
3.
4.
5. (Reporting)
Non-Functional Requirements
Example The system shall be implemented as a Software as a Service solution. CIO – Fadil Abadi
1.
2.
3.
4. (Security)
5. (Security)

Formatting Your Assignment
Consider your audience – you are writing in the role of a CIC business analyst and your audience is CIC and your boss, the CIO. Don’t discuss CIC as if the reader has no knowledge of the organization. Use third person consistently throughout the report. In third person, the writer avoids the pronouns I, we, my, and ours. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for effective business writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed.

• In Stage 3, you are preparing the third part of a 4-stage report. Use the structure, headings, and outline format provided here for your report.
• Begin with Sections I and II, revised according to any feedback received, and add to it Section III.
• Write a short concise paper: Use the recommendations provided in each area for length of response. It’s important to value quality over quantity. Section III should not exceed 4 pages.
• Content areas should be double spaced; table entries should be single-spaced.
• To copy a table: Move your cursor to the table, then click on the small box that appears at the upper left corner of the table to highlight the table; right click and COPY the table; put the cursor in your paper where you want the table and right click and PASTE the table.
• Ensure that each of the tables is preceded by an introductory sentence that explains what is contained in the table, so the reader understands why the table has been included.
• Continue to use the title page created in Stage 1 that includes: The company name, title of report, your name, Course and Section Number, and date of this submission.
• Use at least two resources with APA formatted citation and reference for this Stage 3 assignment. Use at least one external reference and one from the course content. Course content should be from the class reading content, not the assignment instructions or case study itself.
• Add the references required for this assignment to the Reference Page. Additional research in the next stage will be added to this as you build the report. The final document should contain all references from all stages appropriately formatted and alphabetized.
• Running headers are not required for this report.
• Compare your work to the Grading Rubric below to be sure you have met content and quality criteria.
• Submit your paper as a Word document, or a document that can be read in Word. Keep tables in Word format – do not paste in graphics.
• Your submission should include your last name first in the filename: Lastname_firstname_Stage_3
GRADING RUBRIC:

can you please pick a research paper that talks about nutrition and it requires that you pick a paper which reports an empirical study- the paper includes introduction method, results and conclusion- not a position paper or a review paper.
please provide references in text and avoid writing in first person

Overall aims of the introduction:

1. Introduces the context of the research
2. Identifies a gap in the existing relevant literature – a question that needs answering or a problem that warrants investigation
3. Describes the importance of resolving the ‘knowledge gap’
4. Justifies the research being reported and, broadly, the methods that were used
_____________________________________________

Typically, gaps in the literature arise as a result of :
• Disagreement between a theory and empirical findings
• Disagreement between two theories, models, schools of thoughts, or authors
Lack of empirical research on a topic
A well written introduction should allow the reader to answer the following questions:

• What is known about the research problem and on what evidence this knowledge is based
• What is not known/ has yet to be answered – The knowledge gap
• Why is this not known – i.e. overlooked, contemporary issue
• Why it’s important to examine the question – “so what” factor
• Hypothesis/predictions of the research

Other factors include:
Explanation of the key terms associated with the research subject

By addressing these questions in the introduction, the author(s) provide the rationale for the research that they are reporting and the approach that was taken. Having read an Introduction that has been written with these questions in mind, the reader should be persuaded that the research was needed and that the way it was undertaken was the appropriate one.

For this part, you will write a property receipt and maintain the chain of custody. Based on the information given in the scenario below, use this Property Receipt form and fill in the fields with details of the scene and collected evidence, and maintain the chain of custody.

On Monday, July 29, 2013, at approximately 15:40, CSI Smith responded to a business burglary of Burger King at 2354 Kings Highway in Santa Carolina, NY. The case number was 13-94834. The victim was listed as Burger King Corporation, 2354 Kings Highway, Santa Carolina. Detective Jones was assigned as the criminal investigator.

Crime scene description:

Unknown perpetrators broke the glass in the front door and gained entry to the restaurant. The offender had pried open the cash register and removed US $ 200.00 in cash. Blood drops were found on the tiled floor next to the front door. CSI Smith collected the following items as evidence:
•One piece of glass found on the ground next to the front door at marker 1. The glass was packaged in a cardboard box.
•One blood sample from the drop of blood on the ground next to the front door at marker 2.

The blood sample was packaged in a paper bag.

CSI Smith cleared from the scene at 17:40 and transported the evidence to the Headquarters. Subsequently, the evidence was turned over to the evidence custodian.

Several institutions, including the craft store Hobby Lobby and Wheaton College in suburban Chicago, have opted to decline birth control coverage to their employees or students because birth control use violates the religious principles of the governing organization. In the case of Wheaton College, the college has decided to end all student health care coverage in order to avoid violating the regulations of the Affordable Care Act. (See article below.)

In your opinion, are these institutions behaving ethically? (There is no RIGHT answer! You will graded on the strength of your thinking and writing, not on the position you take.)

Write a persuasive essay of at least 800 words that outlines your opinion on the ethics of this controversy. Use at least 2 resources to support your positions.

Wheaton College ends coverage amid fight against birth control mandate

July 28, 2015

Wheaton College is ending health care coverage for more than 700 undergraduate and graduate students, about a quarter of the student body, to avoid complying with the Affordable Care Act’s contraceptive rules.

(Antonio Perez, Chicago Tribune)

By Manya Brachear Pashman Chicago Tribune contact the reporter

No more health insurance, Wheaton tells students

Taking a firm stand against Obamacare’s controversial contraception mandate, Wheaton College on Friday will stop providing any health insurance for students.

The decision, announced to students July 10, will halt health care coverage for about a quarter of the college’s 3,000 undergraduate and graduate students, forcing them to shop for other plans just weeks before their coverage ends.

One of the most hotly debated elements of the Affordable Care Act has been the requirement for insurance plans to include base coverage for birth control. Wheaton College was among dozens of Christian nonprofits, as well as businesses such as Hobby Lobby, that argued the mandate was an assault on religious freedom. The college appears to be one of the first to move its protracted legal battle from the courtroom to campus.

Wheaton College in suburban Chicago says it will stop offering health insurance plans to students to avoid providing birth control coverage mandated by the Affordable Care Act. (WGN-TV)

During an information session for students last week that was streamed live online, Paul Chelsen, Wheaton’s vice president of student development, said he regretted the last-minute decision and the hardship it brings.

“What has brought us here is about student health insurance, but it’s bigger than student health insurance,” Chelsen said, according to a recording of the session obtained by the Tribune. “What really breaks my heart is that there are real people that are affected by our decision. But if we don’t win this case, the implications down the road in terms of what the government will tell us what we can and cannot do will be potentially more significant.”

“I acknowledge that students have been hurt by this decision and I regret that,” he added.

Officials at the west suburban evangelical school said a compromise provision that would require them to notify the government of their religious objections would prompt the school’s insurance carrier to provide the coverage directly to students. Pulling the trigger on that action, and providing the health care plan in the first place, would force Wheaton to violate its religious beliefs, officials said.

“When you order somebody to provide something for the beneficiaries of my plan, you are using my plan,” said Mark Rienzi, a lawyer for the Becket Fund for Religious Liberty, a Washington-based law firm representing Wheaton. “For the government to do that is to effectively change the terms of the plan.”

Rienzi said it was not enough that the carrier would provide the emergency contraception and that it would be made clear that Wheaton did not condone the services.

“That’s moral analysis, and Wheaton College doesn’t feel that way,” he said. “It’s very reasonable not to feel that way. The government insists it’s not creating new insurance policies. It’s riding on existing insurance policies.”

While the Roman Catholic Church objects to all forms of contraception, many Protestant institutions do not mind covering several forms of birth control, including pills and sterilization procedures.

But methods such as intrauterine devices and FDA-approved morning-after pills that prevent a fertilized egg from attaching to the uterus would violate Wheaton’s religious principles because some evangelical Christians equate those processes to abortion.

Some religious groups and schools have accepted the government’s compromise plan. Wheaton filed a federal lawsuit in 2012. Since then, it has postponed complying with the order, most recently with a temporary stay granted by the U.S. Supreme Court.

Chelsen said the college was on the verge of canceling insurance last year before the high court’s ruling July 3, 2014.

The injunction came the day after justices ruled in Hobby Lobby’s favor that a family-owned corporation could not be forced to offer contraception coverage for its employees.

When the 7th U.S. Circuit Court of Appeals denied Wheaton’s request earlier this month for a preliminary injunction while its lawsuit is pending, it hastened the college’s decision to drop the students’ health care coverage.

“When Wheaton College tells us that it is being ‘forced’ to allow ‘use’ of its health plans to cover emergency contraceptives, it is wrong,” Judge Richard Posner wrote in the opinion. Posner wrote that he didn’t see any reason why Wheaton couldn’t abide by the compromise plan while the case moved through the court system. “This is hardly a burdensome requirement,” Posner wrote.

In the presentation to students, Chelsen explained that the college must be consistent and that the students’ hardship serves a greater purpose.

“We are attempting to protect the larger lawsuit the college has against the Department of Health and Human Services,” Chelsen said. “The reason protecting that case is so important is because basically what has happened is the government is telling us we have to offer something that we find morally objectionable.”

Student health insurance is a relatively recent addition to Wheaton’s enrollment package.

Even though the federal government does not require higher education institutions to provide health insurance, Wheaton added a requirement in 2010 that students enroll or provide proof of comparable insurance every year. Before 2010, students enrolled only in accidental or illness coverage that could protect them in emergencies. Most college students are covered under their parents’ health plans.

The minimum annual cost for last year’s package was $2,700; this year’s plan would have been similar. But the college already had notified students that it would no longer cover spouses and dependents.

Chelsen said some families believed the burden of proof was a headache.

“Some of our families are actually saying, ‘Thank you’ because they did not like the current system we had in place,” Chelsen said.

But some students and alumni object to the college’s decision.

Rising senior Chris Prescher, 22, said he is unaffected by the change. He understands the moral objection, but disagrees with the college’s action. “I fear the administration is putting petty politics above caring for students.”

The Rev. Katherine Kallis, 74, who graduated in 1962, also disagrees. “I just feel it is a very sad thing. Nobody is forcing anybody to go against their religious convictions. … Wheaton is really overstepping its bounds.”

Meanwhile, the college is trying to ease the burden for those who took advantage of the student insurance, especially international students. Chelsen said the college will set aside money to help students who might struggle to pay for an increase in the cost of insurance. A page on the Wheaton College website walks students through the process of finding a private health insurance plan or one on the federal public health insurance exchange, HealthCare.gov.

Chelsen said the insurance decision doesn’t affect access to the campus health clinic.

He said the college is investigating the possibility of a self-insured plan in the future.

“I understand this is a tumultuous, unexpected decision, but we’re hoping it’s not long term,” Chelsen told students last week. “I can’t make any promises. I don’t want to raise expectations for something we can’t provide. But we’re going to give it our best shot.”

Complete and submit paper comparing and contrasting management theories presented in the management/leadership book you presented and classical management/leadership theories discussed in this course. If desired, apply methods discussed in this paper to the organization you discussed in Week 1. The paper must be at least 1,500 words and in APA format.

Part 1:
• Find a working professional in the chosen field (Community Nursing/Home Care Nursing) to “shadow” and interview
o Schedule a date and time to meet with your chosen health professional.
o Spend as much time as possible seeing what the professional does on a day to day basis. It is recommended that a few hours be spent with the professional interviewing and seeing the place of work as well as any routine business.
o Dress professionally when visiting and be thankful to the professional for the time spent.
o Use the questions below as a guide for interviewing your chosen health professional.
Part 2:
• After shadowing/interviewing your professional, design a 10–12 slide PowerPoint presentation documenting your experience and knowledge gained through this investigation.
• PowerPoint slide content should follow the interview questions below in order.
o Creativity in design and appropriate use of pictures is encouraged.
o Any sources used should be referenced on the last slide using current APA format.
o PowerPoint slides should be in outline form. Any necessary dialogue should be included in the notes section below the slide.

1. Name of the career/profession and what is required to practice this profession in the USA. (1 slide)
2. Who was the person with whom you shadowed/interviewed and on what day did you observe them? (1 slide)
3. Where did they go to school or what training did they have? What are their degrees, certifications, etc? (1 slide)
4. Does this person have to complete continuing education? If so, what types of education must they receive, how many hours, etc.? (1 slide)
5. What were some of the daily functions of that person? What time of the day did they begin and end? Did this person interact with patients/clients—if so, on what level? Describe what took place while you were observing. (1–3 slides)
6. How does the person you observed describe a normal day? Stress level, time management issues, daily work load, etc. (1–2 slides)
7. What quality or characteristic does the person you interviewed think is necessary for someone working in that profession? (1 slide)
8. What characteristics do you think are a MUST for someone wishing to enter this profession? (1 slide)
9. What are 2 positives and 2 potential negatives about this profession? (1 slide)
10. Provide an Internet resource to the class where they can learn more about this profession. (1 slide)
Your reference list will be the last slide in your presentation.

opic 1, Implementation of Gender Response Pedagogy For Global Best Practice. Then the sub-theme is, Educational Administration and Special Needs.

The paper should be centered around Nigeria