SUBJECT: InfoTech in a Global Economy
Executive Program Practical Connection Assignment
it is a priority that students are provided with strong educational programs and courses that allow them to be servant-leaders in their disciplines and communities, linking research with practice and knowledge with ethical decision-making. This assignment is a written assignment where students will demonstrate how this course research has connected and put into practice within their own career.
Assignment: Provide a reflection of at least 500 words (or 2 pages double spaced) of how the knowledge, skills, or theories of this course have been applied, or could be applied, in a practical manner to your current work environment. If you are not currently working, share times when you have or could observe these theories and knowledge could be applied to an employment opportunity in your field of study.
Topics that are covered as part of this subject are below. Please refer all previous assignments that you provided and make one final practical connection document by covering below topics.
· Global Technology
· Blockchain
· Government
· Global Networking
· Global Wireless
· Big Data
Requirements:
Provide a 500 word (or 2 pages double spaced) minimum reflection.
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
Share a personal connection that identifies specific knowledge and theories from this course.
Demonstrate a connection to your current work environment. If you are not employed, demonstrate a connection to your desired work environment.
You should NOT, provide an overview of the assignments assigned in the course. The assignment asks that you reflect how the knowledge and skills obtained through meeting course objectives were applied or could be applied in the workplace
1. Dependent locations” is not readily clear what you mean—U.S. territories? Use that Google or email the writing center tutors/editors with quick questions
2. In the residencies the writing center lists several terms that should not be used and one is words that end in “ly” Change “additionally” to “In addition” Don’t use Also at the beginning of sentence, and minimize use of it in the middle of sententences. No contractions “can’t” to “cannot”
3. That same sentence has “that’s” refering to groups of AA women so the contraction is for singular noun
4. You have several instances where there is no space before a citation in parentheses, example “HIV/AIDS(“HIV” and African Americans, “2020 – Actually the ending parenthesis is missing and the period after 2020.
5. There are several sentences that are long separated by punctuation, commas and semi-colons, but they have “sentence construction” Please run your document through Grammarly.com making sure that “Track changes” are turned off
6. The title does not align with a qualitative design and the Purpose section
7. In the Background all the studies you are citing are older than 5 years, so you have not done the correct literature search. Make appointment with the Walden librarian. In addition, the instructions for the Background state to write what information about these studies will help you to develop your study. Arya and Paxton have nothing to do with your topic; the second one does but is from 2007. Quickstats seems to be an Internet set of facts and the CDC has them but not only are they from 2009, since it is not a peer-reviewed publication it is also not appropriate for the Background. If you were citing the original author of the theory then you would have to cite the original publication journal/book and an older year would be OK and we refer to these sources as “seminal”
8. Citations in-text and References. (Laurencin CT , et al., 2018). In APA 6 we had to cite all the authors if there were 5 or less so I think you need to cite more here but go by the APA 7 edition.
9. There is a website where you can get the APA 7 or any other style by inputting what they ask for which are all the parts of the journal articles. This way you will be sure that it is in the correct format for the References section.
10. https://ctmirror.org/2018/07/23/despite-progress-hiv-racial-divide-persists/ This is an advocacy link but comments on the Laurencin article and the real lives of African Americans with HIV. I want to make the point that just because only peer-reviewed journals are allowed for literature review, students need to read all they can about their population and the real lived problem and as background to understand what happened in the last 10-20 years that led to the magnitude of the problem now.
11. Finally, the last point for now, is that you repeat the same information in several sections. The information has a dedicated place in each section so this means that either you do not have enough material or the correct material to write about. Going over the Instructions and the Prospectus Checklist will help a lot. I suggest that you work on one section at a time.
This was supposed to be just a browse and file in the order received, but I realized that I could not provide the review on a document that does not have recent peer-reviewed publications, and the sections need to align across the document.
The Prospectus Checklist needs to be a twin with the Prospectus Capstone document so please return after you revise.
Title Page The recommended title length is 12 words or fewer to include the topic, the variables and relationship between them, and the critical keywords. Double-space the title if over one line of type and center it under the word “Prospectus.” Please note that your dissertation title will likely change as the project evolves. Include your name, your program of study (and specialization, if applicable), and Student ID number—double-spaced and centered under the title.
Title
Start with “Prospectus” and a colon, and then include the title as it appears on the title page. Double-space if over one line of type and center it at the top of the page.
Problem Statement
Provide a one- to two-paragraph statement that is the result of a review of research findings and current practice and that contains the following information:
1. A logical argument for the need to address an identified gap in the research literature that has current relevance to the discipline and area of practice. Keep in mind that a gap in the research is not, in and of itself, a reason to conduct research. Make sure to clarify the problem that led you to the gap. The situation being experienced in a societal population or discipline is described within the problem statement.
2. Preliminary evidence that provides justification that this problem is meaningful to the discipline or professional field. Provide three to five key citations that support the relevance and currency of the problem. These references need not all be from peer reviewed journals but should be from reputable sources, such as national agency
3. Assure that the problem is framed within and primarily focused on the discipline (program of study).
Note: A social problem involves an issue that affects a specific population/discipline. It is the issue that students see “on the ground” so to speak. The social problem is often what prompts students to think about a topic of interest drives their dissertation topic. Usually such a topic is one that students identify with, sometimes having personally experienced some aspect of the problem as it exists in the world. All too often, students want to solve a specific social, organizational, clinical, or practical problem rather than explore a research problem. A research problem is a focused topic of concern, a condition to be improved upon, or troubling question that is supported in scholarly literature or theory that you study to understand in more detail, and that can lead to recommendations for resolutions. It is the research problem that drives the rest of the dissertation: the purpose, the research questions, and the methodology. It is the research problem that is identified in the Problem Statement of the prospectus. Dissertation Prospectus Guide Page 5 databases or scholarly books, and should ideally be from the past 5 years.
Purpose
Present a concise, one-paragraph statement on the overall purpose or intention of the study, which serves as the connection between the problem being addressed and the focus of the study. • In quantitative studies, state what needs be studied by describing two or more factors (variables) and a conjectured relationship among them related to the identified gap or problem. • In qualitative studies, describe the need for increased understanding about the issue to be studied, based on the identified gap or problem. • In mixed-methods studies, with both quantitative and qualitative aspects, clarify how the two approaches will be used together to inform the study. Significance
Provide one or two paragraphs, informed by the topic in the problem statement, that describe the following:
1. How this study will contribute to filling the gap identified in the problem statement: What original contribution will this study make?
2. How this research will support professional practice or allow practical application: Answer the So what? question.
3. How the claim aligns with the problem statement to reflect the potential relevance ofthis study to society: How might the potential findings lead to positive social change?
Background
Provide (a) the keywords or phrases that you searched and the databases used; and (b) a representative list of scholarship and findings, or an annotated bibliography, that support and clarify the main assertions in the problem statement, highlighting their relationship to the topic, for example, “this variable was studied with a similar sample by Smith (2013) and Johnson (2014)” or “Jones’s (2012) examination of industry leaders showed similar trends in the same key segments.” Some of these resources may have already been mentioned in the first sections of the prospectus and can be included here, also. Provide 5 to 10 peer-reviewed articles most of which should have been published within the last 5 years and/or represent current information on topic.
Framework (Conceptual or Theoretical)
In one paragraph, describe the framework that demonstrates an understanding of the theories and concepts relevant to your topic. Align the framework with the problem, purpose, research questions, and background of your study. This theoretical or conceptual framework is Dissertation Prospectus Guide Page 6 the basis for understanding, designing, and analyzing ways to investigate your research problem (data collection and analysis). Provide the original scholarly literature on the theory or concepts even if it is more than 5 years old. Please do not cite secondary sources.
Research Question(s) and Hypotheses (if applicable)
List the question or a series of related questions that are informed by the study purpose, which will lead to the development of what needs to be done in this study and how it will be accomplished. A research question informs the research design by providing a foundation for • generation of hypotheses in quantitative studies, • questions necessary to build the design structure for qualitative studies, and • a process by which different methods will work together in mixed-methods studies.
Nature of the Study
Provide a concise paragraph that (a) presents the approach that will be used to address the research question(s) and (b) discusses how this approach aligns with the problem statement. The examples of study design are as follows:
• Quantitative—for experimental, quasi experimental, or nonexperimental designs; treatment-control; repeated measures; causal-comparative; single-subject; predictive studies; or other quantitative approaches
• Qualitative—for ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions • Mixed methods, primarily quantitative—for sequential, concurrent, or transformative studies, with the main focus on quantitative methods
• Mixed methods, primarily qualitative—for sequential, concurrent, or transformative studies, with the main focus on qualitative methods
• Other—for another design, to be specified with a justification provided for its use
Possible Types and Sources of Data
Secondary data include public or existing data that are collected by others. Primary data are collected by the researcher. Provide a list of possible types and sources of data that could be used to address the proposed research question(s), such as test scores from college students, employee surveys, observations of a phenomenon, interviews with practitioners, historical documents from state records, de-identified medical records, or information from a federal database. For secondary, or preexisting data, identify the data source, how the data will be accessed, and the data points that will be used to address the research questions. For primary data, explain the data points, how the data will be obtained, and potential participants who will be accessed to address the research questions. Possible secondary data sources, by program, are available on the Center for Research Quality website. Sources of information that support and clarify the problem belong in the Background section. If you are thinking about collecting data on a sensitive.
Limitations, Challenges, and/or Barriers
Provide information on limitations, challenges, and/or barriers that may need to be addressed when conducting this study. These may include access to participants, access to data, separation of roles (researcher versus employee), instrumentation fees, etc.
On a new page, list your references formatted in the correct style (sixth edition of the Publication Manual of the American Psychological Association, modeled at the end of this guide) for all citations within the Dissertation Prospectus.
4
Prospectus
Title
Student Name
Name of program – Name of specialization
A00000000
Prospectus: Title
Problem Statement
Insert the text of your problem statement here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Purpose
Insert the text of your purpose statement here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Significance
Insert the text of the purpose and significance of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Background
Insert the text of the background of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Framework (Conceptual or Theoretical)
Insert the text of the framework of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Research Question(s) and Hypotheses (if applicable)
Insert your research questions and hypotheses (if applicable) here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Nature of the Study
Insert the text of the nature of your study here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Possible Types and Sources of Data
Insert the text of possible types and sources of data here. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
Limitations, Challenges, and/or Barriers
Insert the text of information on limitations, challenges, and/or barriers that may need to be addressed when conducting this study. Follow the guidance in the Annotated Outline and the sample prospectus in the Dissertation Prospectus Guide for more on writing this section.
References
Insert your reference list here. Refer to the sample in the Dissertation Prospectus guide for an example of this section.
Walden University Writing Center 1
APA 6 and 7 Comparison Tables of Changes
These comparison tables offer highlights of some changes between APA 6 and APA 7. Note that
these are not comprehensive tables of all changes between the two editions.
Citations
Topic APA 6 (location and old guideline) APA 7 (location and new guideline)
In-text citation
format for
three or more
authors
Table 6.1: In in-text citations of
sources with three to five authors,
list all authors the first time, then
use et al. after that; for sources with
six or more authors, use et al. for all
citations.
8.17 (Table 8.1): In in-text citations,
use et al. for all citations for sources
with three or more authors.
Direct
quotations
from
audiovisual
works
No guidance in the manual itself
(only on the APA Style Blog).
8.28: To quote directly from an
audiovisual work, include a time
stamp marking the beginning of the
quoted material in place of a page
number.
Dates listed in
secondary
source
citations
6.17: Secondary source does not
include the date of the original
source.
8.6: Secondary source citation
includes the date of the original
source.
References
Topic APA 6 (location and old
guideline)
APA 7 (location and new
guideline)
Number of author names listed
in a reference
6.27: Provide surnames and
initials for up to seven
authors in a reference entry.
If there are eight or more
authors, use three spaced
ellipsis points after the sixth
author, followed by the final
9.8: Provide surnames and
initials for up to 20 authors in
a reference entry. If there are
21 or more authors, use the
ellipsis after the 19th,
followed by the final author
name (no ampersand).
Walden University Writing Center 2
author name (no
ampersand).
Reference format when
publisher and author are the
same
7.02: When a work’s
publisher and author are the
same, use the word “Author”
as the name of the publisher
in its reference entry.
9.24: When a work’s
publisher and author are the
same, omit the publisher in
its reference entry.
Issue numbers for journal
articles in references
6.30; see also 7.01: Include
issue number when journal
is paginated separately by
issue.
9.25: Include issue number
for all periodicals that have
issue numbers.
Publisher location 6.30: Provide publisher
location (city, state, etc.)
before publisher name.
9.29: Do not include
publisher location (city, state,
etc.) after publisher name in a
reference.
Reference for online work
with no DOI
6.32: If an online work has
no DOI, provide the home
page URL of the journal or
of the book/report publisher.
9.34: If an online work (e.g.,
a journal article) has no DOI
and was found through an
academic research database,
generally, no URL is needed.
The reference will look just
like the print version.
Hyperlinks in DOI and URL
formatting
6.32: DOI begins with either
"doi:" or with
"https://doi.org/" in
references. The
recommendation that URLs
should be in plain black text,
not underlined, follows
examples from APA 6 and
the APA Style Blog.
9.35: Both DOIs and URLs
should be presented as
hyperlinks (beginning with
"http://" or "https://").
Standardize DOIs as starting
with "https://doi.org/". In
documents to be read online,
use live links.
Blue/underlined or plain
black text, not underlined, are
both acceptable.
URL retrieval information in
references
7.01: URLs include a
retrieval phrase (e.g.,
"Retrieved from").
9.35: The words "Retrieved
from" or "Accessed from" are
no longer necessary before a
URL. The only time the word
"Retrieved" (and not
Walden University Writing Center 3
"Retrieved from") is needed
is in those rare cases where a
retrieval date is necessary
(see p. 290, 9.16).
Website name in references for
online media
Chapter 7: List the URL but
not the website name in the
publication information.
10.15-10.16: Include the
name of the website in plain
text, followed by a period,
before the URL.
Avoiding Bias
Topic APA 6 (location and old guideline) APA 7 (location and new guideline)
Singular
usage of
"they"
3.12: No mention of singular human
pronouns other than traditional,
binary "he" and "she" and their
related forms.
4.18: Use singular "they" and related
forms (them, their, etc.) when (a)
referring to a person who uses "they"
as their preferred pronoun (b) when
gender is unknown or irrelevant.
Disability 3.15: Use person-first language. 5.4: Both person-first and identity-
first language "are fine choices
overall" (p. 137). Okay to use either
one until you know group preference.
Gender and
noun/pronoun
usage
n/a: No guidance. 5.5: Use individuals' preferred names
and pronouns even if they differ from
official documents, keeping in mind
concerns about confidentiality.
Race and
ethnicity--
Latin@
n/a: No guidance. 5.7: "Latin@" for Latino and Latina
can be used to avoid "Latino," which
is gendered.
Race and
ethnicity--
Latinx
n/a: No guidance. 5.7: "Latinx" can be used to include
all gender identities.
Walden University Writing Center 4
General Formatting/Mechanics
Topic APA 6 (location and old
guideline)
APA 7 (location and new guideline)
Italics vs.
quotation marks
4.07: Use italics to highlight a
letter, word, phrase, or sentence as
a linguistic example (e.g., they
clarified the distinction between
farther and further).
6.07: Use quotation marks to refer to
a letter, word, phrase, or sentence as
a linguistic example of itself (e.g.,
they clarified the difference between
"farther" and "further").
Numbers 4.31: Numbers in the abstract of a
paper should be expressed as
numerals.
6.32: Use numerals for numbers 10+
for all sections of the paper including
the abstract (numbers in abstracts
now follow general APA number
rules).
Numbers
expressing time
4.31: Although numerals should be
used for numbers that represent
time (among other things) even if
below 10, the number should be
spelled out if it refers to an
approximate amount of time (e.g.,
about three months ago).
6.32: Numbers representing time are
written as numerals, not spelled out,
regardless of whether the time is
exact or approximate (e.g. “about 7
weeks,” “3 decades,” or
“approximately 5 years ago”).
Punctuation for
bulleted lists
within a
sentence
3.04: For bulleted lists within a
sentence (i.e., when each list item is
a word or phrase, not a complete
sentence), use punctuation after
each list element in the same way
you would if the sentence had no
bullets (i.e., commas or semicolons
as appropriate and a period after the
last item).
6.52*: For bulleted lists within a
sentence, there is the option to either
(a) use no punctuation after any of
the list items, including the last, or
(b) use punctuation after each
bulleted item in the same way you
would if the sentence had no bullets
(as was the case in APA 6). The
manual suggests that using no
punctuation may be more appropriate
for lists of shorter, simpler items.
*Note: The term "seriation" does not
appear in APA 7 and has been
replaced by "lists" (see 6.50 for
lettered lists, 6.51 for numbered lists,
and 6.52 for bulleted lists).
Walden University Writing Center 5
Spacing after
punctuation
marks
4.01: Recommendation to space
twice after punctuation marks at the
end of sentences to aid readers of
draft manuscripts.
6.1: Insert only one space after
periods or other punctuation marks
that end a sentence.
Preferred
spellings of
technology
terms
Based on how words were written
in 6th edition manual, not explicit
examples of spelling, preferred
spellings were as follows: "e-mail,"
"Internet," and "web page." 4.12
indicates spelling should conform
to standard American English as in
Merriam-Webster's Collegiate
Dictionary.
6.11: Commonly used technology
terms are listed and should be spelled
as follows: "email," "internet," and
"webpage."
Use of
abbreviations in
headings
n/a: No guidance in manual; On the
archived sixth edition APA Style
Blog, APA experts recommended
not using abbreviations in headings.
(see post titled "Can I use
abbreviations in headings?")
6.25: Abbreviations can be used in
headings if they were previously
defined in the text (but cannot be
defined in the heading itself), or if
the abbreviation is exempt from
needing definition because it appears
as a term in the dictionary.
Acceptable
fonts
8.03: The preferred typeface is
Times New Roman, 12-point.
2.19: A variety of fonts are
acceptable, with focus on
accessibility for readers. APA
accepts sans serif fonts such as
Calibri 11, Arial 11, and Lucida Sans
Unicode 10, as well as serif fonts
such as Times New Roman 12,
Georgia 11, and Computer Modern
10. Note: Per our institutional
requirement, Walden doctoral
capstones should use Times New
Roman 12. Walden coursework
templates also use Times New
Roman 12, but the other APA-
endorsed fonts are also acceptable in
Walden coursework.
Walden University Writing Center 6
Paper-Specific Formatting
Topic APA 6 (location and old guideline) APA 7 (location and new guideline)
Paper title
length
2.01: Recommended title length is no
more than 12 words.
2.4: No prescribed limit for title
length (though recommendation for
conciseness).
Title
formatting
2.1: Title in regular type (not bold). 2.4: Title in bold type.
There is an institutional variation for
titles in doctoral capstone documents
(i.e., dissertations, doctoral studies,
or projects): The title is in plain type.
Doctoral capstone students should
refer to the APA 7 template for their
program posted on the Doctoral
Capstone Form and Style Programs
page after June 1 to see this Walden
institutional variation in place.
Heading
levels 3,4,
and 5
formatting
3.03: Levels 3, 4, and 5 are all
indented and sentence case.
2.27-2.28: Levels 3, 4, and 5 are all
title case. Level 3 is now flush left,
while 4 and 5 remain indented.
Tables and Figures
Topic APA 6 (location and old guideline) APA 7 (location and new guideline)
Tables 5.1 and 5.16: Table number is plain
type, table title is title case and set in
italics; see Sample Tables 5.1 to
5.16.
7.2 and 7.24: Table number is bold; table title
is title case and set in italics. See Sample
Tables 7.2 to 7.24.
Walden University Writing Center 7
Figures 5.1 and 5.12: Figure number and
caption are on same line and are
placed below the figure; see Sample
Figures 5.1 to 5.12.
7.2-7.21: Figure number and caption are on
separate lines and are placed above the figure,
and the style matches that for tables: Figure
number is bold, figure caption is title case and
set in italics; see Sample Figures 7.2 to 7.21.
PhD Prospectus Checklist
The following checklist, like the PhD Prospectus Guide, provides guidance to support prospectus development. Included are the basic expectations for the content of the prospectus from the annotated outline in the Guide. Please refer to the Guide for additional information on how the prospectus will be submitted and evaluated. The PhD Prospectus Rubric standards and a Site-Naming Self-Check are included at the end of this checklist. Not all checklist items may be relevant to your particular study; please consult with your chair for guidance.
· Indicate on the checklist the page number where each heading is located.
· Respond to comments from the committee in each comment history box. Do not delete previous comments—just add your response in the appropriate space.
· Upload this checklist into Taskstream with your prospectus document for each prospectus review.
· Instructions for the chair, second committee member, and Program Director Designee:
· Provide specific feedback in the comment history column. Do not delete previous comments—just add your response in the appropriate space.
· If you made detailed comments are included on the prospectus draft (using track changes and comments), you can refer to the draft rather than restate comments in the checklist; upload both documents into Taskstream during rubric completion.
· Committee chairs should indicate their acceptance of each item by checking the appropriate checkbox by each checklist item.
Date: (click here and type today’s date )
Student’s Name:
Student ID:
School: (click here and pull down to select school name )
Committee Chairperson:
Second Committee Member:
PhD Program Director/Designee:
Prospectus Checklist |
||
Checklist Items |
Page # |
Comment History |
Title Page |
||
Present your Title –12 words or fewer; include topic, variables and relationship between them, and most critical key words. |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here)
☐Chair accepts items as complete. |
Include your name, program of study (specialization if applicable) and Student ID. Use the PhD Prospectus Template. |
|
|
Problem Statement |
||
State the problem by presenting a logical argument for the need to address an identified gap in the research literature. Must be relevant to your discipline (program of study). |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here)
☐Chair accepts items as complete. |
Provide evidence from scholarly sources that the problem is current, relevant, and significant to your discipline (3-5 key citations). |
|
|
Purpose |
||
Present a concise statement that serves as the connection between the problem being addressed and the focus of your study (1 paragraph). |
|
Second Member comments: (click here) Student comments: (click here)
☐Chair accepts items as complete. |
Clarify the methodology, and · If quantitative, include the variables of interest and the proposed associations under study; · If qualitative, describe the need for increased understanding of the concept/phenomenon of interest; and · If mixed-methods, clarify the above and how the 2 approaches will be used together to inform the study. |
|
|
Significance |
||
Identify a) how your study will contribute to filling the identified gap (the original contribution this study will make) b) how your research will support professional practice or allow practical application (the So What? question), and c) how your findings might lead to positive social change (1-2 paragraphs). |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here) ☐Chair accepts items as complete. |
Background |
||
Provide (a) the keywords or phrases that you searched and the databases used; and (b) a list of scholarship and findings that support and clarify the main assertions in your problem statement. Highlight their relationship to the topic (5-10 annotated articles; most published within the last 5 years). |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here) ☐Chair accepts items as complete. |
Framework (Conceptual or Theoretical) |
||
Describe (and cite) the theoretical/conceptual framework from scholarly literature that will ground your study (1 paragraph). |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here)
☐Chair accepts items as complete. |
Ensure alignment with your problem, purpose, and background. |
|
|
Explain how each theory and/or concept relates to the study approach and research questions. |
|
|
Research Question(s) and Hypotheses (if applicable) |
||
List the question(s) that will lead to what needs to be done and how it will be accomplished. Your questions must align with your study purpose and include the variables or concepts and how they will be examined. |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here)
☐Chair accepts items as complete. |
Ensure your research questions inform the research design by providing a foundation for · generation of hypotheses in quantitative studies; · questions necessary to build the design structure for qualitative studies; and a · process by which different methods will work together in mixed-methods studies. |
|
|
Nature of the Study |
||
Provide 1 paragraph that discusses the approach (research design) that will be used to address your research question(s) and how this approach aligns with the problem statement and purpose. · Quantitative—for experimental, quasiexperimental, or nonexperimental designs; treatment-control; repeated measures; causal-comparative; single-subject; predictive studies, or other quantitative approaches · Qualitative—for ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions · Mixed-methods—for sequential, concurrent, or transformative studies |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here)
☐Chair accepts items as complete. |
Possible Types and Sources of Data |
||
Present a list of possible types and sources of data that could be used to address your proposed research question(s). Sources might include test scores, surveys, observations, interviews, historical documents, deidentified records, or secondary data (identify sources). |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here)
☐Chair accepts items as complete. |
If you are thinking about collecting data on a sensitive topic or from a vulnerable population, an early consultation with the IRB ([email protected]) during your prospectus writing process is recommended. |
|
|
Limitations, Challenges, and/or Barriers |
||
Provide information, such as limitations, challenges, and/or barriers that may need to be addressed when conducting this study. These may include access to participants, access to data, separation of roles (researcher versus employee), instrumentation fees, etc. |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here) ☐Chair accepts items as complete. |
References |
||
On a new page, list your references formatted in APA style. |
|
Chair comments: (click here) Second Member comments: (click here) Student comments: (click here) ☐Chair accepts items as complete. |
Dissertation Prospectus Rubric Quality Indicators |
|
|
Comment History |
Complete Does the prospectus contain all the required elements? |
Comments: (click here)
|
Meaningful Has a meaningful problem or gap in the research literature been identified? |
Comments: (click here)
|
Justified Is evidence presented that this problem is significant to the discipline and/or professional field? |
Comments: (click here)
|
Grounded Is the problem framed to enable the researcher to either build upon or counter the previously published findings on the topic? |
Comments: (click here) |
Original Does this project have potential to make an original contribution? |
Comments: (click here)
|
Impact Does this project have potential to affect positive social change? |
Comments: (click here) |
Feasible Can a systematic method of inquiry be used to address the problem; and does the approach have the potential to address the problem while considering potential risks and burdens placed on research participants? |
Comments: (click here)
|
Aligned Do the various aspects of the prospectus align overall? |
Comments: (click here)
|
Objective Is the topic approached in an objective manner? |
Comments: (click here)
|
Partner Site Masking Self-Check |
|
Walden capstones typically mask the identity of the partner organization. The methodological and ethical reasons for this practice as well as criteria for exceptions are outlined here (link to posted guidance). |
☐ Check here to confirm that you will mask the identity of the organization in the final capstone that you publish in ProQuest.
☐ If you perceive that your partner organization’s identity would be impossible to mask or if there is a strong rationale for naming the organization in your capstone, please check this box so that your Program Director can review your request for an exception. If granted, that exception must be confirmed by the IRB during the ethics review process. The IRB will also ensure that your consent form(s) and/or site agreement(s) permit naming the organization. |
1
Title: Behavior and Perceptions to High HIV rate among African Americans
Prospectus: HIV/AIDS in the African American Community
Problem Statement
African Americans have accounted for a significant portion of the HIV diagnoses and people living with HIV in comparison to other ethnic groups within the United States. In the year 2018, the African American population accounted for approximately 13% of the United States population, but they also accounted for about 42% of the 37832 new HIV diagnoses within the United States as well as other dependent locations. The research tends to assert that African Americans continue to experience a significant burden of HIV/AIDS when compared to the other ethnic groups within the United States. Additionally, the researches asserted that the African American gay community, bisexual as well as other groups like African American females that’s involved having sex with other men, tend to be the most affected groups by HIV compared to other related groups within the United States. For example, in the year 2017, African American men from gay and bisexual groups accounted for approximately 26% of the total cases of new HIV diagnoses.
Gender, age, risky sexual behaviour, marital and social economic status play a major role will be measured. The CDC asserts that most of the African American women who have been diagnosed with HIV/AIDS tend to live in locations that have high rates of poverty, which in turn contributes to the undermining of their capacity to seek health care services which are related to the HIV.
These confirm that despite the significant advancement in knowledge provision regarding the HIV virus transmission as well as the treatment that may be in a position to limit the viral load and be able to extend life among individuals with HIV, but, have been provided a deaf ear among the African American community, hence reflecting significant amount population suffering from HIV/AIDS("HIV and African Americans," 2020 The big association is that African American gay men and African American women are two categories that contribute to the elevated number of HIV/A.I.D.S cases. Examples of results would include that African American men numbers are higher than other ethnic gay men. You will also see the results that African American women numbers are higher than any other ethnic groups. You will also see that socioeconomic status plays an important role as well.
Purpose
The main purpose of the research study is to utilize the qualitative research approach to try and develop an understanding of why there are high HIV/AIDS cases among the African American Community. This research is essential because it also focuses on the various activities as well as strategies that have been established to ensure the rate of new infections reduces. However, previous pieces of research have also provided evidence that despite the significant approaches the United States government has established to ensure reduced new HIV diagnoses, the infection rate among the African American community continues to increase, especially on gay and bisexual groups that often involve men to men sex. Also with African American women living in poverty not having access to proper healthcare, and also can’t get the proper education. Thus, through conduction of an investigation on the issue of increased HIV infection rate among the African American community may be able to provide quality understanding on the main cause of this significant infections as well as be able to provide recommendations on how various approaches may be developed to reduce the infection rate within this community("HIV/AIDS and African Americans - The Office of Minority Health," 2018). Additionally, significant rates of HIV/AIDS among the African American gay men tends to be contributed by different components such as having limited concern around HIV related issues. This tends to be quite common among the younger generation of the African American gay men, who tend to view HIV as a malady that often occurs to other individuals and it may be easily resolved through the use of medications. Stigma has also contributed significantly on the spread of HIV among the African Americans, thus, based on the high HIV rates among the African American Community, the main purpose of the research will be to understand the cause of the spread and develop effective knowledge regarding HIV/AIDS to encourage a reduction in mortality and morbidity among the African Americans. Evidence shows that socioeconomic status, age, ethnicity and gender plays a major role.
Significance
HIV is regarded to be a significant medical issue on public health as well as a troubling burden among the African American community. Previous pieces of research have provided evidence that the rate at which the African American individuals contract HIV tends to be higher compared to other ethnic groups and whites within the United States. However, despite the African American population making a fraction of the United States population, the community tends to record more than 50% of the new HIV diagnoses. It is estimated that about 50,000 new HIV cases occur every year and about 12% of the people are not aware they have contracted HIV(Laurencin CT , et al., 2018). Thus, it is essential to provide effort, time as well as establish educational programs which provide knowledge on the various approaches to limit the spread of HIV through promoting awareness on how to use condoms, the risk of sharing items such as needles and other factors that may contribute to raising awareness as well as molding individual perception to reduce the risky behavior that influences the spread of HIV. Additionally, information attained from previous pieces of research indicates that an approximate of more than 65% of young adults from the African American community aged between 18 and 24 did not utilize condoms regularly when they were engaging in sexual activities and this increases their risk of contracting HIV. Moreover, the researchers also indicated that individuals between the age of 18 and 20 have never utilized condoms during their sexual encounters. The various evidence developed has enabled the African American community to have significant rates of HIV infections in comparison to other ethnic communities in the United States.
Background
1. Arya (2010); HIV was obscure, and transmission was not joined by perceptible signs, symptoms, or side effects. The Human Immunodeficiency Virus (HIV) is mainly described as an infection that is majorly spread via various liquids of the human body and it destroys the immune system, specifically, the CD4 cells also known as the T cells.
2. Gilbert & Goddard, (2007); also argue that despite the development of awareness campaigns, and educational programs the African American community continues to have the highest rates of new HIV diagnoses.
3. O’Leary(2010); further add that in the United States, HIV/Aids is regarded to be a significant medical issue, leading to the establishment of diverse knowledge on ways to reduce the spread of this ailment.
4. Paxton (2013); HIV tends to destroy numerous CD4/ T cells which in turn they cause the human body to be unable to fight any form of infection or disease. After significant destruction of the special cells, the human body becomes quite vulnerable to diseases. In addition, the CDC,
5. Quickstats (2009); asserts that the sickness has significantly contributed to numerous deaths across the United States as well as there is still a significant population living with HIV/ AIDS
Conceptual Framework
Through the theoretical framework, the research will provide answers as to why, despite the utilization of the awareness campaigns as well as educational programs, the new HIV diagnoses rates among the African Americans continue to increase hence, becoming a significant burden within the community. For instance, African Americans have accounted for a significant proportion of the HIV diagnoses and people living with HIV in comparison to other ethnic groups within the United States. In the year 2018, the African American population accounted for approximately 13% of the United States population, but they also accounted for about 42% of the 37832 new HIV diagnoses within the United States as well as other dependent locations. Thus, the research study focuses on developing an understanding of why there are high HIV/AIDS cases among the African American Community despite the continued awareness and education on approaches to reduce risky behaviors that influence the spread of HIV(O’Leary et al., 2010). This identifies the need for a research study to be in a position to understand the main cause of the high rate of new HIV diagnoses as well as a significant population of people living with HIV despite numerous approaches being developed to reduce the spread of this virus.
Research Question(s) and Hypotheses (if applicable)
To be in a position to effectively develop a precise understanding of the reason the rate of HIV among the African American community is high the research will be focusing on answering two major research questions.
1. Does ignorance behavior among African Americans contribute to the significant rates of HIV infection within the members of this community?
2. How has the African American’s perception of HIV and AIDS contributed to the increased cases of HIV among the African American community?
A hypothetical approach to the relation of the African American community and there high rate of HIV cases among the African Americans it may be linked to ignorance. For instance, the significant rates of HIV/AIDS among African American gay men tend to be contributed by different components such as having limited concern around HIV related issues. This tends to be quite common among the younger generation of the African American gay men, who tend to view HIV as a malady that often occurs to other individuals and it may be easily resolved through the use of medications. This signifies that individuals from the African American community are ignorant of heeding the various educational instructions provided to them by health organizations and the United States government on ways to limit the risky behaviors that influence the spread of HIV and AIDS.
Nature of the Study
To be in a position to attain effective results from the research study, the utilization of structured and semi-structured questionnaires, as well as physical interviews, will enable the researcher to be in a position to gather a significant amount of data from the community in focus. Thus, through the utilization of the qualitative research approach the research will allow the subjects to be in a position to demonstrate their perception regarding HIV and AIDS, as well as the various strategies that they think, may contribute to reducing the infectious rate of HIV among the members of this community.
Possible Types and Sources of Data
Sources of data are quite essential in any research because they tend to determine if the information provided in the research study is valid or not. There are various forms and sources of data such as secondary data; type of data which is retrieved from the internet and the primary data source; a form of data that is retrieved from books. The source of data that will be utilized in the study is the secondary source. This source of information will enable the researcher to be in a position to utilize information from previous pieces of research on the same topic Hence providing him or her with an in-depth understanding of the research. Also, information from government sites will be beneficial to the research as it will provide statistical evidence of the hypothetical framework of the topic in focus.
Limitations, Challenges, and/or Barriers
A significant limitation that may be experienced when conducting the research study is the limited subject population. Not everyone may agree to participate in research and those who may agree may not effectively qualify for the representation of the entire African American community, hence creating limitations for the study. On the other hand, several challenges may be experienced when conducting the research study, one of the challenges that may be experienced during research conduction is the inability to attain accurate data. Due to the negative perception, the African American community has regarding the issue of HIV and AIDS they may be forced to provide accurate data during the interviews and in turn affecting the results of the research.
References
Arya, M., Tionne Williams, L., Stone, V. E., Louise Behforouz, H., Viswanath, K., & Peter Giordano, T. (2010). A key strategy for reducing HIV in African American communities: Promoting HIV testing. Journal of the National Medical Association, 102(12), 1264-1266. https://doi.org/10.1016/s0027-9684(15)30759-8
CDC, Quickstats. (2009). Quickstats percentage of adults aged greater than or equal to 18 years who had ever been tested for human immunodeficiency virus (HIV), by age group and sex: National health interview survey, United States, 2007. PsycEXTRA Dataset. https://doi.org/10.1037/e537862009-001
Gilbert, D. J., & Goddard, L. (2007). HIV prevention targeting African American women. Family & Community Health, 30, S109-S111. https://doi.org/10.1097/00003727-200701001-00015
HIV and African Americans. (2020, April 6). Centers for Disease Control and Prevention. https://www.cdc.gov/hiv/group/racialethnic/africanamericans/index.html
HIV/AIDS and African Americans - The Office of Minority Health. (2018, January 17). Not Found. https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=4&lvlid=21
Laurencin CT , et al. (2018). HIV/AIDS and the African-American community 2018: A decade call to action. - PubMed - NCBI. National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/pubmed/29869005
O’Leary, A., Jones, K. T., & McCree, D. H. (2010). The HIV/AIDS epidemic in the African American community: Where do we go from here? African Americans and HIV/AIDS, 311-316. https://doi.org/10.1007/978-0-387-78321-5_16
Paxton, K. C. (2013). Increasing knowledge of HIV transmission: An important ingredient in HIV risk reduction among young African American women attending community college. Journal of HIV/AIDS and Infectious Diseases, 2(1), 1-8. https://doi.org/10.17303/jaid.2013.201

Get help from top-rated tutors in any subject.
Efficiently complete your homework and academic assignments by getting help from the experts at homeworkarchive.com