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.

References

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.

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.

· Instructions for students:

School: (click here and pull down to select school name )

1

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