I will attached chapter 1. It should be a continous flow . <\/p>\n
The Overview should begin This subsection includes, but is not limited to, information about Note: <\/span>LU does not require IRB approval because the Clearly and thoroughly Any ethical The proposed central project question should be derived from the problem Project questions should be listed, Example One:<\/p>\n <\/span>Central <\/span>Sub-question <\/span>Sub-question <\/span>Sub-question Example Two:<\/span><\/p>\n <\/span>Central <\/span>Sub-question <\/span>Sub-question <\/span>Sub-question Data T<\/span>hree data collection This is a required Begin by restating Identify the data 1. <\/span><\/span>What By Finish this subsection by telling Begin by restating 1. By explaining the purpose of each focus Finish this subsection by telling the reader Begin by 1. <\/span><\/span>Data
\nwith a brief restatement of the purpose of the capstone project. <\/span>The purpose should be followed by a brief restatement
\nof the problem statement. <\/span><\/span>You will then clearly and concisely describe the contents
\nand organization of this section using future tense. <\/span>The purpose of section 2.0 is for you to
\npresent the <\/span>project permissions,
\nrole of the investigator, ethical considerations, project questions, procedures,
\ndata collection, and analysis for the evidence-based project. <\/span>In this section, provide the reader with the comprehensive
\ndetails of what will occur during the execution of the project. <\/span><\/span><\/span><\/p>\nPermissions<\/span><\/a><\/span><\/h2>\n
\nsecuring approval for the <\/span><\/a>project. <\/span>Include wording similar to the following: \u201cWritten permission to conduct the capstone
\nproject was obtained from the primary supervisor within the organization, the
\nkey gatekeepers at any site, etc. (see Appendix B for permission request letter
\nand permissions).\u201d <\/span><\/span><\/span>All procedural materials and any other pertinent information should be
\nincluded in the appendices in the order in which it is presented in the text.<\/span><\/p>\n
<\/span><\/p>\n
\ncapstone project is site-specific, the results and solution to the problem are not
\ngeneralizable beyond the site, and the project will not be published or
\ndisseminated beyond the site. <\/span>However,
\nsome school systems and organizations outside of LU may have specific requirements
\nin order to use their site for your capstone project. <\/span>This may require IRB approval. <\/span>Finally, if you plan to independently <\/span>publish
\nor disseminate your project, you must receive LU IRB approval before collecting any
\ndata and you must clearly state your intention to publish in this subsection.
\nCITI training will be required for anyone applying to the IRB.<\/span><\/p>\nThe Investigator\u2019s
\nRole<\/span><\/a><\/span><\/h2>\n
\nexplain your relationship to the setting or site, and any bias or assumptions
\nyou bring to the project that may influence how you collect and analyze the
\ndata. <\/span>All researchers have biases.<\/span><\/p>\nEthical Considerations<\/a><\/h2>\n
\nconsiderations or implications of the capstone project should be discussed. <\/span>These might include securing the collected data
\n(e.g., locked filing cabinets and password protection for electronic files) and
\nusage, influence, confidentiality (e.g., use of participant pseudonyms), and
\nany other potential issues that might arise and how they will be addressed. <\/span>The information contained in this capstone
\nproject is intended to solve a specific problem at a specific location for specific
\nstakeholders and is not generalizable to a broader population. Therefore, this
\ninformation should not be shared or distributed outside of the site-specific
\nstakeholders. If you wish to share this project outside of the immediate
\nstakeholders, you must secure LU IRB approval.<\/span><\/p>\nQuestions<\/a><\/h2>\n
\nand purpose statements. <\/span>A well-written question is feasible, clear, significant,
\nand ethical. <\/span>In <\/span>the capstone
\nproject, questions are pragmatic in nature.
\n<\/span>The central question is usually broader whereas the sub-questions are
\nmore specific. <\/span>Begin your project with
\none main central question and at least three sub-questions, understanding that
\nit may be necessary to revise the number and kind of questions asked as you
\nmove into the actual data collection\/analysis process. <\/span>The subsequent questions are called
\nsub-questions and must be numbered. <\/span>Remember
\nthat each question will need to be addressed in the data collection, data
\nanalysis, project design, and discussion subsections later in the capstone
\nproject. <\/span>Be sure these questions do not
\nelicit simple yes\/no responses. <\/span><\/p>\n
\neach on a separate line. <\/span><\/span>Please
\nuse one of the following two formats.<\/p>\n
\nQuestion:<\/b> What opportunities exist to improve information management
\nprocesses within Campbell county to maximize emergency notification deliver and
\ncitizen protective action? <\/p>\n
\n1<\/b>: How would administrators in an interview improve information management
\nprocesses within Campbell county, Virginia?
\n<\/span><\/p>\n
\n2:<\/b> How would administrators in a focus group solve issues related to
\ninformation management processes within Campbell county, Virginia? <\/span><\/p>\n
\n3:<\/b> How would administrator observation improve the information management
\nprocesses within Campbell county, Virginia?
\n<\/span><\/p>\n
\nQuestion:<\/b> How do we utilize social sciences to craft notifications for more
\neffective dissemination to the public? <\/span><\/p>\n
\n1<\/b>: How would administrators in an interview solve the problem <\/span>of how social
\nsciences are utilized to better raft notifications for dissemination to
\nresidents within Campbell county, Virginia?
\n<\/span><\/p>\n
\n2:<\/b> How would administrators in a focus group solve the problem of effective
\ndissemination of notifications to Campbell county, Virginia? <\/span><\/p>\n
\n3:<\/b> How would quantitative survey data <\/span>inform the problem of effective dissemination of notifications to Campbell county,
\nVirginia? <\/span><\/a><\/p>\n
\nCollection and Analysis<\/b><\/span><\/b><\/p>\n
\napproaches are required for a capstone project.
\n<\/span>The first approach must<\/u><\/b>
\nbe in the form of interviews. <\/span>The second
\nand third approaches may be selected at your discretion from among the optional
\napproaches listed below. <\/span>Organize this subsection
\nwith Level 2 headings according to the approach you choose. <\/span>For example, your first Level 2 heading must
\nbe \u201cInterviews<\/b>\u201d (see examples below).<\/p>\nInterviews<\/span><\/a> <\/span><\/h3>\n
\napproach for all capstone projects. <\/span>No
\nfewer than five participants will be acceptable without approval from the
\nadministrative team of Helms School of Government Doctoral Team<\/span>.<\/p>\n
\nsub-question one in statement form. <\/span>For
\nexample, \u201cThe first sub-question for this project explored how administrators
\nin an interview might improve information management processes within Campbell
\ncounty, Virginia?\u201d <\/span>Clearly state, for
\nexample, \u201cthe interviews will consist of four assistant administrators and one administrator.\u201d
\n <\/span>Interview data collection procedures should follow the recommendations
\nof established protocol in the field. <\/span>Interviews
\nmust be conducted synchronously: face-to-face, individual phone call, or
\ne-conference. <\/span>All interviews must be
\ntranscribed for data analysis.<\/span><\/p>\n
\ncollection strategy, fully define it (with citation), explain the data
\ncollection strategy in layman\u2019s terms (if appropriate), and justify its
\nappropriateness for your project. <\/span>Discuss
\nany logistics (when\/where\/how\/with whom data will be collected, recorded, etc.)
\nand explicate which of your project questions will be answered by this data
\ncollection strategy. <\/span>It is important to
\ndemonstrate that your interview questions are generated from and supported by
\nthe literature on your topic. <\/span>Your
\ninterview questions must be included in a numbered list with an item-by-item
\ndiscussion of each question, its basis in the literature, and how it aligns
\nwith the topic. <\/span>A minimum of 10 open-ended interview questions are required and must
\nbe supported by the literature. <\/span>An
\nexample of an interview question regarding efforts to identify best practices
\nand challenges of local government that is supported by the literature is
\nbelow. <\/span><\/p>\n
\nare some specific tasks and processes where you think technology could be
\nutilized more strategically to attain your primary objective?<\/p>\n
\nexplaining the purpose of each interview question in detail, you not only
\nestablish the validity of your questions, but also establish the basis for your
\ndiscussion of findings in relation to the literature in Sections 3.0 and 4.0. The procedures should be described in chronological, step-by-step
\nformat. <\/span><\/span><\/p>\n
\nthe reader how you plan to analyze the interview data. <\/span>For example, the sentence could begin:
\n\u201cInterview data will be analyzed\u2026.\u201d <\/span>Clearly
\nidentify the data analysis procedures and provide a concise rationale for the
\nanalysis. <\/span>Be sure that your analysis
\nprocedures are aligned with your approach.
\n<\/span>For qualitative data analysis, interviews must be transcribed in order
\nto code and categorize information into themes.
\n<\/span>T<\/span>ell the reader which of these tools you will use to analyze the
\ndata. <\/span>Fully define each tool you will
\nuse (with appropriate citations), and explain why these are appropriate choices
\nfor the qualitative data analysis for your project.<\/p>\nFocus Group<\/span><\/a>
\n<\/span><\/h3>\n
\nsub-question two in statement form. <\/span>For
\nexample, \u201cThe second sub-question for this project explored how administrators
\nin a focus group might solve issues related to information management processes
\nwithin Campbell county, Virginia.\u201d Focus groups must consist of no fewer than
\nfive persons. <\/span>Clearly state for example,
\n\u201cthe focus groups will consist of 00 assistant administrators and 00 administrators.\u201d
\n <\/span>Focus groups are a qualitative data
\ncollection strategy that attempt to obtain information on a problem of practice
\nthrough an involved discussion consisting of various participants who have
\ngathered in one location at a specified time.
\n<\/span>Your focus group questions must be included in a numbered list with an
\nitem-by-item discussion of each question, its basis in the literature, and how
\nit aligns with the topic. <\/span>A minimum of
\n10 focus group questions are
\nrequired and must be supported by the literature<\/span>. An example of a focus
\ngroup question that is supported by the literature is below.<\/p>\n
\n<\/span><\/span>What do you view as the
\nprimary objective of your department? <\/span>Question one is designed to gain
\ninsight from the administrators regarding their perspective of the primary
\nobjective of their particular department. This information is necessary because
\nit allows researchers to assess whether
\n<\/span>employees at differing levels within an organization have differing
\nviews on the organizational objectives. These differing views can prove to
\ncreate a detrimental impact on the overall efforts by the organizational
\nleadership in their efforts to achieve the organization\u2019s primary objective(s).<\/span><\/p>\n
\ngroup question in detail, you establish the validity of your questions and the
\nbasis for your discussion of findings in relation to the literature in Sections
\n3.0 and 4.0.<\/p>\n
\nhow you plan to analyze the qualitative data.
\n<\/span>For example, the sentence could begin: \u201cFocus group data will be
\nanalyzed\u2026.\u201d <\/span>Clearly identify the data
\nanalysis procedures and provide a concise rationale for the analysis. <\/span>Be sure that your analysis procedures are
\naligned with your approach. <\/span>For
\nqualitative data analysis, focus group data must be transcribed in order to
\ncode and categorize information into themes.
\n<\/span>T<\/span>ell the reader which of these tools you will use to analyze the
\ndata. <\/span>Fully define each tool you will
\nuse (with appropriate citations), and explain why these are appropriate choices
\nfor the qualitative data analysis for your project.<\/p>\nSurvey<\/span><\/a> <\/span><\/h3>\n
\nrestating sub-question three in statement form.
\n<\/span>For example, \u201cThe third sub-question for this project explored how administrators\u2019
\nobservations might improve the information management processes within Campbell
\ncounty, Virginia.\u201d <\/span>Clearly state how
\nmany surveys you will send out. <\/span>Tell the reader how you plan to collect the
\nquantitative data. <\/span>D<\/span>evelop the survey questions based on
\nthe literature. <\/span><\/span>Survey questions
\nmust be included in a numbered list with an item-by-item discussion of each
\nquestion, its basis in the literature, and how it aligns with the topic. Survey
\nquestions may be open-ended or closed-ended. <\/span>Survey questions must include 3-5 demographic
\nquestions which must be followed by a minimum of 10 survey questions that are supported by the literature.<\/span> An
\nexample survey question including the discussion is below.<\/p>\n
\ncollected from administrators\u2019 observations are used to plan future objectives.<\/p>\n