Strategic Use of Resources Assignment Paper

Strategic Use of Resources

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A company produces to a seasonal demand, with the forecast for the next 12 months as given below.

Month Demand
January 600
February700
March 800
April 700
May 600
June 500
July 600
August 700
September 800
October 900
November 700
December 600
The present labor force can produce 500 units per month. Each employee added can produce an additional 20 units per month and is paid $1000 per month. The cost of materials is $30 per unit. Overtime can be used at the usual premium of time and a half for labor up to a maximum of 10 percent per month. Inventory-carrying cost is $50 per unit per year. Changes in production level cost $100 per unit due to hiring, line changeover costs, and so forth. Assume 200 units of initial inventory. Extra capacity may be obtained by subcontracting at an additional cost of $15 per unit over and above the company’s producing them itself on regular time.

1-Provide a detailed cost breakdown for using a level vs. a chase strategy to meet the increased demand.
2-Which strategy do you recommend?
3-How much savings would result from the plan you recommend?

SAMPLE ANSWER

Strategic Use of Resources

Chase Strategy

Chase strategy on the other hand involves the idea of companies balancing production capacity and the demand from time to time. This strategy can involve the hiring and firing of employees with changes in demand. The strategy may result to unhappy employees due to the high rates of layoffs (Olhager, 2013). However, many firms are able to save on costs since inventory can be held as low as possible.

From the given data, the cost breakdown when chase strategy has been used can be represented as below.

Month	Demand	Production	No. of Extra hired workers	Total cost arising from the added workforce (in $)
January	600	600	5	5,000
February	700	700	10	10,000
March	800	800	15	15,000
April	700	700	10	10,000
May	600	600	5	5,000
June	500	500	0	0
July	600	600	5	5,000
August	700	700	10	10,000
September	800	800	15	15,000
October	900	900	20	20,000
November	700	700	10	10,000
December	600	600	5	5,000
Totals	8,200	8,200	110	$ 110,000

When chase strategy will be used in this scenario, the demand of the products will coincide with the production level. This was due to the ability of the firm to hire new workforce that will ensure that there will be more production that meet the current demands of the consumers. Every extra employee can be able to produce 20 extra units every month. Since there will be 110 employees who would be required to fill the gaps, then a total of $ 110,000 would be needed to compensate them. Since there will be 110 employees, each producing 20 units in a month, there will be a total of 2,200 extra units that will be produced by the extra workforce. This would not be the case when the level strategy will be applied. It is an added advantage and profit for the firm.

Level Strategy

Level strategy in production involves the kind of plan that seeks to maintain a stable production rate or employment level. Companies must either lower or raise inventory levels as they seek to satisfy the demands emanating from the consumers (Olhager & Johansson, 2012). When the demand is deemed to be low, the firm maintains a steady workforce and a constant rate of output. Through doing this, the firm will be able to achieve a higher inventory level than the amount that will be presently needed. Even when the rate of demand is increasing, the firm still will continue to maintain a steady rate of production and still be able to use the surplus from the inventory as a means of handling the increase in demand. One of the alternatives used by the level strategy is the use of backorder or backlog (Bevly et al., 2016). In this case, the firm may promise to deliver the units or products at later stages when they will be readily available. The level strategy is usually used by firms that aim to meet their demands while at the same time maintaining their output. When this strategy is used several issues come up. For instance, there is always the cost of excess inventory, overtime costs, as well as the loss of goodwill from consumers.

Month	Demand	Production	No. of Extra hired workers	Total cost arising from the added workforce
January	600	700 (200 from inventory)	0	0
February	700	500	0	0
March	800	500	0	0
April	700	500	0	0
May	600	500	0	0
June	500	500	0	0
July	600	500	0	0
August	700	500	0	0
September	800	500	0	0
October	900	500	0	0
November	700	500	0	0
December	600	500	0	0
Totals	8,200	6,200	0	0

For the level strategy, the production and workforce are fixed. Any extra units produces will be stored in the inventory awaiting the high season. The demand was 8,200 while the firm would produce only 6,200 units. There is a deficit of 2,000 units which will be needed to satisfy consumer demands. This is a massive loss in case this strategy was used. In case the company would have agreed to be flexible in their business activities, hiring workforce as well as increasing production would produce a positive change in the financial returns.

Conclusion

From the analysis, chase strategy seems more profitable than the level strategy. However, the concept of hiring and firing workforce seems unethical. From a firm’s perspective, though, the technique can be very valuable to produce grater profits than the level strategy. From an insightful perspective, a combination of the chase and the level strategy can be very effective in meeting organisational policies and goals. This can be termed as a hybrid or a mixed strategy approach. It can assist the firm to meet the required demand while at the same time lowering the costs as opposed to the use of pure chase or level strategies.

References

Bevly, D., Cao, X., Gordon, M., Ozbilgin, G., Kari, D., Nelson, B., & Redmill, K. (2016). Lane Change and Merge Maneuvers for Connected and Automated Vehicles: A Survey. IEEE Transactions on Intelligent Vehicles, 1(1), 105-120.

Olhager, J. (2013). Evolution of operations planning and control: from production to supply chains. International Journal of Production Research, 51(23-24), 6836-6843.

Olhager, J., & Johansson, P. (2012). Linking long-term capacity management for manufacturing and service operations. Journal of engineering and technology management, 29(1), 22-33.

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Alignment and Social Change Paper Out

Alignment and Social Change

Order Instructions:

kindly view attached

SAMPLE ANSWER

Alignment and Social Change

Introduction

Alignment remains a central element in the current efforts of standard-based and systematic research in psychology. In developing a research study aimed at preventing violence that has turned out to be a public health agenda as a result of the growing rates and effects of violence that exist, it is essential to incorporate effective approaches of evaluating alignment that exists between, data collection approaches and other research mechanisms(Vogt, Gardner, & Haeffele, 2012). These mechanisms include the problem, purpose, research questions, and design.

This paper seeks to evaluate the manner in which an action research in family violence research may be evaluated through the alignment of its, data collection approaches and other components of the research study. On the other hand, the paper will reflect on the contents of the course with the aim of establishing the scope of a newly requisitioned inquiry skill and knowledge may sustain my role in advocating for positive change aimed at addressing the element of family violence.

Approaches of Evaluating Alignment in Data Collection Approaches and other Components of Research

The current world of social sciences remains multidimensional and complex, an aspect that has resulted in different paradigms comprised of different approaches and variations that ensure various components of a research study are tied together, and are suitably aligned with each other (Vogt, et.al. 2012). In order to ensure that the data collection process evaluated to aligned to other elements of a research study that include the research problem, purpose, research questions, and design, it is essential to ensure that the research questions are clear, and are developed to align these components with the method of study and the design.

It is notably vital to note that, the influence between a research study, its question, design or method, and limitations are influenced by the studies questions. The point of this is that the alignment between a research studies component remains in the overall validity of the study (Vogt, et.al. 2012). A research study whose component fails to cohere or align may be considered to have a questionable validity. Whatever a research study used, the research components that include the research problem, design, data collection and analytical methods need to be inclusively aligned with the overall methodology and should cohere with one another.

The Application of the Acquired Research Skills in Positive Social Change

Background of Research Problem

In supporting my role in advocating for an affirmative social change, it would be necessary to incorporate the newly acquired skill in a research study aimed at addressing the element of family violence. Despite several efforts to prevent family violence through the development of interventions, an effective approach of understanding this process is through the inclusion of an empiric research approach in spear heading violence prevention activities, an area of research that is in its infancy.

Considering the fact that violence begins from an early age and ends in negative effects, the prevention of this unethical act needs to start in childhood in order to address this vice across all spheres of life. Following in the footsteps of the current enacted public health efforts in addressing this challenge, the study incorporates empirical data as the foundation of preventing violence through the inclusion of programs.

Many of the violence prevention programs are considered to have no documented empirical evaluation, an aspect that has resulted in inconsistencies in the prevention programs. This study will consequently explore these gaps through the incorporation of research practices by sampling some of the family violence prevention practitioners.

Method

The model of this study was developed through the inclusion of a participatory action research method. This process ensures that an exploration is provided on applying the practice from the standpoint of the key players considered violence prevention practitioners.

Data collection

Upon approval by the Walden University review board, the data collection approach incorporated a twofold approach. The first phase of the process incorporated a purposeful sample of the element of family violence prevention personnel were recruited (N=25) through the use of an open-letter invite, with the sample of the study reporting whites at 50%, females at 80%, and holders of a bachelor’s degree at 45%(Graf, Rea, & Barkley, 2013). The element of diversity and educational background was considered in the process. The second phase of the study incorporated a retention rate of 68% of the original samples used in previous studies (N=18).

Measures

The study incorporated a valid and reliable measure to conduct a study on this process from the perspective of the violence prevention practitioners. An in-depth qualitative interview was developed, with questions established from an extensive review of literature, applied through an open-ended method (Graf, Rea, & Barkley, 2013). In order to increase the study’s validity, a pilot-test was conducted to measure the interview. Participants were required to provide their responses to the questions below:

What are some of the factors that challenge you in applying the element of empirical research to violence prevention programs?
What are some of the elements that encourage you to apply empirical research in your work?
What are some of the empirical research that you ready to inform you on the prevention of violence?

Data Analysis

In analyzing the data, the research identified the positive and negative factors that influence the violence prevention practitioners in their work, an aspect that was achieved through the conversation of all the written and audio data into a spreadsheet in a uniform manner (Graf, Rea, & Barkley, 2013). In order to ensure the study’s validity and to reduce the bias, there was a need to incorporate an independent reviewer.

Results

The study identifies some positive and negative elements that encourage violence prevention practitioners in incorporating the element of empirical research to their work (Graf, Rea, & Barkley, 2013). Some of the positive elements include training on workshops that impact their knowledge on using research in practice, tutorials that provide directions on how to incorporate and apply research in their programs, and peer support in achieving their goals. On the other hand, the negative elements that hindered their inclusion of empirical research in practice include the lack of understanding on how to incorporate research in practice, the complexity of research as a result of technical terminologies, the lack of peer support and funding, and a negative attitude on the use of research in practice.

Discussion

Considering the fact that the study is empirical, the logic of the samples used need to be congruent with the primary logic of the study, and the developed research questions, an aspect that requires the study’s sample to be made clear. In this case, the size and structure of the study’s sample should be described besides its logic, the method selected, and the claims that are established for the study’s representativeness. In the last face of the study, consideration should be pointed to the response rate, in case a survey design is incorporated. The evaluation process of this study boils down to the question of the quality of data collected that incorporates the element of reliability and validity.

On the other hand, the research study needs to consider and demonstrate that data is collected across the full range of the study’s condition as established in the research questions. This remains important in testing the study’s theory, thus influencing the element of generalizability of the study’s findings. It is in this case essential to establish the manner in which the data is collected and how the findings are arrived at, with the emphasis on the alignment of the study remaining on the research questions. The findings of this study and conclusion are only good as the data collected, thus establishing the fact that quality control of the studies data is essential. The validity of this study determined the manner in which the instruments incorporated measure the findings of the study

References

Graf, L. M., Rea, N. K., & Barkley, W. M. (2013). An innovative approach to action research in family violence. Journal of Social Change, 5, 58–71. Retrived From: http://www.waldenu.edu/about/social-change

Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to use what research design. New York, NY: Guilford Press. Retrived From: http://www.waldenu.edu/about/social-change

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Caring for Autistic Individuals Assignment Paper

Caring for Autistic Individuals

Order Instructions:

Here are the most essential part of the instructions:
Summary

For each source listed, begin with a summary of the information you found in that specific source. The summary section gives your reader an overview of the important information from that source. Remember that you are focusing on a source’s method and results, not paraphrasing the article’s argument or evidence.

The questions below can help produce an appropriate, scholarly summary:

What is the topic of the source?
What actions did the author perform within the study and why?
What were the methods of the author?
What was the theoretical basis for the study?
What were the conclusions of the study?

Critique

After each summary,
?the?
annotations should include a critique or analysis of each source. In this section, focus on the strengths of the article or the study (the things that would make your reader want to read this source), but do not be afraid to address any deficiencies or areas that need improvement. The idea of a critique is that you act as a critic—addressing both the good and the bad.

In
?the?
critique/analysis, answer ?as many?
of the following questions? as possible?
:

Was the research question well framed and significant?
How well did the authors relate the research question to the existing body of knowledge?
Did the article make an original contribution to the existing body of knowledge?
Was the theoretical framework for the study adequate and appropriate?
Has the researcher communicated clearly and fully?
Was the research method appropriate?
Is there a better way to find answers to the research question?
Was the sample size sufficient?
Were there adequate controls for researcher bias?
Is the research replicable?
What were the limitations in this study?
How generalizable are the findings?
Are the conclusions justified by the results?
Did the writer take into account differing social and cultural contexts?

Application
The last part of each annotation should justify the source’s use? (why did we choose this source)?
and address how the source might fit into ?my
research. Consider a few questions:

How is this source different than others in the same field or on the same topic?
How does this source inform your future research?
Does this article fill a gap in the literature?
How would you be able to apply this method to your area of focus or project?
Is the article universal?

?PLEASE NOTE THAT IF YOU CAN SUGGEST DIFFERENT ARTICLES THAT WOULD FIT THE RESEARCH BETTER, I AM OPEN TO THAT.

My research is autism topic is caring for an autistic child. I have close relatives in my family who are raising a 5 year old autistic child. The goal is to help the parents raise their son most successfully.
Basics of Synthesis

As you incorporate published writing into your own writing, you should aim for synthesis of the material. Read the following pages for more help on synthesis.

Synthesizing means comparing different material and highlighting similarities, differences, and connections. When a writer synthesizes successfully, he or she presents new ideas based on interpretations of other evidence or arguments. Critical reading and critical thinking are key components of successful synthesizing.

Please feel free to ask me for any clarifications.

SAMPLE ANSWER

Annotated Bibliography

Caring for Autistic Individuals

Johnson, B. P., Papadopoulos, N., Fielding, J., Tonge, B., Phillips, J. G., & Rinehart, N. J. (2013). A quantitative comparison of handwriting in children with high-functioning autism and attention deficit hyperactivity disorder. Research in Autism Spectrum Disorders, 7(12), 1638-1646.

This article focused on establishing the difference in handwriting between children suffering from attention deﬁcit hyper- reactivity disorder (ADHD) and those with high- functioning autism (HFA) to establish the effects of this disorders in academic welfare of the children. The author achieved this by having children duplicate words cat and dog repeatedly paying attention to space, size errors and speed. The study involved 49 participants all boys between ages of 7 and 14 years who had to complete the handwriting performance test (HPT). The base of this study is to illustrate how HFA and ADHD affect children in their academics limiting their expression through writing. The findings of this task indicate the existence of writing impairments in these children, and therefore there need tailored writing therapies. As it has been found in other studies, ADHD and HFA significantly affects the writing speed of the individuals. However, it has been found that other factors contribute to the lower writing speed. The study is limited in that the sample size was small.

The findings are applicable for caregivers especially teachers who care for autistic children. As such, the teachers can be able to apply different teaching methods with these children. Since the article explains the differences in factors that contribute to slow handwriting in children with ADHD and HFA, teachers are enlightened on how to how children with different disorders differently.

Kreider, C. M., Bendixen, R. M., Mann, W. C., Young, M. E., & McCarty, C. (2015). Mixed-method exploration of social network links to participation. OTJR: occupation, participation and health, 1539449215578650.

This article discusses the importance of Social Networks (SNs), and how this network affects the participation of youths especial those with Attention Deﬁcit Hyper- Reactivity Disorder (ADHD), Learning Disorder (LD), and Autism Spectrum Disorder (ASD). The participants were interviewed individually, and the author performed personal link investigation to determine their level of participation. The method used was a combination of both qualitative and quantitative analysis blended in a mixed method design. This exercise was based on assessing the relationship between SN and participation and how these disorders affect the participation of youths. The findings of this study point out the communication impairments in individuals with these disorders. This, therefore, indicates the need to encourage the youths to participate more in social interactions to enhance their social skills. This reading has focused on the role of peers, family members and other acquaintances that comprise the SNs of these individuals in promoting their participation. The study is limited in that it lacked online participations. In addition, the sample was small, and only a few participants have complex cognitive disorders.

It is, however, beneficial to parents, friends and other family members interacting with youth with any of the disorders. Therefore, it is important for family members and friends to encourage the participation of these youths in different social activities. The study indicates that some of these individuals do not make much sense during the conversations; however, friends and relatives should not shun or discourage them. What they need is encouragement and be treated like normal persons in case of such incidents.

Heyvaert, M., Saenen, L., Campbell, J. M., Maes, B., & Onghena, P. (2014). Efficacy of behavioral interventions for reducing problem behavior in persons with autism: An updated quantitative synthesis of single-subject research. Research in developmental disabilities, 35(10), 2463-2476.

In this paper, the writer evaluates essence of behavioral interventions in eradicating the problem behavior in individuals diagnosed with autism. To come up with relevant information, the author conducted searches from journals, bibliographies, and databases. The analysis was then done to align the various sources of original studies. The method applied was a quantitative blend of mono subject studies comprising of 213 sources representing 358 individuals with autism. This study is based on the numerous problems that originate from autism and how their impacts can be reduced. The results indicate that behavioral interventions are effective in reduction of these problems; however, some are better than others are. This study has managed to cover most of the details concerning different behavioral interventions and how they can be employed to cater for problems resulting from autism. As such, it is a good piece for caregivers of individuals with challenging behaviors because of autism.

The different behavioral interventions that are described by the author of this article can be applied by parents and caregivers to handle different challenging behaviors portrayed by individuals with these disorders. This article provides crucial information for these caregivers because some of the challenging behaviors can have detrimental effects to these individuals their siblings or the caregivers. For instance self-injury behaviors can be managed through stories talks or combined therapy that has been proved efficient.

Hebron, J., Humphrey, N., & Oldfield, J. (2015). Vulnerability to bullying of children with autism spectrum conditions in mainstream education: a multi‐informant qualitative exploration. Journal of Research in Special Educational Needs, 15(3), 185-193.

This paper lays focus on how autism results in bullying of affected children in schools, and how this bullying affects them as well as how it should be handled. The author conducted interviews with five children with autism aged between 5-13 years, their parents as well as teachers. The method put into practice by the author is a cross-sectional qualitative analysis with semi-structured interviews for data gathering. The base of this study is the rampant cases of bullying of children with autism raising a lot of concern. The study concluded that bullying in schools is a serious problem for children with autism hence affecting their peer relationships. This creates the need for school staff to create a strong protective role for these children. As such, teachers should build a good relationship with these children to encourage communication and hence reduce the bullying risk. The limitation of this study is that the size of the sample is very small. However, the author has managed to cover principal areas such as the role of parents, teachers, and the entire school in the reduction of the bullying risk.

This study helps the caregivers on the signs to look out for to detect bullying and the actions to take in case of an incident. It also explains the role of teachers and parents in containing bullying. The article also describes how teachers can discourage bullying through punishment of the culprits. It also explains how children who have undergone bullying can be mentored to recover their self-confidence and hence social participations.

Daley, T. C., Weisner, T., & Singhal, N. (2014). Adults with autism in India: A mixed-method approach to make meaning of daily routines. Social Science & Medicine, 116, 142-149.

In this book, the author focuses assessment of daily activities for grown-ups with autism in India. The data was collected from 32 participants by verbal interviewing as well as engaging them in a series of tasks outside their homes. Questioners were also given to the parents of the participant to fill. Mixed method was used to acquire the information. The basis of this study was the need to evaluate how and where adults with autism performed their daily activities. The results show that majority of the adults are let out in the public at least occasionally. Although the parents reported challenges from abnormal behaviors, it was conclusive that these individuals are not hidden. Like with other studies, this one used a small number of participants and the study time was limited.

This article has been successful in determining how parents and other family members can deal with adults diagnosed with autism without restricting them. In addition, this reading describes the importance of letting these individuals free when performing their daily activities. Parents are therefore provided with different guidelines on how they can encourage these individuals to perform their chores and interact with the outside world without supervising them all the time.

Artiste, F. M. (2014). Characteristics of Successful Classroom Behavior Therapists of Individuals with Autism: A Qualitative Case Study (Doctoral dissertation, University of Akron).

The author of this reading had an aim of bringing out the attributes that classroom therapist should have for successful caregiving for individuals with autism in a class setting. The author selected and interviewed teachers from different schools. One of the methods used by the author is behavior based interviewing of individuals to obtain meaningful information and qualitative design to analyze the information. The reading is based on the rising cases of children diagnosed with autism creating the need for special care in classrooms as well as interventions to cater for their behavioral problems. The findings of this study indicate that for quality intervention, teachers require dedication, teamwork with other teachers and mastery of other teaching methods. The major limitation of this study is that it had inadequate number of participants as well as study time. The author has also failed to describe the nature of questions asked from the participants

Despite these limitations, teachers and therapists in their preparations for teaching can apply the article to attain the different attributes that teachers need to have. For instance to handle some behaviors like screaming of the individuals can be handled through a song asking the individual to answer some questions. The article also described how the classroom therapists can attain the different attributes they need to handle their students with autism.

Basics of the synthesis

After analysis of these readings, different modes of handling individuals with autism have been put forward to assist caregivers such as parents; teachers, siblings and therapist provide effective care. Different measures have been established to care for these individuals at different ages. For instance, the first article enlightens oh how to establish the difference between a child with autism and one with attention deficit hyper reactivity disorder through errors in their handwriting. On the other hand, the second article discusses how social networks contribute to social participations for youths with autism and learning disorder. Although the topics of discussion are different the basis is the same; how to differentiate autism from similar illnesses using different parameters. The third article talks about existence of bullying for children with autism and how it can be handled. As such, the ultimate goal of the writer is to establish the challenges that children with autism face. Although all the readings cover different subjects, all are have an ultimate objective in providing efficient care for people with autism whether children, youth, or adults. The readings also educate on the effects of autism in academics, daily routines as well as social lives of the affected individuals. More so, the roles of different shareholders in caring for this individuals are outlined.

Annotated Bibliography

Caring for Autistic Individuals

Daley, T. C., Weisner, T., & Singhal, N. (2014). Adults with autism in India: A mixed-method approach to make meaning of daily routines. Social Science & Medicine, 116, 142-149.

Artiste, F. M. (2014). Characteristics of Successful Classroom Behavior Therapists of Individuals with Autism: A Qualitative Case Study (Doctoral dissertation, University of Akron).

Basics of the synthesis

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Mixed Methods Scientific Research Designs

Mixed Methods Scientific Research Designs Order Instructions: I did this assignment, below are the comments from my tutor can you please help me improve it. You can do it your own way or modify the work I had done, though am not sure whether I was right(I will pay as a new task, just make sure am satisfied).

1. you didn’t provide a rationale for the utility of mixed methods research in psychology. This was not done.

2. you didn’t provide a rationale against the utility of mixed methods research in psychology. This too was not done.

Mixed Methods Scientific Research Designs Sample Answer

Mixed Methods Research Designs

Every work involves the use of a specific tool or apparatus that enhances the attainment of the desired objectives. Similarly, in research, there are diverse methods that can be applied to collect data and come up with scientific reality or information about the social reality. In some instances, research work will need to apply combined techniques or more than one technique to increase the chances of getting more reliable information. One of the prominent research techniques is the use of the Mixed Method Research, (MMR). Mixed method approach, also referred to as the multi-methodology, involves the application of both the quantitative and qualitative techniques in a single study. The application of both techniques can either be concurrent or sequential. The mixed method approach is likely to give a wider dimension of approach to research when applied in the psychology-based study. The current paper describes the mixed method research as an integration of both quantitative and qualitative methods. In addition, the paper explains the type of questions best explained by the mixed method approach. The paper also elaborates the strength and limitation of ma mixed method approach. Finally, there is the rationale for and against the utility of mixed methods in psychology.

According to Johnson & Onwuegbuzie (2004), the mixed method approach can be used to bridge the rift between quantitative and qualitative techniques. Both techniques though viewed as different, may have closer similarities. For example, both techniques aim to gather empirical evidence or data to address the questions posed. Mixed method approach is therefore an integrated approach that erases the limitations posed by the single method and can be used to answer a question posed on the social phenomenon (Johnson & Onwuegbuzie, 2004). The mixed method approach technique usually uses both quantitative and qualitative techniques in order to create a greater validity that can be derived through the use of varied techniques of data collection. In the mixed method research technique, both the qualitative and quantitative data are collected. Afterwards, the data are mixed together to produce more comprehensive and integrated results regarding the social reality. The mixed method technique can therefore be viewed as the bringing together of the qualitative and quantitative techniques (Creswell, 2014). Consequently, the mixed method technique can be explained as a convergence of results arising from both the qualitative and the quantitative results. This can be illustrated by the diagram below.

qua RESULTS

The data collected from both the qualitative and quantitative techniques are then connected together to form integrated research results. Lastly, the information that is got from the result of carrying out both techniques is then embedded together and used to explain the social phenomenon that was under enquiry.

Quantitative data

Qualitative data

(Integrated research results)

Any research study usually aims to answer a specific question or identify a gap that has been identified. When applying the mixed method of approach, one question is usually developed and then extended into quantitative and qualitative sub-questions. Once the enquiry has been undertaken, different perspectives of research are got and can therefore be used to explain the social phenomena under the study (Collins & O’cathain, 2009). The questions that are raised and are to be investigated can be answered from a number of perspectives. In a concurrent mixed study method, both the quantitative and qualitative studies are carried out together and results emanating from the study combined. In a sequential study approach, the qualitative method for instance can be carried out first while the quantitative technique will be used to test a named hypothesis arising from the study so as to enhance generalization of the facts (Burkholder, Cox, & Crawford, 2016).

One of the advantages of using the mixed method approach is that the researcher can be able to use narratives, words and pictures to be able to explain reality or factual data in social phenomena (Creswell, 2014). For instance, Psychological facts can better be understood when a combination of these concepts will be used to aid in the explanation of the social reality. From another insightful perspective, the researcher has an ample platform that allows him/her to be able to generate and at the same time test any grounded theory (Burkholder, Cox, & Crawford, 2016). Since the researcher will not be confined to particular tenets of the single method of research, he/she can be able to tackle broader and complete varieties of questions. This allows the researcher to explore fully and comprehensively the case that he/she is studying to come up with conclusive information on what he/she is studying. In the mixed method approach, therefore, there is the concept of complementarily. Additionally, the mixed method allows the researcher to be able to add insightful facts and methods that can be ignored when a single research technique is applied in carrying out research work especially in psychology.

On the other hand, the mixed method can be considered to be more time-consuming and expensive. From another perspective, a lot of researchers may also find it difficult to handle any conflicting ideas or results arising from the study that uses the mixed method research technique. Furthermore, there are some researchers who may hold methodological predilections, which may make them lean on one method at the expense of the other. In such cases, the researcher may fail to understand the mixed methods as a complete integration of both the qualitative and quantitative methods.

Psychology-based researches require intensive implementation of research techniques that come up with viable results that fully explain a specific social phenomenon. For example, when the mixed method is used in finding out psychological concepts in the social world, the researcher is likely to come up with stronger evidence that will be derived from the convergence and collaboration of ideas from both the qualitative and quantitative techniques, applied together. When both methods have been applied, the researcher can come up with a complete knowledge that can be effective in explaining and informing psychological practices and theories (Edmonds & Kennedy, 2012). From another insightful perspective, when the mixed method approach is used to investigate a psychological concept, overlapping, though diverse ideas about a social phenomenon can be derived.

When undertaking a psychological study, the mixed method can enhance complimentarily between the quantitative and qualitative techniques. For instance, the results that can be derived from one method can be verified using the other. For example, the qualitative study can be used to come up with a psychological concept in the social world. Quantitative study can afterwards be undertaken to verify the facts through coming up with a hypothesis following the survey undertaken from the qualitative study (Mertens, 2014). Consequently, when the qualitative technique is used as a platform to carry out a survey study, the quantitative technique can be used to verify the facts.

Contrarily, the mixed method approach can pose difficulties to the researcher especially where he/she will be required to apply two or more approaches concurrently to study a psychological concept on a certain population. The researcher will be required to go an extra mile to understand how to apply both methods and how to mix them appropriately.

In conclusion, a single method used in carrying out research can produce a variety of weaknesses. The mixed method approach can be used to compensate for the weaknesses that can be prevalent in every single technique. For instance, the use of both the qualitative and quantitative techniques yields results that give a comprehensive outlook about the social phenomenon under enquiry.

Mixed Methods Scientific Research Designs References

Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016).The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.

Collins, K. & O’cathain, A. (2009). Introduction: Ten points about mixed methods
research to be considered by the novice researcher. International Journal of Multiple Research Approaches, 3(1), 2-7. http://dx.doi.org/10.5172/mra.455.3.1.2

Creswell, J. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications.

Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.

Edmonds, W. A., & Kennedy, T. D. (2012). An applied reference guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications.

Johnson, R. & Onwuegbuzie, A. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14-26.http://dx.doi.org/10.3102/0013189×033007014

Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.

Researchers Response to Ethics Reviewer

Researchers Response to Ethics Reviewer Order Instructions: Please read the file: Proposal and then open the file: Ethics Response Form COPY 2 and challenge the Ethics Reviewer’s assessment and write your reply on the: Researcher’s response to Ethics Reviewer

Researchers Response to Ethics Reviewer Sample Answer

ETHICS RESPONSE FORM

Researcher name (student):	Faculty reviewer:	Date of Review:
Working Title of Proposal or summary of study scope:
Proposal attached? _#_ Yes ___No	Academic Honesty Declaration signed? _#__Yes ___ No

Each of the ethical standards below must be adequately addressed by the researcher in order to obtain ethics approval.

In the blue column, the RESEARCHER (student) should perform a self-check using these 35 questions before submitting the ethics form to the faculty member supervising the study. In each row of the blue column, the RESEARCHER should enter YES, NO, or NA as well as a very brief explanation. The Academic Honesty Declaration must be attached and should be signed and dated.

In the yellow column, the ethics REVIEWER (supervising faculty member) will enter YES, NO, or NA to confirm or challenge the RESEARCHER’S self-check on each standard. With each NO, the ETHICS REVIEWER will indicate what revisions are required for ethics approval. The faculty reviewer will also render a decision at the end of this form and return the form to the RESEARCHER.

If the ETHICS REVIEWER (supervising faculty member) is able to approve “as is” then the orange column is left blank.

In the orange column, the RESEARCHER (student) will respond to each of the ETHICS REVIEWER’S concerns to explain where/how each of the reviewer’s concerns was met in the resubmitted materials.

	Researcher’s ethics self-check In each row, the researcher should confirm compliance with the ethical standard by entering “Yes,”“No,” or “N/A, ”along with a brief defense of the response (i.e., stating keywords that point to how the ethical standard has been met).	Ethics Reviewer’s assessment: After the researcher has presented the evidence for compliance with each ethical standard, the Ethics Reviewer should either confirm by entering “Yes” or challenge with “No.” With each “No,” the reviewer must specify what revisions are needed to obtain ethics approval.	Researcher’s response to Ethics Reviewer Researcher must use this column to explain how and where each of the Ethics Reviewer’s concerns (in the yellow column) has been addressed.
Example: Will data be stored securely?	*Yes. Data files will be kept on a password protected computer.*	*No. Please also address how the paper surveys will be secured prior to being entered as electronic files.*	*Paper surveys will be in a locked file cabinet. Proposal has been updated.*
The first 11 questions apply to all studies (even when the researcher is not interacting with participants to collect new data). Hover the mouse over the blue footnoted words to view extra tips and definitions.
1. Are participant recruitment and data collection steps[i]adequately described, such that the study’s risks and burdens can be discerned?	Yes. How data would be collected through the use of questionnaires is clearly described. Two-hundred participants will complete the closed-ended questionnaires.	Yes	Yes. How data would be collected through the use of questionnaires is clearly described. Two-hundred participants will complete the closed-ended questionnaires.
2. Will the research procedures ensure privacy[ii] during data collection?	Yes. The names and details of the participants will be kept confidential to ensure the anonymity of the study subjects.	Yes	Yes. The names and details of the participants will be kept confidential to ensure the anonymity of the study subjects.
3. Will data be stored securely[iii] with adequate provisions to maintain the confidentiality of the data?	No. Not specified	Needs to be something like: The study will ensure that data is kept in a format and stored on a password protected system.	The research study would ensure that data is kept in a format and stored on a computer system that is protected by a password.
4. Will the data be stored for at least 5 years?	No. Not specified.	Try something like: The data gathered will be stored for at least 5 years for use by other researchers where needed.	The gathered data would be stored for no less than 5 years so that other researchers may use it where needed.
5. If participants’ names or contact info will be recorded in the research records, are they absolutely necessary[iv]?	NA. Participants names or contact information would not be recorded	Yes	NA. Participants names or contact information would not be recorded
6. Do the research procedures and analysis/write-up plans include all possible measures to ensure that participant identities are not directly or indirectly[v] disclosed? For secondary data analyses, the proposal must clearly state when/how de-identification will occur.	Yes. Through the use of questionnaires, the respondents’ anonymity would be observed and their identities would not be disclosed.	Try something like: Yes. Questionnaires and survey guides do not include the identities of participants for disclosure. During the analysis of secondary data analysis, the researcher will ensure that identities associated with data are ignored and only deal with data itself.	Yes. Questionnaires and survey guides do not include participants’ identities for disclosure. During the analysis of secondary data, the researcher would make sure that identities linked to data are ignored and only deal with the data itself.
7. Have all potential psychological[vi],relationship[vii], legal[viii], economic/professional[ix], physical[x], and other risks been fully acknowledged[xi] and described?	No. Not specified.	Try something like: Yes. The study will ensure that respondents provide data without any difficulty, either from physical or psychological perspectives. employees are reassured that they are allowed to opt out of the data gathering process at any time without problems during and/or before the study. Respondents are giving their views on non-controversial or dangerous issues, related to a business which they know, so there are thought to be effectively no risks in participating in this research.	Yes. The research study would ensure that the participants provide data without any difficulty, either from physical or psychological perspectives. Participants would be reassured that they can opt out of the data gathering process at any time without problems or facing consequences during and/or before the study. The study subjects would give their opinions on non-controversial or dangerous issues relating to a business which they know. Thus, there are thought to be effectively no risks in taking part in this research.
8. Have the above risks been minimized [xii]as much as possible?	No. Not specified.	Something like: Yes. These risks have being addressed in the ethical consideration within the proposal.	Yes. The risks have been addressed in the ethical consideration in the proposal.
9. Has the researcher proactively managed any potential conflicts of interest[xiii]? Note that student researchers may not utilise research assistants to recruit participants or collect research data on behalf of the researcher.	No. Not specified.	You have to make sure that any person or persons involved do not face conflicts of interest. For example, if you are interviewing or giving a questionnaire to a person subordinate to you in the company, how will you ensure that you do not get baised results – they answer what they believe YOU want to hear, rather than what THEY believe? Similarly if you use suppliers as respondents?	Yes. The researcher will ensure that any person or persons involved do not face conflicts of interest. Research assistants would not be utilized in recruiting respondents or gathering research data on the researcher’s behalf. The researcher will give out the questionnaires himself.
10. Are the research risks and burdens[xiv] reasonable, in consideration of the new knowledge[xv] that this research design can offer?	No. Not specified.	Again, you need a complete answer – try something like: Yes. The research design is such that participants will be giving their own views and problems and will be doing so of their own free will. The research should be understood as being completely separate from the researcher’s role and apart from in the interview, data will be collected anonymously. The researcher interviewing senior managers does not pose any burden for them. The interview is designed to last for 20 minutes and the questionnaire to last for 15 minutes. Thus, the risks and burdens are expected to be minimal for this research	Yes. The research design is such that respondents would be giving their own viewpoints and problems and would be doing so of their own free will. The research study would be considered as being totally separate from the researcher’s role and the questionnaire data will be collected anonymously. The researcher collecting data from the participants will not pose any burden for them. Filling out the questionnaire would take about 15 minutes. Therefore, the risks and burdens are expected to be minimal for this research
11. Is the research site willing to provide an Authorisation Letter (or email) granting permission[xvi]for all relevant data[xvii] access, access to participants, facility use, and/or use of personnel time for research purposes?	Yes. The research site, various oil and gas (O+G) companies, are ready to provide Authorization Letters.	Yes
The remaining questions only apply to studies that involve recruiting participants to collect new data (such as surveys, interviews, observations). ____Please place an X on this line if NONE of the questions in the next section are applicable to the proposed study.
12. Applicable for student researchers: Will this researcher be appropriately qualified[xviii] and supervised[xix] in all data collection procedures?	Yes. The researcher is well-trained to collect data using questionnaire surveys.	Yes	Yes. The researcher is well-trained to collect data using questionnaire surveys.
13. Is participant recruitment coordinated in a manner that is non-coercive[xx]? Coercive elements include: leveraging an existing relationship to “encourage” participation, recruiting in a group[xxi] setting, extravagant compensation, recruiting individuals in a context of their treatment or evaluation[xxii], etc. A researcher must disclose here whether/how the researcher may already be known to the participants and explain how perceptions of coerced research participation will be minimized[xxiii].	Yes. Anonymous surveys are used to collect data from participants. For online surveys, participants would be invited through email invitations. No one is forced to participate. The researcher is not already known to the participants. Perceptions of coerced research participation would be minimized by informing the participants that they have the right to withdraw from the study at any time without being punished.	Yes	Yes. Anonymous surveys are used to collect data from participants. For online surveys, participants would be invited through email invitations. No one is forced to participate. The researcher is not already known to the participants. Perceptions of coerced research participation would be minimized by informing the participants that they have the right to withdraw from the study at any time without being punished.
14. If anyone would be excluded from participating, is their exclusion justified? Is their exclusion handled respectfully and without stigma[xxiv]?	NO. No exclusion criteria are specified and any respondent metting the research reponse criteria can take part or not, according to their feelings.	Yes	NO. No exclusion criteria are specified and any respondent who meets the research response criteria can either take part or not, according to their feelings.
15. Where the researcher proposes to use an interpreter, has adequate consideration been given to the interpreter’s training regarding confidentiality and principles of informed consent, etc.?	NA. No interpreter would be used.	Because…?	NA. No interpreter would be used because the participants are conversant in the English language; the language that would be used in data collection.
16. Do the informed consent[xxv] procedures provide adequate time to review the study information and ask questions before giving consent?	Yes. There is enough time to review the informed consent form and answer questions.	Yes	Yes. There is enough time to review the informed consent form and answer questions.
17. Will informed consent be appropriately[xxvi]documented?	Yes. It would be documented. No signatures would be required, so as to protect the participants’ privacy.	YEs	Yes. It would be documented. No signatures would be required, so as to protect the participants’ privacy.
18. Is the participant information sheet (PIS) written using language that will be understandable[xxvii] to the potential participants?	Yes. A professional tone is maintained and the language in the PIS is tailored to the readers	Yes	Yes. A professional tone is maintained and the language in the PIS is tailored to the readers.
19. Does the PIS include an understandable[xxviii] explanation of the research purpose?	Yes. The research purpose is clearly stated using appropriate everyday language.	Yes	Yes. The research purpose is clearly stated using appropriate everyday language.
20. Does the PIS explainthe sample’s inclusion criteria in such a way[xxix]that the participants can understand how/why THEY are being asked to participate?	Yes. inclusion criteria is included in the PIS.	Yes	Yes. Inclusion criteria are included in the PIS.
21. Does the PIS clearly state that participation is voluntary?	Yes. This information is included.	Yes	Yes. This information is included.
22. Does the PIS convey that the participant has the right[xxx]to decline or discontinue participation at any time?	Yes. It states that the participants have the right to withdraw from the study.	Yes	Yes. It states that the participants have the right to withdraw from the study at any time.
23. Does the PIS include an understandable description of the data collection procedures?	Yes. Procedures for data collection are described clearly.	Yes	Yes. Procedures for data collection are described clearly.
24. Does the PIS include an estimate of the time commitment[xxxi] for participation?	Yes. It states that the questionnaire would be completed within 20 minutes.	Yes	Yes. It states that the questionnaire would be completed within 20 minutes.
25. Does the PIS describe any thank you gifts, compensation, or reimbursement to participants (for travel costs, etc.) or lack thereof?	Yes. It states that the participants should not expect to be given any compensation, reimbursements or gifts as a result of their participation.	Yes	Yes. It states that the participants should not expect to be given any compensation, reimbursements or gifts as a result of their participation.
26. Does the PIS include a description of reasonably foreseeable risks[xxxii]or discomforts?	No. This information is not included.	Something like: Yes. It describe only the research aims and rationale. Because individuals will be giving their own views and opinions, freely and without any likely impact on their personal and professional positions, it is not considered that this research will carry much risk or any burden beyond the short time required to fill in the questionnaire or take part in the interview.	Yes. It describes only the research aims and rationale. Since the participants would be giving their own views and opinions, freely and without any possible impact on their personal and professional positions, it is not considered that this research will carry much risk or any burden beyond the short time needed to complete the questionnaire survey.
27. Does the PIS include a description of anticipated benefits to participants[xxxiii]and/or others?	No. This information is not included	Something like: For most social science studies, it is appropriate to state that there are no particular direct benefits to the individual. In this case, just the wider benefits to society.	Yes. The PIS includes a description of expected benefits not to the participants, but to the wider society in general. There would be no direct benefits to the individual respondents.
28. Does the PIS explain how the participant can contact the researcher and the university’s Research Participant Advocate? (USA number 001-612-312-1210 or email address liverpoolethics@ohecampus.com)	Yes. The contact details are provided.	Yes	Yes. The contact details are provided.
29. Does the PIS describe how privacy will be maintained[xxxiv]?	Yes. It states that the participants’ details would not be disclosed to third parties and will not be used for any other purpose than helping to comlete the research aims.	Yes	Yes. It states that the participants’ details would not be disclosed to third parties and will not be utilized for any other purpose besides helping to complete the research aims.
30. Does the PIS disclose all potential conflicts of interest (specifying that this study is separate from the researcher’s other professional role)?	No. This information is not included	Something like: Yes. This enable the participants have an informed decision to participate in the research.	Yes. This allows the participants to have an informed decision to take part in the study.
31. Do the consent documents preserve the participant’s legal[xxxv]rights?	Yes. The participants are not asked to waive any legal rights.	Something like: Yes, although as they are commenting their own views on organisational matters in a commercial setting, it is not thought ikley that any possible legal issues will arise.	Yes. Although as they are commenting their own views on organizational matters in a commercial setting, it is not thought likely that any possible legal issues will come up.
The remaining questions regarding sensitive content and vulnerable populations should be reviewed and addressed by the researcher (student) and faculty reviewer, but must also be confirmed by the International Online Research Ethics Committee before the study may go ahead. ____Please place an X on this line if NONE of the questions in the next section are applicable to the proposed study.
32. If vulnerable[xxxvi] individuals will be specifically sought out as participants, is such targeted recruitment justified[xxxvii]by a research design that will specifically benefit that vulnerable group at large?	NA. Does not apply to the research study.
33. If the researcher happens to also serve in a trusted or authoritative[xxxviii]role to the participant (e.g., health care provider, teacher etc.), do the recruitment procedures ensure voluntary participation?	NA. Does not apply to the research study.
34. If the research procedures might reveal or create an acute psychological state that necessitates referral, are there suitable procedures in place to manage this?	NA. Does not apply to the research study.
35. If the research procedures might reveal criminal activity, child/elder abuse, or employer policy non-compliance that necessitates[xxxix] reporting, are there suitable procedures in place for managing this? Are limits to confidentiality (i.e., duty to report) appropriately mentioned in the Participant Information Sheet?	NA. Does not apply to the research study.

ETHICS APPROVAL DECISION
THIS DOCUMENT MUST BE POSTED IN THE GRADEBOOK AFTER THE SUPERVISING FACULTY MEMBER HAS RENDERED A DECISION. THE APPROPRIATE ETHICS PATHWAY(S) MUST ALSO BE ENTERED INTO THE MiTSA , eg LOCAL, EXPEDITED OR IOREC APPROVAL(S) The supervising Faculty Member will mark an X next to box A, B, or C. If box A or B is marked, then the supervising faculty member will also mark an X next to the applicable subcategory (1, 2, 3, etc.):
	A. APPROVED VIA EXPEDITED (LIGHT TOUCH) ETHICS REVIEW: · As the supervising faculty member, I confirm that all applicable criteria 1-35 above are met with either a “Yes” or “N/A.” · I understand my responsibilities as a supervisor, and will ensure to the best of my abilities that the student investigator abides by the University’s policy on Research Ethics at all times. · I affirm that the research activities fall entirely within the parameters of the design indicated with an X below (1,2 or 3) that the International Online Research Ethics Committee has authorized faculty members to approve via the expedited (light touch) review:
		1. analysis of publicdocuments, artifacts, behaviour or data;
		2. secondary analysis of existing data that is privately held but released for research purposes (with all identifiers removed);
		3. surveys or interviews ofnon-vulnerable adults on non-sensitive topics (i.e., no potential to participants of coercion, distress, loss of work/school time, damage to professional reputation). Vulnerable populations include children, clinic patients, prisoners, military personnel, facility residents, anyone over whom the researcher holds authority (e.g., students, subordinates), anyone who might feel undue pressure to participate in the study, and any individuals with severe enough mental disabilities to interfere with capacity to consent to the study.
	B. REFERRED TO ETHICS COMMITTEE: · As the supervising faculty member, I am referring to this study to the full ethics committee (IOREC) because [mark 1, 2, 3, 4 or Other below]. · I will email the student’s ethics application and all attachments as a single zip file to the ethics committee vialiverpoolethics@ohecampus.com, copying the DOS (or Programme Director where this exists). The ethics committee accepts applications until 5 pm Liverpool time zone on the 3^rd Thursday of every month. Decisions and feedback will be emailed to the student and DA within 5 business days after the 4^th Thursday of the month.
		1. the researcher proposes to collect data from vulnerable individuals such as children, clinic patients, prisoners, military personnel, facility residents, anyone over whom the researcher holds authority (e.g., students, subordinates), anyone who might feel undue pressure to participate in the study, and any individuals with severe enough mental disabilities to interfere with capacity to consent to the study.
		2. some (potential) participants may find the research topic or premise sensitive
		3. participants’ jobs or livelihoods may be placed at any risk by the study activities
		4. the participants’ culture and/or international location suggest that extra participant protections may be necessary
		Other: _____
	c. C. REVISIONS REQUIRED: The student needs to revise the proposal and ethics materials to address the concerns in the yellow column and resubmit to me before I can select A or B above.

Footnotes

[i] In order to weigh potential risks against benefits, the researcher first needs to plan and clearly articulate all of the following that apply:

how existing data or contact information of potential participants will be obtained,

format and context of the initial contact with potential participants,

informed consent procedures,

assignment to groups (if applicable),

description of any pilot activities,

data collection steps,

transcript review and/or membercheck (if applicable), and

how results will be shared with stakeholders.

[ii] Privacy risks might include unintended breach of confidential information (such as educational or medical records); being observed/overheard by others while meeting researcher or providing data; or intrusion on the privacy of others who are not involved in the study (e.g. participant’s family).

[iii] Secure data storage requires password protection on electronic files and locks for physical data.

[iv] Note that consent forms do not require signatures if the participant can indicate consent by some action such as clicking on a link, returning a completed survey, etc.

[v] Participant identities might be “indirectly” and unintentionally disclosed if a researcher’s final research report fails to withold demographic details or site descriptions that might permit a reader to deduce the identity of a participant. So the researcher needs to think about which demographic descriptors are most important to collect and report, while ensuring that the identity of individual participants is protected. Also, the name of the site/organization is typically masked in scholarly research though in some cases, the organization can elect to publicize their name along with the research results.

[vi] Psychological risks include stress greater than what one would experience in daily life (e.g., materials or topics that could be considered sensitive, offensive, threatening, degrading).

[vii] Relationship risks are present if the recruitment or data collection process are likely to alter the existing dynamics between the researcher and participant (who may be coworkers or have some professional relationship), among participants (if they know one another), or between the participant and the participant’s friends, coworkers, or family members.

[viii] Legal risks are present if data collection might result in a participant’s disclosure of a violation of laws.

[ix] Economic/professional risks are present if data collection could result in the participant disclosing a violation of workplace policies, disagreement with leadership decisions, poor work performance, or anything else that could be damaging to theparticipant’s position, professional reputation, promotability, or employability. Risks are acceptable but participants need to be made aware of professional risks during the consent process so they can make an informed decision.

[x] Physical risks are not common in social science research but would involve risk of serious physical injury to the participant or the researcher.

[xi]Minimal risks are acceptable but must be identified upfront. Minimal risk is defined as when: “the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life.”

[xii] The researcher is responsible for planning measures that will provide participants with reasonable protection from privacy loss, distress, psychological harm, economic loss, damage to professional reputation, and other possible harms.

[xiii] A conflict of interest is caused when the researcher has some sort of dual role in the research context, such as being a teacher, therapist, investor, business-owner, manager, etc. Conflict of interest must be managed to ensure that the research reveals “truth,” not just the outcome that the researcher might desire to see due to their other role.

[xiv] All research activities place some degree of burden on the participants by asking the participants to share personal information, volunteer time, and assume risks.

[xv] Examples of “new knowledge” include: effectively addressing a gap in the literature, generating new theory, enhancing understanding of a phenomenon, assessing effectiveness of a particular professional practice, addressing a local practical problem via data analysis.

[xvi] No documentation of permission is required (a) if the researcher will simply be asking organizations to distribute research invitations on the researcher’s behalf, or (b) if the researcher is using only public means to identify/contact participants.

[xvii] Note that when medical, educational, or business records would be analyzed or used to identify potential research participants, the site needs to explicitly approve access to data for research purposes (even if the researcher normally has access to that data to perform his or her job).

[xviii]Researchers must be able to document their training in the data collection techniques and the ethics committee might require the researcher to obtain additional training prior to ethics approval. For most student researchers, the research course sequence is sufficient but some research procedures (such as interviewing people with mental disabilities) may require additional training. For psychological assessments, the manual indicates specific qualifications required. Data collection from children requires a background check/clearance through a local agency.

[xix] Remote supervision is suitable for most studies but onsite supervision may be required for certain types of sensitive data collection (e.g., interviews or assessment regarding emotional topics).

[xx] For example, anonymous surveys and/or low-pressure communications such as email invitations permit potential participants to opt out with minimal fear of retaliation or other negative consequences.

[xxi] It is not ethically acceptable to invite a “captive audience” to participate in research on the spot (i.e., to ask an entire class or a group of meeting attendees to complete a survey during their session). Such a dynamic would not provide sufficient privacy or respect for their right to decline research participation. However, a researcher may use the last few minutes of a meeting to introduce a study and distribute materials, such that the potential participants can then take their time to decide later about participation.

[xxii] Generally, data collection cannot be approved during work hours or school hours unless a “free period” has been identified (e.g., lunch) so the research activities can be separated from the participants’ regular activities. It is important to maintain an “opt in” dynamic rather than implying that employees/students/group members are expected to participate.

[xxiii]Completion of the study directly benefits the student (allowing him or her to obtain a degree), and so the researcher should minimize the potential for either (a) conflict of interest or (b) perceived coercion to participate. Researchers who are in positions of authority or familiarity must take extra precautions to ensure that potential participants are not pressured to take part in their study. Examples: an instructor researcher may recruit her students AFTER grades have been assigned; a psychologist researcher may recruit clients from ANOTHER psychologist’s practice; a manager researcher may conduct ANONYMOUS data collection so that subordinates do not perceive their responses or [non]participation as being associated with their job standing.

[xxiv] When applicable, the exclusion criteria should be listed on the recruitment material (flyer, invitation email,etc.) or participant information sheet (PIS) to prevent situations in which the researcher rejects volunteers in a stigmatizing manner.

[xxv]Informed consent is not just a form; it is a process of explaining the study to the participant and encouraging questions before the participant makes a decision about participation.

[xxvi] While documenting consent via signature is common, note that anonymous surveys can obtain “implied consent” by informing the participant, “To protect your privacy, no consent signature is requested. Instead, you may indicate your consent by clicking here/returning this survey in the enclosed envelope.”) It is also acceptable to audiorecord verbal consent for interviews, in order to not have any record of the interviewee’s name.

[xxvii]The ethics committee encourages tailoring the language to the readers as long as a professional tone is maintained.

[xxviii] Minimal jargon should be used during the informed consent process. Everyday layperson language is most appropriate to help a participant make an informed decision about participation.

[xxix] People receiving the PIS should not be left wondering, “How did the researcher get my name?” or “Why am I being invited and not others?” or “Does the researcher already know private information about me?” The means by which the researcher has identified and contacted the potential participant needs to be made clear, if it is not already clear from the context. Sample explanations of inclusion criteria in PIS: (a) The human resources department has forwarded this invitation to all employees who meet the researcher’s study criteria (i.e., have been with the organization at least 2 years and have transitioned into a managerial role within the past year); or (b) The researcher is inviting all attendees of the past year’s XYZ professional conference to be in the study; or (c) The researcher will be randomly selecting possible participants by approaching the residents of every 5^th home in this neighborhood until 100 responses are obtained.

[xxx] When the researcher is already known to the participant, the PIS must include written assurance that declining or discontinuing will not negatively impact the participant’s relationship with the researcher or (if applicable) the invitee’s access to services.

[xxxi] Provide an estimate (in minutes or hours) of each component of data collection (e.g., survey, interview, memberchecking. etc. )

[xxxii] Describe only the possible harms that go beyond the risks of daily life.

[xxxiii] For most social science studies, it is appropriate to state that there are no particular direct benefits to the individual. In this case, just present the benefits to society.

[xxxiv]The PIS shouldexplain that the research report will not include names and that the data will not be used for any purposes other than research. It is not always clear to participants how a research interview is different from a journalistic interview, in which informants might be named.So the PIS should also describe any coding system that will permit the researcher to not use names. For sensitive interviews, the researcher might also want to assure participants that recordings will be destroyed immediately after transcription.

[xxxv]The consent forms/process should not ask a participant to waive any legal rights.

[xxxvi] Vulnerable participants include children, clinic patients, prisoners, military personnel, facility residents, anyone over whom the researcher holds authority (e.g., students, subordinates), anyone who might feel undue pressure to participate in the study, and any individuals with severe enough mental disabilities to interfere with capacity to consent to the study. Pregnant women (and their unborn children) are only considered a vulnerable population when a study involves physically risky data collection.

[xxxvii]Targeted recruitment of vulnerable participants can only be approved when the ethics committee determines that the study’s benefits justify its risks/costs.

[xxxviii] A researcher with a dual role must use anonymous surveys or some other method that permits potential participants to opt out without fear of negative consequences. Patients, students, and subordinates of the researcher need explicit assurance that their decision about participation will in no way impact their ongoing relationship with the researcher.

[xxxix] Any limits to confidentiality (i.e., duty to report) must be mentioned in the participant information sheet (PIS).

Depreciation Concept Assignment Paper

Depreciation Assignment — Depreciation Concept

Depreciation Concept

Order Instructions:

This week 4 assignment is actually due on sunday. So please do it as fast as possible. Please use the same health care finance book.

SAMPLE ANSWER

Assignment Week 4

Assignment Exercise 8-3: Depreciation Concept

As expected, an asset will decline in value over a given period of time depending on several factors (Baker & Baker, 2013). However, the amount of depreciation will differ based on the type of method used. In this case, the two purchased equipment in MHS will have different depreciating values when the straight line and the double-declining balance depreciation methods are used as demonstrated below.

The Straight Line Depreciation

MHS’s Lab Equipment

Year	Annual Depreciation	Remaining Balance
Beginning Balance =		$300,000
1	57,000	228000
2	57,000	171000
3	57,000	114000
4	57,000	57000
5	57,000	0

Depreciation will not be deducted from the beginning balance but the remaining balance after removing the 5% salvage cost.

300,000 * 95% = $ 285,000

$ 285,000 will then be divided by 5 years to get an equal amount of the depreciating value.

MHS’S Radiology Equipment

Year	Annual Depreciation	Remaining Balance
Beginning Balance =		$800,000
1	102857.14	617142.86
2	102857.14	514285.72
3	102857.14	411428.58
4	102857.14	308571.44
5	102857.14	205714.3
6	102857.14	102857.16
7	102857.14	0

If the salvage value is salvage value (10%) the depreciating amount will be 90% * 8000 = 720000

The Double-decline Balance Depreciation

MHS’s Lab Equipment

In this case, 95% will be divided by 5 years to give 19% which will then be doubled to 38%. The 38% will be multiplied by the remaining depreciating balance of $285,000. However, this method will have the last two years will use the straight line method (Droms & Wright, 2015). Therefore;

Year	Annual Depreciation	Remaining Balance
Beginning Balance =		$300,000
1	108300	176700
2	67146	109554
3	41,630.52	67923.48
4	33961.74	33961.74
5	33961.74	0

MHS’S Radiology Equipment

90% of the remaining balance divided by 7 years will give 12.86% which is then doubled to 25.71% and used as the multiplying factor. Therefore;

Year	Annual Depreciation	Remaining Balance
Beginning Balance =		$800,000
1	187200	532800
2	138528	394272
3	102510.72	291761.28
4	75857.93	215903.35
5	56134.87	159768.48
6	79884.24	79884.24
7	79884.24	0

References

Baker, J. J., & Baker, R. W. (2013). Health care finance. Jones & Bartlett Publishers.

Droms, W. G., & Wright, J. O. (2015). Finance and accounting for nonfinancial managers: All the basics you need to know. Basic Books.

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Non Probability Sampling Method and Random Selection

Non Probability Sampling Method and Random Selection Order Instructions: Kindly view attached

Non Probability Sampling Method and Random Selection Sample Answer

Sampling involves selection of units from a given population and using this selected population to give a generalized view of the population at large.

Non-probability sampling is one of the sampling methods which is based on the assumption that the distribution of characteristics is even within the population being researched upon (Struwig & Stead, 2001). Non-probability sampling is an effective method of sampling which should be recommended to researchers. Non-probability sampling represents the best strategy for selecting research participants.

Nonprobability sampling is usually based on a random selection process. This method is considered the best due to its time saving nature and the ease of carrying out the study. This method of sampling provides an alternative that is viable when dealing with research on a population that is very hard to reach or one where there is no list of the population. A very good example is when conducting research on prostitutes and drug addicts. These are people who are not willing to come out. In such a case a type of non-probability sampling called snowball sampling is used (Struwig & Stead, 2001). This method is also used in research projects whereby the main purpose is to show whether there is a problem or not. A good example is exploratory research whose main aim is to achieve results in the fastest and cheapest way. Because of its inexpensive nature, it can be used to determine whether an issue or problem is worth being examined in detail. It is best used when showing that a particular trait can be found in a particular population. It can also be used by researchers who intend to focus on exploratory and qualitative studies. This method of sampling can also be used to generate results that will be used to come up with generalized conclusions pertaining to an entire population. Non probability sampling is not suitable in situations where the data needs to be correct and evenly collected over a certain area. This method is also not suitable since it could end up with biasness in the selection of samples by the researcher.

There are several methods of data collection that are used to collect data for analysis. One of them is using questionnaires. Questionnaires are a method of data collection which involves questions and answers. This method is used to collect data from a very large number of respondents and in areas where standardization is necessary. The questions may be open ended which gives the respondents a chance to answer in form of a flowing narrative while other questions can be close ended which give the respondents a chance to choose from answers that are pre-selected (Onwuegbuzie & Collins, 2007). This method requires higher levels of literacy in cases where the respondents are supposed to fill out the questions by themselves. Initially, this method involved pen and paper but due to advancements in technology this is slowly changing and most questionnaires are being administered online or via computer as email attachments. The online questionnaires are proving to be easier to compile since the computer can be programmed to produce refined data based on the replies given by the respondents. Just like any other method of collecting data, questionnaires have their own advantages and limitations.

One of the strengths of using a questionnaire is the fact that it can be used to reach a large number of people who have settled over a comparatively wide geographical area. In such a case, questionnaires are inexpensive to administer and also not time consuming as compare to other methods of data collection such as interviews. They also reduce the chances of the evaluator being biased because similar questions are asked to each respondent. Most people are familiar with questionnaires and therefore researchers do not need to educate. Some people are shy and therefore they tend to be more comfortable with questionnaires than interviews. Some questions can also create awkward moments when asked face to face as opposed to when they are in a questionnaire. When using questionnaires it is easy to tabulate results from close ended questions hence making the process straightforward. Questionnaires can be used to cover a relatively wide range of subjects and are good when collecting descriptive data. Since questionnaires can be online, they can be analyzed using a wide range of software.

The limitations include the fact that the size of data collected and the diversity of the information will be based on the literacy levels. If less people are educated then there will be a very limited number of responses. Most respondents may not complete the questionnaire for one reason or another and as a result, there is a low rate of response. Since the questions could be close ended, there is no chance of asking for additional information from the respondents. Last but not least questionnaires are very hard to formulate and they are time consuming to create.

A potential ethical issue with questionnaires is the fact that it does not offer any protection of the respondents from harm. It can arouse painful memories especially if the questions are personal in nature. Such a questionnaire will cause stress on the respondent which may not be the intention of the researcher. To counter this, the questionnaire should be made in such a way that personal questions are made optional to avoid hurting the respondents. The contents of a questionnaire should also be thoroughly evaluated and sensitive questions removed to avoid discomfort to the respondents.

Measurement reliability refers to the level at which a measuring instrument or technique can be relied upon to produce consistent results even after being used repeatedly (Drost, 2011). Measurement validity is how successful a measuring instrument or technique is at quantifying whatever it is that it was designed to measure. A good example is when a person comes up with a way of testing memory. In order to ensure that the technique works one has to carry out the test and get relatively similar results. That makes the technique reliable.

Non Probability Sampling Method and Random Selection References

Drost, E. A. (2011). Validity and reliability in social science research.Education Research and Perspectives, 38(1), 105.

Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The qualitative report, 12(2), 281-316.

Struwig, F. W., & Stead, G. B. (2001). Planning, designing and reporting research. Cape Town: Pearson Education South Africa.

Fermi Problems Assignment Paper

Fermi Problems6

Fermi Problems

Order Instructions:

This is problem to solve.

1. Look up the definition of a Fermi Problem in Wikipedia and summarize it.( 3-4 sentences)
2. Review Lawrence Krauss’s video “The Secret Life of Physicists” – link https://www.youtube.com/watch?v=LTie-g0xNQ8

1) Make up an outline of the talk (3-4 sentences)

2) Write up the details of the two Fermi Problems

1> Number of gas molecules in each of your breaths that you share with Julius Caesar.(1-2 sentence)

2>. Number of piano tuners in London(1-2 sentence)

3. Without using Google, find the number of grains of sand on the world’s beaches. You can use maps and globes, and the fact that the Earth has a radius of 6400 km. (1-2 sentence)

**I am looking forward to receiving a quality paper within 12 hours.*** Thanks.

SAMPLE ANSWER

Fermi Problems

A Fermi problem is an estimated problem that is used to dimensional analysis and approximation and is often a back-of-the-envelope calculation. This type of estimation technique was named after the physicist Enrico Fermi, who was widely known for his approximation calculation prowess and at times, with little or no data. Fermi problems are used to justify guesses about their quantities and variance. Enrico has received worldwide recognition for most of his accomplishments, but the major one is his contribution to the development of the atomic bomb.

The talk by Lawrence is significant for physicians primarily to understand Fermi problems. Lawrence gives his viewers a physicist’s perspective of the world. He does so with the help of experiments, for example, he drops a book and a paper and asks which fall first while giving the explanation why the book fell first.

There is a good chance that every time an individual breathes he/she takes in one molecule that was inhaled by Julius Caesar before his assassination. This was achieved using Avogadro’s number (6.02×10²³) and which multiplies the number of molecules in a single breathe and the atmosphere. The next step is finding out the volume of the atmosphere and through calculation arrives at the number of molecules that are consumed by each person.

The number of piano tuners in London varies from 50 to 125. This can be arrived by viewing the whole population in London and estimating the number of households that own one and calculating the number of houses that regularly tune a piano and how many times a piano can tune in a day.

Taking the number of major oceans in the world, say seven, plus any other beaches we would have an approximation of at least 10% of the 30 percent of land (more than 70% of the 6400km is water) would be sand beaches. This means that if we take a bottle cap to contain a million grains of sand, we would simply multiply this a million million million million times (24 zeros). Thus, the grains of sand would be as stated above.

Reference

Krauss, L. (2008). Commentary: World Lines by Lawrence Krauss. New Scientist, 198(2653),

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Qualitative and Quantitative Research Study

Qualitative and Quantitative Research Study Order Instructions: Kindly view attached

Locate six articles on a research topic of your interest—two quantitative research articles, two qualitative research articles, and two mixed methods research articles—published in peer-reviewed journals.
Qualitative and Quantitative Research Study
Prepare an annotated bibliography that includes the following:
- A one-paragraph introduction that provides context for why you selected the research articles you did.
- A reference list entry in APA Style for each of the six articles that follows proper formatting. Follow each reference list entry with a three-paragraph annotation that includes:
  - A summary
  - An analysis
  - An application as illustrated in this example
- A one-paragraph conclusion that presents a synthesis of the six articles.
Format your annotated bibliography in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment.

Summary

For each source listed, you will begin with a summary of the information you found in that specific source. The summary section gives your reader an overview of the important information from that source. Remember that you are focusing on a source’s method and results, not paraphrasing the article’s argument or evidence.

The questions below can help you produce an appropriate, scholarly summary:

What is the topic of the source?
What actions did the author perform within the study and why?
What were the methods of the author?
What was the theoretical basis for the study?
What were the conclusions of the study?

Remember, a summary should be similar to an abstract of a source and written in past tense (e.g. “The authors found that…” or “The studies showed…”), but it should not be the source’s abstract. Each summary should be written in your own words.

Critique/Analysis

After each summary, your annotations should include a critique or analysis of each source. In this section, you will want to focus on the strengths of the article or the study (the things that would make your reader want to read this source), but do not be afraid to address any deficiencies or areas that need improvement. The idea of a critique is that you act as a critic—addressing both the good and the bad.

In your critique/analysis, you will want to answer some or all of the following questions:

Was the research question well framed and significant?
How well did the authors relate the research question to the existing body of knowledge?
Did the article make an original contribution to the existing body of knowledge?
Was the theoretical framework for the study adequate and appropriate?
Has the researcher communicated clearly and fully?
Was the research method appropriate?
Is there a better way to find answers to the research question?
Was the sample size sufficient?
Were there adequate controls for researcher bias?
Is the research replicable?
What were the limitations of this study?
How generalizable are the findings?
Are the conclusions justified by the results?
Did the writer take into account differing social and cultural contexts?

Application

Finally, the last part of each annotation should justify the source’s use and address how the source might fit into your own research. Consider a few questions:

How is this source different than others in the same field or on the same topic?
How does this source inform your future research?
Does this article fill a gap in the literature?
How would you be able to apply this method to your area of focus or project?
Is the article universal?

Remember, annotated bibliographies do not use personal pronouns, so be sure to avoid using I, you, me, my, our, we, and us.

Basics of Synthesis

As you incorporate published writing into your own writing, you should aim for a synthesis of the material. Read the following pages for more help on synthesis.

Qualitative and Quantitative Research Study Sample Answer

Montoya, T.A, Coker-Appiah, D.S., Eng, E., Wynn, M.R. and Townsend, T.G. (2013). J Child Fam Stud 22; 48-62.

Montoya, T.A, Coker-Appiah, D.S., Eng, E., Wynn, M.R. and Townsend, T.G. (2013) is a qualitative research article that investigates the knowledge, beliefs , nd perception of the impact of Adolescent dating violence (ADV) on sexual health among rural African Americans. The articles reports that ADV has a negative impact on sexual relationships, increases fear and impacts negotiations for condom use.

As a qualitative study, the present study has a well framed research question; it seeks to uncover the perception of ADV and sexual health in NC. The research aim is specific and restricts the scope of research collection to Eastern NC area. However, the research has a major weakness as data is collected from a small sample that is not randomly selected.

The article contributes to my research as it illustrates the negative impact of intimate partner violence at an early age. Both the article and my research highlights the need to stop intimate partner violence.

Prospero, M. & Vohra-Gupta, S. (2007). Gender Differences in the Relationship Between Intimate Partner Violence Victimization and the Perception of Dating Situations Among College Students. Violence and Victims, 22 (4); 489-502.

Prospero and Vohra-Gupta (2007) is a mixed method research article that investigated the link between past victimization and perceptions of future relationships. According to the authors, females were more likely to perceive relationships as inappropriate if they had been subjected to sexual violence in the past. In contrast, Men reported aggressive behaviors if they had been victims of sexual violence in the past.

The case study selected a cross-sectional purposive sample which recruited individuals with a history of sexual violence only. The sampling technique is very effective as it facilitates for responses that are appropriate for the study. The findings of the study are credible as the data is collected from individuals with a history of intimate partner violence.

The study contributes to my research as it shows that intimate partner violence has a long term impact on the sexual behavior of individuals. It supports the view that urgent interventions need to be undertaken to reduce intimate partner violence.

Weile, S., Bahromov, M., Loue, S. & Owens, L. (2012). Trauma Exposure, PTSD, and Sexual Risk Behaviors among Labour Migrants from Tajikistan. AIDS Behav, 16; 1659-1669.

Weile, Bahromov, Loue and Owens (2012) is a mixed method research study that investigated the link between PTSD and Trauma symptoms to the risk of contracting HIV. The study found that trauma and PTSD symptoms were associated with a higher risk of contracting HIV among migrant communities.

The main weakness of the case study is the use of incentives to induce participants to participate in the study. However, the study provides an insight into an area of study where very few research articles have ventured. The findings of this case study can assist nurses to design interventions that help improve the mental health of immigrants. The study establishes a previously unknown relationship between mental health and the risk of contracting HIV.

The article contributes to my research as it shows past intimate partner violence may increase the risk of HIV among immigrant workers. The higher risk of HIV is associated with PTSD or Trauma arising from past intimate partner violence.

Sommer, C.A & Cox, J. A. (2005). Elements of Supervision in Sexual Violence Counselors’ Narratives: A Qualitative Analysis. Counselor Education & Supervision, 45; 119

Sommer and Cox (2005) is a qualitative study that explores whether trauma-sensitive supervision can reduce the impact of vicarious exposure to trauma. The study found that the effects of vicarious trauma can be reduced by many interventions including trauma-sensitive supervision.

The main weakness of the study is the small sample of one male and 8 female sexual violence counselors. However, the study also provides findings that support the effectiveness of trauma-sensitive supervision as a strategy for reducing the effect of vicarious trauma.

The article relates to my research topic as it introduces an intervention that can be able to reduce the impact of intimate partner violence.

Logan, T.K., Cole, J., & Shannon, L. (2007). A Mixed-Methods Examination of Sexual Coercion and Degradation Among Women in Violent Relationships Who Do Not Report Forced Sex. Violence and Victims, 1: 71.

Logan, Cole, and Shannon (2007) is a mixed method research article which uses both qualitative and quantitative data. It investigates the similarities and difference between abusive and coercive sexual tactics used on women who either report or fail to report forced sex. The study found that women who report or do not report forced sex were almost always victims of coercive and abusive sexual tactics.

This research is important as it explores the sexual abuse dimension of intimate partner violence. The article provides valuable statistics and information on intimate partner violence.

This article contributes to my study as it shows that sexual violence is more prevalent than reported. Therefore, the study suggests that prevention of intimate partner violence will lead to lower levels of sexual abuse.

Lehrer, J, Lehrer, V., Lehrer, E, Oyarzun, P.B. (2007). Prevalence of and Risk Factors for Sexual Victimization in College Women in Chile. International Family Planning Perspectives; Dec 2007; 33, 4; ProQuest Central, pg. 168.

Lehrer, Lehrer, Lehrer, and Oyarzun (2007) is a primary research article that reports results from a quantitative study on the prevalence and correlates of sexual violence among Chilean university students. The study reports that 6 percent of respondents had experienced rape, while a further 14% had experienced some other form of undesired sexual contact. The article also links childhood abuse and low parental education to higher odds of perpetration.

The main weakness of the study is the small sample of students interviewed for the study. However, the study associated childhood sexual abuse to a higher likelihood of perpetration a theme that is found in much sexual abuse literature.

The article will help in developing my research as it highlights factors that may lead to future intimate partner violence.

Synthesis

Although the six research articles use different or similar research methods they all relate to the topic of intimate partner violence and its impacts. Logan, Cole, and Shannon (2007) start by showing that women in abusive relationships also experience sexual coercion and degradation and are unsatisfied by sexual activity in the relationships. Montoya et al (2013) show that the impact of past intimate partner violence is different according to the gender of the victim. Female victims feel that sex in their relationships is inappropriate while men grow more sexually aggressive. On the other hand, Lehrer, Lehrer, Lehrer, and Oyarzun (2007) provide information on interventions that can be used in early life to reduce the odds of sexual abuse perpetration. Weile et al (2012) link PTSD and Trauma that may be caused by intimate partner violence as a risk factor for HIV contraction. Sommer and Cox (2005) provide an intervention that can help reduce the impact of vicarious trauma among victims of intimate partner violence. Finally, Prospero and Vohra-Gupta (2007) is link past victimization and perceptions of future sexual relationships. The article shows that females are more likely to perceive relationships as inappropriate if they had been subjected to sexual violence in the past. In contrast, Men reported aggressive behaviors if they had been victims of sexual violence in the past.

Qualitative and Quantitative Research Study References

Logan, T.K., Cole, J., & Shannon, L. (2007). A Mixed-Methods Examination of Sexual Coercion and Degradation Among Women in Violent Relationships Who Do Not Report Forced Sex. Violence and Victims, 1: 71.

Montoya, T.A, Coker-Appiah, D.S., Eng, E., Wynn, M.R. and Townsend, T.G. (2013). J Child Fam Stud 22; 48-62.

Sommer, C.A & Cox,J. A. (2005). Elements of Supervision in Sexual Violence Counselors’ Narratives: A Qualitative Analysis. Counselor Education & Supervision, 45; 119.

Weine, S., Bahromov, M., Loue, S. & Owens, L. (2012). Trauma Exposure, PTSD, and Sexual Risk Behaviors among Labour Migrants from Tajikistan. AIDS Behav, 16; 1659-1669.

Influence of culture Research Paper Out

Influence of culture

Order Instructions:

Culture and HR policy

We may not always recognise the influence of culture because, ironically, we are so immersed in it. It is often only by stepping outside of one’s own culture that it becomes possible to see its influence on people’s behaviour, values and expectations. Global organisations create situations whereby the culture of each country in which the company operates influences leadership and business practices, leading to differences from divisions in other countries and from the headquarters.

What are the implications of these differences for HR policy? In this essay, continue considering the cultural differences amongst countries that may have a bearing on HR policy.

•Read the required files which sent by email.

o Synthesising the general lessons about the influence of local culture on HR policy in global organisations.

o Providing an alternative perspective on the ways in which HR leaders can use policy to be responsive to local cultural differences in multinational organisations

o Discussing ways your experiences are similar or different with regard to the impact of culture on HR policy.

o Asking probing questions to learn more about your classmates’ views, such as their experiences with specific HR policies in different cultural contexts

SAMPLE ANSWER

DHRP COLL W7: Influence of culture

Human Resource professionals in multinational corporations (MNC) and globalized organizations should be clued-up of how local culture could impact on the development as well as execution of human resources practices and policies. Global firms create situations in which the culture of every nation where the firm is operating in influences business and leadership practices, resulting in differences from divisions in other nations and from the head-offices. This paper provides a detailed discussion of the implications of these differences for human resource policy.

In today’s world, hundreds of business organizations operate globally. Morgan Stanley, Exxon Mobil, General Electric, Apple, BP and virtually each one of the leading global brands have worldwide operations. For these MNCs to be effective, they need to take into consideration the local practices, their local impact on the nations in which they operate, and even the existing cultural boundaries (Perlmutter 2001). The task of ensuring cultural efficacy and compatibility in most cases falls on the organization’s HR manager, particularly focusing on retention-oriented compensation and structural training and development. Hofstede Theory of Cultural Dimensions is an essential measure of cultural distinctions utilized by many organizations when deciding to assume these global endeavours. This theory helps in the smooth transition into overseas countries. When this theory is employed, policy creators and HR managers can identify the most appropriate training approaches for the base-country and local-country employees (Thite, Wilkinson & Shah 2012).

Whenever MNCs penetrate unfamiliar and unknown operating environments, with largely really distinct practices compared to the organization’s host country, there is an unavoidable conflict with culture, operating practices of local workers, and corporate social responsibility. Human resources managers are capable of mitigating these differences and the ensuing conflicting behaviours with enhanced intercultural communication skills and understanding (Aycan et al. 2000).

Human resource managers often face the challenge of balancing societal and corporate cultures whilst promoting diversity. While some cultures for instance a command-and-control style of management could be modified to fit with the local cultures, others, for instance human rights practices and integrity, cannot be compromised (Aycan 2005). Human Resource professionals should understand and manage the complexities, choosing the elements of corporate culture that could change, as well as the ones that are crucial to protecting the ethics and values of company. The firm cannot alter policies that relate to anti-bribery, but it can decide to alter its dress-down- Friday’s rule. In addition, the company’s senior executives might decide to impose cultural aspects, for instance consistently giving back to the community across the multinational corporation. The challenge becomes even harder when dealing with employees who are new, temporary and remote workers, as well as workers who are engaged through means like crowd sourcing. Furthermore, the human resources department should come up with programs for assisting managers to adapt whenever they move from the headquarters to regions with dissimilar cultural and societal norms (Sparrow 2012).

In an effort to try and solve the conflict between the local/host-country culture and the influence of home-country culture on the multinational corporation’s corporate culture, it is important to set up training seminars for the company’s managers in the host country. For example, in 1988, the American multinational General Electric (GE) acquired the French company Companies General de Radiologie (CGR). The move for General Electric marked a vital step in gaining market share in Europe in the medical equipment sector. To try and resolve the conflict between the culture of the French and the influence of United States culture on the corporate culture of General Electric, GE held training round tables for their managers in Europe, including its managers in France. The seminars helped in establishing values, direction, and goals for firms which is particularly significant following acquisitions like the acquisition of CGR. Business organizations usually fail to properly define what they are exactly expecting from people. Even so, when the HR department provides training sessions as General Electric did, a significant amount of time is spent in clarifying expectations (Tarique & Schuler 2010).

Management style improvement interventions are significant interventions that business organizations could make as a way of resolving discrepancies with cultures of high-power distance. An important effort in trying to bridge the culture gaps is to hold seminars that encourage leaders and managers to proactively support the new corporate culture and organizational structure. Helping employees and managers to understand the way the structure of the firm actually work together is helpful in assimilating new staff members into the firm during acquisition (Aycan 2005). Although they are just slightly effective in attaining true organizational compatibility between the MNC and the acquired firm, these training seminars serve as an important example of the way that HR initiatives help to close cultural gaps for increased organizational efficiency. Through effective training and development programs, General Electric was able to solve the cultural issues with the French company CGR. The training and development programs could be as intricate as exploring complex, deeper organizational foundations and rituals, to as straightforward as iterating the dissimilarities between cultures and the way they interact (Sparrow 2012).

Conclusion

In conclusion, many business organizations operate worldwide these days. Human Resource professionals should understand and effectively manage the complexities, choosing the elements of corporate culture that could change, as well as the ones that are vital to protecting the ethics and values of the firm. A major effort in closing the culture gaps is to hold seminars that encourage company leaders and managers to proactively support the new corporate culture and organizational structure.

References

Aycan, Z., Kanungo, RN., Mendonca, M., Yu, K., Deller, J., Stahl, G., & Kurshid, A 2000, Impact of culture on human resource management practices: A 10-country comparison. International Association for Applied Psychology, 34(4): 1-30

Aycan, Z 2005, The interplay between cultural and institutional/structural contingencies in human resource management practices. International Journal of Human Resource Management, 16(7): 1083-1119

Perlmutter, HV 2001, The tortuous evolution of the multinational corporation. Wharton Quarterly, 3(3):4-16

Sparrow, P 2012, Globalising the international mobility function: the role of emerging markets, flexibility and strategic delivery models. The International Journal of Human Resource Management, 23(12): 2404–2427

Tarique, I., & Schuler, RS 2010, Global talent management: Literature review, integrative framework, and suggestions for further research. Journal of World Business 45(6): 122-133

Thite, M., Wilkinson., & Shah, D 2012, Internationalization and HRM strategies across subsidiaries in multinational corporations from emerging economies—A conceptual framework. Journal of World Business, 47(12): 251-258

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