Questions We Can Help You To Answer

Paper instructions:

"The Arts and Royalty; Philosophers Debate Politics" Please respond to one (1) of the following, using sources under the Explore heading as the basis of your response:
•In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.


•The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.

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Paper instructions:

"Classical Music; Early Abolitionist Art and Literature" Please respond to one (1) of the following, using sources under the Explore heading as the basis of your response:
• Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the Websites below or in this week's Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. Compare it to a specific modern musical work for which you might use the term "classic" or "classical".


•Explain whether you think an autobiographical or fictional account by a slave (such as Phillis Wheatley and Olaudah Equiano) is more persuasive than a biographical or fictional account by a white author (such as John Gabriel Stedman or Aphra Behn). Explain whether you believe the representations of slavery in the visual arts (such as William Blake’s illustrations, William Hackwood’s cameo, or John Singleton Copley’s painting) were more compelling and convincing of the injustices of slavery than the literary representations already mentioned. In your explanations, use specific examples and consider both audience and the content and nature of the work. Identify the literary or art form in modern times that you think is most effective at depicting injustice.

Questions We Can Help You To Answer

Paper instructions:

Choose one (1) of the topics below and develop a three to four (3-4) paragraph essay (of at least 400-500 words) which adequately address the topic you have chosen.

Topic Choices
•There have been many theories regarding how the pyramids at Giza were constructed. Most experts agree that they were constructed as burial monuments for pharaohs, but “how” these ancient people constructed monuments of such great size without modern machinery is a mystery which is still being debated.      
•No one can say for certain what happened to the great urban Mayan civilization, but theories abound and include varied possible alternatives to explain the relatively abrupt and mysterious disappearance of the Mayan civilization.
•Tutankhamen died young, at approximately eighteen (18) years of age. However, his cause of death has been the subject of quite varied scholarly theories and conclusions. Did he die of an injury, of illness, of murder, or something else?.
•Minoan Crete was a major civilization in its time, but several theories have been advanced to explain its demise, including speculations associating it with mythical Atlantis. What were the causes of Minoan Civilization's decline?
•Great Zimbabwe is an enormous complex of structures in East Africa. Since the builders and occupants left no written records, several theories have developed as to the identity of its builders and the functions of the structures. Which theory makes the most sense?
•The monumental size and complexity of the Tomb of Shihuangdi is astounding, yet its location and construction details were to be kept secret. What was the emperor’s purpose for such an elaborate, secret burial place?
•Other topic choice recommended and approved by the professor and supported by the grading rubric.

Write a three to four (3-4) paragraph paper in which you:
1.Clearly state the “mystery” and provide a brief summary of at least two (2) reasonable and scholarly theories which could explain the mystery. Because some theories may sound far-fetched, include the source or promoter of each theory – such as a scientist, a historian, a theologian, etc.
2.After summarizing at least two (2) scholarly theories, identify one (1) of the theories as the most plausible and provide at least two (2) convincing reasons why the theory you have chosen is the best one to explain the mystery. This will involve some critical reasoning skills on your part.
3.Use at least two (2) sources plus the class textbook. (Three [3] sources total as the minimum) Note: Wikipedia and other similar Websites do not qualify as academic resources. You are highly encouraged to use the Resource Center tab at the top of your Blackboard page.

Your assignment must follow these formatting requirements:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA style format. Both in-text citations and a References list are required. Citations and references must follow APA style format. Check with your professor for any additional instructions. (Note: Students can find APA style materials located in the course shell for guidance).
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. For our purposes, you may omit any abstract page.

The specific course learning outcomes associated with this assignment are:
•Explain how key social, cultural, and artistic contributions contribute to historical changes.
•Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
•Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
•Identify major historical developments in world cultures during the eras of antiquity to the Renaissance
•Use technology and information resources to research issues in the study of world cultures.
•Write clearly and concisely about world cultures using proper writing mechanics.

Questions We Can Help You To Answer

Paper instructions:

Question: Narrative, Culture, and Grieving
We are very aware of our own belief systems and may feel a need to defend them throughout the process of grieving. Randall's work (Vilhauer, Randall, and McKim, 2012) exemplified the purpose of using the narrative for understanding the living and grieving aspects of the older individual. Moving beyond just the biopsychosocial focus to the field of narrative gerontology, we are exposed to a new dimension of understanding aging. 

    What type of attitude, belief, or practice that is typical of your cultural background might challenge someone from another culture that would support you?
    On the professional side, how would you incorporate narratives, cultural experiences and general information from an individual's past to support understanding the resulting biological, psychological and sociological responses to loss and grief for those in Case Study: Guilt, Grief, and Bereavement, from this unit's studies.
    Consider how narrative would be beneficial in supporting someone in the scenario related to the loss. 

( you must use at least 2 references from the readings to support your answer)
please let me know if you need any additional information to complete this assignment


unit reading: Grief and Loss
Introduction
Familiarity with Kubler-Ross and Kessler's (2014) work on grieving and additional contemporary authors like Alexandria Kennedy (2014) provide guidelines for supporting common experiences and concretizing them enough to identify them and feel typical in experiencing the process of grieving after loss. Kennedy's work focuses on seven tasks useful in dealing with grief that enhance the empowerment of the individual in the process instead of allowing the individual to feel victimized by the process. Her Seven Tasks of Grieving (2016) present us with a more active type of grieving than Kubler-Ross identified in her work, initially. As the understanding of grief has evolved, we recognize the complexity of the process as more than just dealing with an issue. It incorporates relationships, expectations, cultural foundations, spiritual belief systems and self-knowledge as well. Thus, contemporary theorists are more apt to include an active participation in the process as opposed to just understanding the stages one may pass through in the process. We would also expect that the identification of need is more specific and enables us to deal with circumstances surrounding grief in a more comprehensive manner. Worden (Smit, 2015) also proposed a four phased model that recognizes the cyclical nature of grief, unlike Kubler-Ross' model. Many of these types of grieving can be found compactly presented by Smit who presents an informative, brief  article of the historical development of understanding grief and the process of grieving.


What is grief? What is bereavement? Grieving is generally the method used to mourn a loss such as the loss of a significant figure or a job, a pet or health and deterioration of the body. The time of mourning that occurs after the loss of something important may be influenced by culture, spirituality, the age of the passing individual, the circumstances of the individual's passing, etc., and constitutes bereavement. We may be more familiar with bereavement as it is how the mourning and grieving appear. For those from different cultures, this can seem odd and unfounded but when we delve into the cultural expressions and the expectations of society, we may find bereavement that is long or expressed differently, perfectly natural. On the professional side, how would you incorporate narratives, cultural experiences and general information from an individual's past to understand the resulting biological, psychological and sociological responses to suffering loss and grieving? Consider this as you move through the unit and relate your own losses to the expectations you had for others' responses and the responses you have given when experiencing someone's bereavement or grieving rituals.
Plastic letters, spelling out L-o-s-s. © istockphoto.com Quote: 'People fear it due to ego, Not wanting to lose self, Not wanting to lose connections, This is very ironic since in death: we connect to the whole. We dive back into every expression of what we are.'

Check out the DSM-5 and their multiple explanations of the types of grief. The ICD-10 provides the incorporation of grief as a symptom in many classified disorders. Consider this also as you move through this unit and how these criteria can impact the understanding of support and family comprehension of grieving and bereavement.

Questions We Can Help You To Answer

Paper instructions:

Question: Personality and Posttraumatic Growth

Use the model of posttraumatic growth (PTG) found in Weiss and Berger's article. This model of demonstrates the dynamic process of growth that can occur post-trauma. As you can see, the process may seem to be top down but we need to consider how challenges in present-day experiences might force us to backtrack to review the stumbling blocks and the growth perspectives that we have. 

    Does PTG remove loss and sorrow?
    Does it impact personality change?
    How does the development of posttraumatic growth support the individual or caregiver concept of development of positive responses and life-enhancing changes that can be integrated within a more holistic concept of personal responses to loss?

Using the resource above, create a response that demonstrates your understanding of the flow of activity and the dynamism present in this model as well as the inherent obstacles that may appear through the process. No additional resources are necessary.  

( you must use at least 2 references from the readings to support your answer)
please let me know if you need any additional information to complete this assignment



unit reading: Resilience and Coping
Introduction
As we are learning in this course, everyone approaches coping with loss from a cultural perspective that anticipates and delivers expected mourning practices and behaviors in the death of an individual. It is essential that service providers for any biopsychosocial need understand the views of clients and the need to support their efforts. Life transitions help us to move from one place to another, but the process can be frightening as we straddle change. The life story is changing and individuals have to create meaning out of the passage.

Individuals, families, and communities have a variety of support to offer the bereaved. Their presence, in unique ways, provides resources that will support the dying as well as those impacted by a death, hopefully avoiding complicated grief. Complicated grief is especially noted in individuals who have had challenges with attachment earlier in life. If individuals could not grieve or if there was traumatic grief, the chance of complications arises (Mallon, 2008, p. 65). Some of the features of this grief, according to Mallon, include inability to converse about the death or the person who died, strong recurrences of emotions, anger at the death, and an "inability to regain former competence, e.g. at work or in studies;" (p. 65). Thus, with the opportunity for grieving to be shortened, ignored, and extended, the focus on individual, family, and community support grows stronger.

Posttraumatic growth, identifies the power of traumatic instances to transform an individual and the person's personality as well (Jayawickreme & Blackie, 2014). Tedeschi and Calhoun (2004) define this growth as a "positive psychological change experienced as a result of the struggle with highlight challenging life circumstances," (p.1). Combined with our knowledge of culture and the expectation that such an encounter leads one to a stronger life satisfaction overall, we can see that the knowledge of professional and personal support systems can enhance this growth for the benefit of the client as well as for personal development.


Loss and grieving provide an opportunity to see this growth in action, especially considering unavailable or unrequested mental health support, educational or geographic limitations, and the communication challenges immigrants and those who are much older may possess. Loss and the possibility of growth from it can be found in various supporters, including clergy who have had a long-term relationship with individuals and families. Understanding how to avail oneself of such opportunities for support is essential. This is where socioeconomic limitations may prohibit engaging in services that may even be geographically distant from the individual. 

Hospice, bereavement groups, compassionate friends, and other local organizations will be able to provide a part of the support needed. In this unit's readings, you will be able to see how services can be delivered from mental health providers in conjunction with family and individual support as well as the role of posttraumatic growth in the processes. We will keep in mind that the services offered are just that—services. The need to fully comprehend the bereaved's needs typically begins with the family and should impact all those who provide assistance in this time of need.

Paper instructions:

Question: Posttraumatic Growth
To prepare for this discussion, review Riverbend City: Grief and Family Systems. After viewing the Riverbend City media piece, read the scenario below.
Assume the role of a life coach that Judith has been consulting for support:
As we saw in the media piece, Judith has maintained a distance from the family. In reality, Judith is traumatized by her brother's impending death because only he knew that she has a child she is parenting alone. She is afraid that his upcoming death will reveal that information and she will have to experience the critique of family members who knew nothing of this for the past 22 years. Living in California has assured her that her child with special needs and she can maintain a relationship, without the criticism of the family. Keeping this in the past has helped Judith and she quickly positioned herself as a religious opponent of Shirley and Sheldon in order to keep herself at a distance. Only Sheldon knew her secret and he never shared it with anyone. They have been very close and Shirley never knew about their weekly phone calls and his monetary support of Judith, who struggled financially for years.
Judith is concerned that Shirley, who has not accepted Judith, could discover her secret, if Sheldon were lucid enough to say something while lingering. She fears that if she visits, he might reveal her secret.
Judith decided to stay away until he passed, in order to preserve her secret.  Judith is now going through the trauma of dealing with this and she has no confidante to share her own personal struggles with and ask for support. She has truly lost her best friend, unbeknownst to the rest of the family.

Complete the PTG Flow Chart Template, using the template provided in Resources.

(I Attached a copy of the PTG Flow Chart Template)

1.    For each step in the flow chart, explain how that activity provides movement for Judith to growth from this trauma.
2.    Add in assumptions; the way she analyzes the influences of culture, and explain how she eventually grows through this process. 
§    Use the Weiss and Berger chart from your text (page 6), to provide information on ways in which Judith can be guided to self-reflect and draw on her strengths.
§    How will we know Judith has experienced PTG?
Copy and paste your chart with the explanation below it to demonstrate the steps she could take.

(Weiss, T. & Berger, R. (2010). Posttraumatic growth and culturally competent practice, p.6. Hoboken, NJ: Wiley and Sons)  I attached a copy of the reading

    This model of posttraumatic growth demonstrates life relationships and the process of growth through trauma

Questions We Can Help You To Answer

Paper instructions:

ARTICLE1
DISSECTING RESEARCH ARTICLES
In the next few activities, you will focus on developing the critical thinking skills associated with becoming a critical consumer of research literature. Through these learning experiences, you will be able to:
•    Identify key research concepts.
•    Utilize these research concepts to begin evaluating research articles more critically.
These critical thinking competencies are directly applicable to your coursework and to each aspect of the research process that you will continue to encounter as you advance in your program of studies. When you locate relevant existing research to support your research topic, your next step will be to evaluate what those articles:
•    Contribute to your literature review.
•    Contribute to your justification for your study.
These activities will help you develop basic skills in doing such evaluative reflection. Knowing how to evaluate research does not happen naturally. Throughout life, individuals make decisions about truth based on nonscientific methods. Examples of nonscientific evidence include:
•    Opinions.
•    Value judgments.
•    Personal experiences.
•    Unsupported assertions.
•    Second-hand reports.
Therefore, learning to distinguish between nonscientific evidence and scientific evidence is a learning process that requires self-awareness and practice. As a graduate student, recognizing nonscientific methods and learning how to apply critical thinking skills to the dissection and evaluation of research articles is an essential tool for your educational success. 

As you work through the material, obtaining a comprehensive understanding of quantitative and qualitative research methods and data analysis is not the objective. The focus is to help you achieve a basic understanding of key research concepts that form the foundation of the research process. This work will help you develop the foundation of knowledge and understanding that you will continue to build upon as you complete coursework in your doctoral program. 

You will apply your knowledge of the research process:
•    When reading research articles for your courses.
•    When developing your Research Plan.
•    When preparing your comprehensive exam papers.
As you continue in the transformational process to scholar-practitioner, you will become increasingly sophisticated in critically evaluating the claims of authors in research articles; and will be able to separate out scientifically verified claims from unsubstantiated claims. A research article describes the research design and the results of the study conducted. The objective of this unit is to help you develop basic skills in critically evaluating those results.
To complete the work on dissecting research articles, complete the following:

In the next two activities, Dissecting a Quantitative Article and Dissecting a Qualitative Article, you will read two research articles, referred to as Sample Article 1 and Sample Article 2, and then complete an evaluation of each. After completing the two article reading complete the quiz 
•    Sample Article 1 is an example of a quantitative research study.


•    For Counseling, read Schoebi, Karney, and Bradbury's 2012 article, "Stability and Change in the First 10 Years of Marriage: Does Commitment Confer Benefits Beyond the Effects of Satisfaction?," from Journal of Personality and Social Psychology, volume 102, issue 4, pages 729–742.
    Review the Dissecting a Quantitative Article Scoring Guide to ensure that you have addressed all of the grading criteria in your assignment. 
(I attached the article and the evaluation assignment)
(1page response/use Quantitative Article Scoring Guide to write paper )

Questions We Can Help You To Answer

Paper instructions:

(Please read the Power Point outline i attached) (Please let me know if you need any additional information to complete this assignment) 


Advocacy Training: Caring for the Caregiver

Preparation

Addressing anticipatory grief and resilience will provide a different feature of adult development coming from the perspective of a caregiver. From your textbook in first course review the stages of adult human development. Review the Healing Power of Touch discussion in Unit 4 and your own healthcare plan that you created in that unit.
Every decade adds another layer of loss “both for the aged person and the caregiver. The caregiver may have lost relationships, careers, financial security and/or a sense of personal identity. How can caregivers address their own needs at their personal stage of development (young, middle or older adulthood), while providing care that is necessary for an aged person? Does guilt enter the picture if they are caring for their own needs and meeting their life stage tasks?


Instructions

Your task for this assignment is to provide strategies for helping caregivers identify and explore ways to meet their needs. Caregivers may be children supporting parents, grandparents, aunts or uncles or spouses of those who need support. You will address loss that is personal to them, anticipatory grief of their loved one, the adult stage of development in which they reside and the tasks that are typically carried out during this time span and how they may be challenged by their role as a caregiver. Disenfranchised grief, covered in the next unit, may also be a part of this process. Caregiver needs are immeasurable and will cross generations. The caregiver may be in a different stage of life than those for whom they care.
Your focus will also include resilience and the domains of resilience (self-esteem, self-efficacy, social relationships, culture community, education, spirituality, etc.). Examine the development of coping skills for the caregivers as well as the social relationships that enhance or diminish them in their role as caregiver.

•    Use the presentation software of your choice to create 10-12 slides geared to caregivers for enhancing their own life as they care for an aging parent, spouse, or relative. Title it, "Caring for the Caretaker."


Include the following components: (When addressing this components please write in a power point from-mate with speaker's notes)
(I attached a copy of the power point out line, use it to guide you with answering the questions, outline needs components and notes)  

•    Illustrate how family systems are impacted by loss and death. 
o    Consider the caregiver's career, financial, personal, social and spiritual needs and provide research on addressing these needs.
o    Develop a visual aid for identifying needs for the caregiver you might use an ecomap, relationship chart, family matrix, etc., to enhance personal growth.
o    Choose a stage (young adulthood, middle adulthood, older adulthood) at which a caregiver could be providing care for an aging or dying individual.
o    What specific needs are present for the caregiver in their stage of life?
o    How does their stage of development impact their response to needs for self-development?
•    Apply theories of aging to explain personal adaptation of experience and transitions in older adulthood, particularly the emphasis on wellness. 
o    Examine how an individual develops coping skills over a lifetime.
o    Discuss and support relationship strategies, relevant to the caregiver's stage of life (early, middle, or late adulthood) to help encourage a broader, more effective communication with family and significant individuals.
•    Examine culture-bound syndromes and the associated potential barriers to giving and receiving assistance or services.
•    Assess the essential communication skills and interdisciplinary relationships for collaboration. 
o    Discuss and support relationship strategies to help encourage a broader, more effective communication with the older adult.
•    Apply current research to identify needs or develop resources to support for those coping with loss or bereavement. 
o    Conclude with resources that are locally available to help the caregiver to function at their stage of life with support
Important: Because you will only submit your slide deck for this assessment and will not deliver the presentation, ensure that all the required content listed above is contained within your slide deck in the visual portion of the slides and in the required speaker's notes. The effectiveness of any professional presentation depends primarily on your ability to communicate. Therefore, be sure to use the speaker notes section of each presentation slide to explain the details.

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Paper instructions:

Question: Define Theory within the Scholar-Practitioner Model

This discussion should be completed after studying the readings in this unit. Compose and post an answer to the following question:
•    Theory is the core of PhD dissertation research. Define your understanding of the term theory as it relates to research. Remember to use proper APA format for any citations and references you use to support your explanation in this, and every discussion in the course.

Unit Reading: 
•    Lynham's 2002 article, "The General Method of Theory-Building Research in Applied Disciplines," from Advances in Developing Human Resources, volume 4, issue 3, pages 221–241.
•    Hall, Griffiths, and Mckenna's 2013 article, "From Darwin to Constructivism: The Evolution of Grounded Theory," from Nurse Researcher, volume 20, issue 3, pages 17–21.



unit reading: •    The Role of Theory in PhD Research

INTRODUCTION
Now that you are beginning to develop a research plan for your dissertation, you need to understand and be able to respond to the following questions:
•    What is theory?
•    What is the role of theory in research?
The dissertation is comprised of 16 Milestones. In Track 1, you will complete Milestone 1, completion of the CITI training. In Track 2, you will complete Milestone 2, topic approval, and you will view the media piece entitled, Research Question Hierarchy. A scholar-practitioner, "seeks to connect practice with theory through applied research that addresses real-world situations" (University, 2012). In short, a scholar-practitioner's dissertation contributes "to testing and building theory and actionable knowledge" (University, 2012) that can be applied in the context of the scholar-practitioner's specialization.
So how can quantitative and qualitative research impact your professional practice? To illustrate an example of a quantitative study, consider Isaac Newton. Utilizing an experimental method, Newton developed the law of gravitation that explains the acceleration of a falling apple due to gravity. Quantitatively, he was able to demonstrate that the falling apple is an example of the laws of gravitation and motion. First, Newton verified his theory of gravitation and motion. Then, he generalized his findings to explain the impact of gravity and motion for all objects.
Now, consider Charles Darwin, a qualitative, naturalist researcher. Darwin gathered his data from observing nature. He then utilized the information to develop a rich description of the origin of species to develop a theory of evolution. Darwin did not quantify his theory but nonetheless, his work significantly impacted science and society.
Newton and Darwin are examples of quantitative and qualitative research; however, your mission is not to transform science and society in your dissertation. The dissertation is the final assessment to demonstrate that you have developed the competencies required to conduct independent research within your specialization. In dissertation, you will demonstrate to your mentor and committee that you can design and execute an independent research project that fills a gap, and not a canyon, in the literature of your specialization. In short, graduate first and then, use your knowledge and skills to pursue your research passion.
Each PhD specialization is defined by a body of scholarly literature grounded in theory. In Track 1, you begin developing your Research Plan by identifying a dissertation topic and developing a research problem. Part of this process includes identifying theory. Theory provides the structure for how you perceive your research. The hallmark of PhD research is to extend theory. In your coursework, you will encounter multiple theories that relate to your specialization. You should also go to Research in Your School, choose your school, and review the Programs of Research document for your school to identify theories appropriate for your specialization.
The role of theory in research is different for quantitative and qualitative methods. To understand the role of theory, you must also understand the philosophical assumptions underlying quantitative and qualitative research. The following philosophical assumptions will guide your research:
•    Ontological.
•    Epistemological.
•    Axiological.
•    Methodological.
Within each of these assumptions are two philosophical perspectives, positivist and constructionist, also known as naturalist. The quantitative researcher's assumptions are positivist and the qualitative researcher's assumptions are constructionist. For the purposes of Track 1, the focus will be on ontological and epistemological assumptions.
Ontological assumptions are "assumptions about the nature of things". There are two ontological assumptions, the positivist view and the constructionist view. For the positivist, the researcher is an objective observer of the research process. There is one reality and that reality can be broken down into defined and measurable variables. In contrast, constructionists accept nature as nature. The constructionist is part of nature and therefore, part of the research process. All research participants have a perception of reality within nature and there are as many realities as there are participants, including the researcher's.
Epistemological assumptions are about the kind of knowledge we can seek with the methodology. Epistemologically, the positivist identifies specific variables to quantify, test, and verify. The positivist seeks truth. On the other hand, the constructionist observes a phenomenon in the natural setting and utilizes language to reveal a description, a lesson to be learned, an answer to a question, or an emergent theory.

The competencies covered in this unit include the following:
•    Competency 3 - Plan how to develop the scholar-practitioner identity within the discipline.
•    Competency 4 - Apply the process and characteristics of critical thinking.
•    Competency 5 - Evaluate the importance and value of a scholarly discourse.
•    Competency 6 - Support ideas and concepts with evidence from the 

Questions We Can Help You To Answer

Paper instructions:

Question: Inductive and Deductive Processes for Theory Building

This discussion should be completed after studying the readings in this unit. In your own words, compose and post an answer to the following question:

•    The articles by Hall, Griffiths, and McKenna and by Lynham both describe the inductive and deductive processes to theory building. Using the information from the two articles, compare and contrast the two processes in theory building.


unit reading: •    The Role of Theory in PhD Research

INTRODUCTION
Now that you are beginning to develop a research plan for your dissertation, you need to understand and be able to respond to the following questions:
•    What is theory?
•    What is the role of theory in research?
The dissertation is comprised of 16 Milestones. In Track 1, you will complete Milestone 1, completion of the CITI training. In Track 2, you will complete Milestone 2, topic approval, and you will view the media piece entitled, Research Question Hierarchy. A scholar-practitioner, "seeks to connect practice with theory through applied research that addresses real-world situations" (University, 2012). In short, a scholar-practitioner's dissertation contributes "to testing and building theory and actionable knowledge" (University, 2012) that can be applied in the context of the scholar-practitioner's specialization.
So how can quantitative and qualitative research impact your professional practice? To illustrate an example of a quantitative study, consider Isaac Newton. Utilizing an experimental method, Newton developed the law of gravitation that explains the acceleration of a falling apple due to gravity. Quantitatively, he was able to demonstrate that the falling apple is an example of the laws of gravitation and motion. First, Newton verified his theory of gravitation and motion. Then, he generalized his findings to explain the impact of gravity and motion for all objects.
Now, consider Charles Darwin, a qualitative, naturalist researcher. Darwin gathered his data from observing nature. He then utilized the information to develop a rich description of the origin of species to develop a theory of evolution. Darwin did not quantify his theory but nonetheless, his work significantly impacted science and society.
Newton and Darwin are examples of quantitative and qualitative research; however, your mission is not to transform science and society in your dissertation. The dissertation is the final assessment to demonstrate that you have developed the competencies required to conduct independent research within your specialization. In dissertation, you will demonstrate to your mentor and committee that you can design and execute an independent research project that fills a gap, and not a canyon, in the literature of your specialization. In short, graduate first and then, use your knowledge and skills to pursue your research passion.
Each PhD specialization is defined by a body of scholarly literature grounded in theory. In Track 1, you begin developing your Research Plan by identifying a dissertation topic and developing a research problem. Part of this process includes identifying theory. Theory provides the structure for how you perceive your research. The hallmark of PhD research is to extend theory. In your coursework, you will encounter multiple theories that relate to your specialization. You should also go to Research in Your School, choose your school, and review the Programs of Research document for your school to identify theories appropriate for your specialization.
The role of theory in research is different for quantitative and qualitative methods. To understand the role of theory, you must also understand the philosophical assumptions underlying quantitative and qualitative research. The following philosophical assumptions will guide your research:
•    Ontological.
•    Epistemological.
•    Axiological.
•    Methodological.
Within each of these assumptions are two philosophical perspectives, positivist and constructionist, also known as naturalist. The quantitative researcher's assumptions are positivist and the qualitative researcher's assumptions are constructionist. For the purposes of Track 1, the focus will be on ontological and epistemological assumptions.
Ontological assumptions are "assumptions about the nature of things". There are two ontological assumptions, the positivist view and the constructionist view. For the positivist, the researcher is an objective observer of the research process. There is one reality and that reality can be broken down into defined and measurable variables. In contrast, constructionists accept nature as nature. The constructionist is part of nature and therefore, part of the research process. All research participants have a perception of reality within nature and there are as many realities as there are participants, including the researcher's.
Epistemological assumptions are about the kind of knowledge we can seek with the methodology. Epistemologically, the positivist identifies specific variables to quantify, test, and verify. The positivist seeks truth. On the other hand, the constructionist observes a phenomenon in the natural setting and utilizes language to reveal a description, a lesson to be learned, an answer to a question, or an emergent theory.

The competencies covered in this unit include the following:
•    Competency 3 - Plan how to develop the scholar-practitioner identity within the discipline.
•    Competency 4 - Apply the process and characteristics of critical thinking.
•    Competency 5 - Evaluate the importance and value of a scholarly discourse.
•    Competency 6 - Support ideas and concepts with evidence from the literature.
References
University. (Producer). (2012). The research question hierarchy [Media]. Retrieved from http://media.capella.edu/CourseMedia/Colloquia_Track2/ResearchQuestionHierarchy/transcript.html
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
11.    Define theory within the Scholar-Practitioner Model.
12.    Compare and contrast the inductive and deductive processes of theory building.
13.    Explain the role of theory in the quantitative research process.
14.    Assess how a researcher's paradigm can influence the use of a grounded theory method.
•    

THEORY BUILDING IN PHD RESEARCH

To prepare for the activities in Unit 2, you will read two articles regarding the role of theory in the research process. The article by Lynham presents theory from primarily a quantitative perspective, while the article by Hall, Griffiths, and McKenna presents theory primarily from a qualitative perspective. To better understand the two philosophical approaches, both articles compare and contrast quantitative and qualitative approaches to theory and theory building in research.
Section 3.1 of the Quantitative Research Plan is Theoretical Foundations. Section 3.2 of the Qualitative Research Plan is Theoretical Implications. It is important to note the difference between theoretical foundations and theoretical implications. Foundation is the base upon which you will build your research. Implication suggests an inferred relationship. The unit activities will begin with quantitative research and theoretical foundations.
In quantitative research, the term "theoretical foundations" defines the central role of theory in the quantitative research process. The quantitative researcher identifies a gap in the literature to build or extend theory. Variables are identified and a hypothesis is developed. The researcher then tests the interaction of the variables and analyzes the data. The results of the statistical analysis will either verify or refute the hypothesis.
In qualitative research, the term "theoretical implications" is not so direct and the application of theory can be more of an implied part of the process. For example, the outcome of the grounded theory method is to arrive at an emergent theory. In addition to arriving at an emergent theory, as you read the article by Hall, Griffiths, and McKenna, you will understand how extant theory can be utilized to frame or guide the grounded theory process. A theory may also emerge from a generic qualitative method.
Qualitative methods other than grounded theory and generic qualitative usually avoid theoretical frameworks and preconceptions. Instead, theoretical implications are more related to the outcome of a qualitative study. In your coursework, research, and Tracks 2 and 3, you will learn more about theoretical implication and the connection to qualitative methods. You will apply what you learn in Unit 2 to your research plan in Unit 6 – Contributions to Theory.

Questions We Can Help You To Answer

Paper instructions:

Question: Role of Theory in the Quantitative Research Process.

This discussion should be completed after studying the readings in this unit. Compose and post an answer to the following question:

•    Lynham presents a five phase model for theory building. Identify the phase that you would expect most quantitative dissertation research would occur within the scholar-practitioner model and explain how the phase you identified is a better fit for the scholar-practitioner model.



unit reading: •    The Role of Theory in PhD Research

INTRODUCTION
Now that you are beginning to develop a research plan for your dissertation, you need to understand and be able to respond to the following questions:
•    What is theory?
•    What is the role of theory in research?
The dissertation is comprised of 16 Milestones. In Track 1, you will complete Milestone 1, completion of the CITI training. In Track 2, you will complete Milestone 2, topic approval, and you will view the media piece entitled, Research Question Hierarchy. A scholar-practitioner, "seeks to connect practice with theory through applied research that addresses real-world situations" (University, 2012). In short, a scholar-practitioner's dissertation contributes "to testing and building theory and actionable knowledge" (University, 2012) that can be applied in the context of the scholar-practitioner's specialization.
So how can quantitative and qualitative research impact your professional practice? To illustrate an example of a quantitative study, consider Isaac Newton. Utilizing an experimental method, Newton developed the law of gravitation that explains the acceleration of a falling apple due to gravity. Quantitatively, he was able to demonstrate that the falling apple is an example of the laws of gravitation and motion. First, Newton verified his theory of gravitation and motion. Then, he generalized his findings to explain the impact of gravity and motion for all objects.
Now, consider Charles Darwin, a qualitative, naturalist researcher. Darwin gathered his data from observing nature. He then utilized the information to develop a rich description of the origin of species to develop a theory of evolution. Darwin did not quantify his theory but nonetheless, his work significantly impacted science and society.
Newton and Darwin are examples of quantitative and qualitative research; however, your mission is not to transform science and society in your dissertation. The dissertation is the final assessment to demonstrate that you have developed the competencies required to conduct independent research within your specialization. In dissertation, you will demonstrate to your mentor and committee that you can design and execute an independent research project that fills a gap, and not a canyon, in the literature of your specialization. In short, graduate first and then, use your knowledge and skills to pursue your research passion.
Each PhD specialization is defined by a body of scholarly literature grounded in theory. In Track 1, you begin developing your Research Plan by identifying a dissertation topic and developing a research problem. Part of this process includes identifying theory. Theory provides the structure for how you perceive your research. The hallmark of PhD research is to extend theory. In your coursework, you will encounter multiple theories that relate to your specialization. You should also go to Research in Your School, choose your school, and review the Programs of Research document for your school to identify theories appropriate for your specialization.
The role of theory in research is different for quantitative and qualitative methods. To understand the role of theory, you must also understand the philosophical assumptions underlying quantitative and qualitative research. The following philosophical assumptions will guide your research:
•    Ontological.
•    Epistemological.
•    Axiological.
•    Methodological.
Within each of these assumptions are two philosophical perspectives, positivist and constructionist, also known as naturalist. The quantitative researcher's assumptions are positivist and the qualitative researcher's assumptions are constructionist. For the purposes of Track 1, the focus will be on ontological and epistemological assumptions.
Ontological assumptions are "assumptions about the nature of things". There are two ontological assumptions, the positivist view and the constructionist view. For the positivist, the researcher is an objective observer of the research process. There is one reality and that reality can be broken down into defined and measurable variables. In contrast, constructionists accept nature as nature. The constructionist is part of nature and therefore, part of the research process. All research participants have a perception of reality within nature and there are as many realities as there are participants, including the researcher's.
Epistemological assumptions are about the kind of knowledge we can seek with the methodology. Epistemologically, the positivist identifies specific variables to quantify, test, and verify. The positivist seeks truth. On the other hand, the constructionist observes a phenomenon in the natural setting and utilizes language to reveal a description, a lesson to be learned, an answer to a question, or an emergent theory.

The competencies covered in this unit include the following:
•    Competency 3 - Plan how to develop the scholar-practitioner identity within the discipline.
•    Competency 4 - Apply the process and characteristics of critical thinking.
•    Competency 5 - Evaluate the importance and value of a scholarly discourse.
•    Competency 6 - Support ideas and concepts with evidence from the literature.
References
University. (Producer). (2012). The research question hierarchy [Media]. Retrieved from http://media.capella.edu/CourseMedia/Colloquia_Track2/ResearchQuestionHierarchy/transcript.html
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
11.    Define theory within the Scholar-Practitioner Model.
12.    Compare and contrast the inductive and deductive processes of theory building.
13.    Explain the role of theory in the quantitative research process.
14.    Assess how a researcher's paradigm can influence the use of a grounded theory method.
•    

THEORY BUILDING IN PHD RESEARCH

To prepare for the activities in Unit 2, you will read two articles regarding the role of theory in the research process. The article by Lynham presents theory from primarily a quantitative perspective, while the article by Hall, Griffiths, and McKenna presents theory primarily from a qualitative perspective. To better understand the two philosophical approaches, both articles compare and contrast quantitative and qualitative approaches to theory and theory building in research.
Section 3.1 of the Quantitative Research Plan is Theoretical Foundations. Section 3.2 of the Qualitative Research Plan is Theoretical Implications. It is important to note the difference between theoretical foundations and theoretical implications. Foundation is the base upon which you will build your research. Implication suggests an inferred relationship. The unit activities will begin with quantitative research and theoretical foundations.
In quantitative research, the term "theoretical foundations" defines the central role of theory in the quantitative research process. The quantitative researcher identifies a gap in the literature to build or extend theory. Variables are identified and a hypothesis is developed. The researcher then tests the interaction of the variables and analyzes the data. The results of the statistical analysis will either verify or refute the hypothesis.
In qualitative research, the term "theoretical implications" is not so direct and the application of theory can be more of an implied part of the process. For example, the outcome of the grounded theory method is to arrive at an emergent theory. In addition to arriving at an emergent theory, as you read the article by Hall, Griffiths, and McKenna, you will understand how extant theory can be utilized to frame or guide the grounded theory process. A theory may also emerge from a generic qualitative method.
Qualitative methods other than grounded theory and generic qualitative usually avoid theoretical frameworks and preconceptions. Instead, theoretical implications are more related to the outcome of a qualitative study. In your coursework, research, and Tracks 2 and 3, you will learn more about theoretical implication and the connection to qualitative methods. You will apply what you learn in Unit 2 to your research plan in Unit 6 – Contributions to Theory.

Questions We Can Help You To Answer

Paper instructions:

Question:Research Paradigm Influence on Grounded Theory Method

This discussion should be completed after studying the readings in this unit. Compose and post an answer to the following question:

•    Unlike quantitative research, theory does not have a distinct role across the various qualitative methods. Hall, Griffiths, & McKenna address the role of how different paradigms can influence the application of a grounded theory method. While more frequently associated with a grounded theory method, different paradigms can influence the application of other qualitative methods. Yet in other qualitative methods, a paradigm or preconception is avoided. In your words, summarize how a researcher's paradigm can influence the use of a grounded theory method.




unit reading: •    The Role of Theory in PhD Research

INTRODUCTION
Now that you are beginning to develop a research plan for your dissertation, you need to understand and be able to respond to the following questions:
•    What is theory?
•    What is the role of theory in research?
The dissertation is comprised of 16 Milestones. In Track 1, you will complete Milestone 1, completion of the CITI training. In Track 2, you will complete Milestone 2, topic approval, and you will view the media piece entitled, Research Question Hierarchy. A scholar-practitioner, "seeks to connect practice with theory through applied research that addresses real-world situations" (University, 2012). In short, a scholar-practitioner's dissertation contributes "to testing and building theory and actionable knowledge" (University, 2012) that can be applied in the context of the scholar-practitioner's specialization.
So how can quantitative and qualitative research impact your professional practice? To illustrate an example of a quantitative study, consider Isaac Newton. Utilizing an experimental method, Newton developed the law of gravitation that explains the acceleration of a falling apple due to gravity. Quantitatively, he was able to demonstrate that the falling apple is an example of the laws of gravitation and motion. First, Newton verified his theory of gravitation and motion. Then, he generalized his findings to explain the impact of gravity and motion for all objects.
Now, consider Charles Darwin, a qualitative, naturalist researcher. Darwin gathered his data from observing nature. He then utilized the information to develop a rich description of the origin of species to develop a theory of evolution. Darwin did not quantify his theory but nonetheless, his work significantly impacted science and society.
Newton and Darwin are examples of quantitative and qualitative research; however, your mission is not to transform science and society in your dissertation. The dissertation is the final assessment to demonstrate that you have developed the competencies required to conduct independent research within your specialization. In dissertation, you will demonstrate to your mentor and committee that you can design and execute an independent research project that fills a gap, and not a canyon, in the literature of your specialization. In short, graduate first and then, use your knowledge and skills to pursue your research passion.
Each PhD specialization is defined by a body of scholarly literature grounded in theory. In Track 1, you begin developing your Research Plan by identifying a dissertation topic and developing a research problem. Part of this process includes identifying theory. Theory provides the structure for how you perceive your research. The hallmark of PhD research is to extend theory. In your coursework, you will encounter multiple theories that relate to your specialization. You should also go to Research in Your School, choose your school, and review the Programs of Research document for your school to identify theories appropriate for your specialization.
The role of theory in research is different for quantitative and qualitative methods. To understand the role of theory, you must also understand the philosophical assumptions underlying quantitative and qualitative research. The following philosophical assumptions will guide your research:
•    Ontological.
•    Epistemological.
•    Axiological.
•    Methodological.
Within each of these assumptions are two philosophical perspectives, positivist and constructionist, also known as naturalist. The quantitative researcher's assumptions are positivist and the qualitative researcher's assumptions are constructionist. For the purposes of Track 1, the focus will be on ontological and epistemological assumptions.
Ontological assumptions are "assumptions about the nature of things". There are two ontological assumptions, the positivist view and the constructionist view. For the positivist, the researcher is an objective observer of the research process. There is one reality and that reality can be broken down into defined and measurable variables. In contrast, constructionists accept nature as nature. The constructionist is part of nature and therefore, part of the research process. All research participants have a perception of reality within nature and there are as many realities as there are participants, including the researcher's.
Epistemological assumptions are about the kind of knowledge we can seek with the methodology. Epistemologically, the positivist identifies specific variables to quantify, test, and verify. The positivist seeks truth. On the other hand, the constructionist observes a phenomenon in the natural setting and utilizes language to reveal a description, a lesson to be learned, an answer to a question, or an emergent theory.

The competencies covered in this unit include the following:
•    Competency 3 - Plan how to develop the scholar-practitioner identity within the discipline.
•    Competency 4 - Apply the process and characteristics of critical thinking.
•    Competency 5 - Evaluate the importance and value of a scholarly discourse.
•    Competency 6 - Support ideas and concepts with evidence from the literature.
References
University. (Producer). (2012). The research question hierarchy [Media]. Retrieved from http://media.capella.edu/CourseMedia/Colloquia_Track2/ResearchQuestionHierarchy/transcript.html
OBJECTIVES
To successfully complete this learning unit, you will be expected to:
11.    Define theory within the Scholar-Practitioner Model.
12.    Compare and contrast the inductive and deductive processes of theory building.
13.    Explain the role of theory in the quantitative research process.
14.    Assess how a researcher's paradigm can influence the use of a grounded theory method.
•    

THEORY BUILDING IN PHD RESEARCH

To prepare for the activities in Unit 2, you will read two articles regarding the role of theory in the research process. The article by Lynham presents theory from primarily a quantitative perspective, while the article by Hall, Griffiths, and McKenna presents theory primarily from a qualitative perspective. To better understand the two philosophical approaches, both articles compare and contrast quantitative and qualitative approaches to theory and theory building in research.
Section 3.1 of the Quantitative Research Plan is Theoretical Foundations. Section 3.2 of the Qualitative Research Plan is Theoretical Implications. It is important to note the difference between theoretical foundations and theoretical implications. Foundation is the base upon which you will build your research. Implication suggests an inferred relationship. The unit activities will begin with quantitative research and theoretical foundations.
In quantitative research, the term "theoretical foundations" defines the central role of theory in the quantitative research process. The quantitative researcher identifies a gap in the literature to build or extend theory. Variables are identified and a hypothesis is developed. The researcher then tests the interaction of the variables and analyzes the data. The results of the statistical analysis will either verify or refute the hypothesis.
In qualitative research, the term "theoretical implications" is not so direct and the application of theory can be more of an implied part of the process. For example, the outcome of the grounded theory method is to arrive at an emergent theory. In addition to arriving at an emergent theory, as you read the article by Hall, Griffiths, and McKenna, you will understand how extant theory can be utilized to frame or guide the grounded theory process. A theory may also emerge from a generic qualitative method.
Qualitative methods other than grounded theory and generic qualitative usually avoid theoretical frameworks and preconceptions. Instead, theoretical implications are more related to the outcome of a qualitative study. In your coursework, research, and Tracks 2 and 3, you will learn more about theoretical implication and the connection to qualitative methods. You will apply what you learn in Unit 2 to your research plan in Unit 6 – Contributions to Theory.