pursue a doctoral degree in education.
Education is one of the most important fields in the world because it shapes the minds of students, young and old. Education is responsible for grooming individuals for society, teaching them necessary skills for life. The learning experience is more than just scholastic, as social skills become more and more important to contemporary society.

The education system in the United States deals with young children who have less structure in their home lives than earlier generations. Especially in the inner cities, more and more children are sent to school without a proper grounding in life skills and communication. In a conversation with a school board member from such a place, I learned that some children showed up for their first day of school without even knowing their full names. This is cause for growing concern as schools are now forced to educate children in basic…...

Site Approval for Staff Education Doctoral ProjectProject TitleMedication Safety Training as a Means to Reduce Medication ErrorsDoctoral Student NameProject SitePurpose of ProjectThe project seeks to reduce the incidence of medication errors by offering medication safety training and education to staffProject Outcome(s)The number of medication errors reduces by 20 percent within 6 months of project initiationEthical StandardsThe Doctor of Nursing Practice student is expected to maintain the ethical standards outlined in the Doctoral Project Ethics Pledge, which address the following: Maintaining confidentiality: In all project documents and reports (including drafts), the student is required to remove names of individuals and the site as well as generalize the location. The student is only required to share the project in the online classroom. It is up to the Site Leader to choose whether they wish to publicize the project or its findings beyond that. Protecting patients: No data will be collected from patients…...

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Signed copies to Site Leader, Project Mentor

October 2021 ? © 2021 Walden University, LLC 

ationale of Study

According to De Valero (2001), "Given the high costs associated with graduate education, the current national climate of diminishing resources for higher education, and an increased competition for these resources between undergraduate and graduate programs, understanding and examining the factors that affect students' ability to complete their degree requirements in a timely manner and considering the implications of these factors becomes crucial" (p. 341). In this regard, Neumann (2005) reports that, "The reasons for length of time to completion and non-completion rates are important considerations for universities and governments," and notes that: "Concerns about slow time to completion relate to the commitment of staff and other resources for extended periods, the desirability of concentrating graduate studies in a reasonable time period, the possibility that information obtained in the research may become obsolete before completion of the thesis, and delays in researchers moving on to other projects" (Neumann, 2005,…...

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References

Biegel, D.E., Hokenstad, M.C., Singer, M.I., & Guo, S. (2006). One school's experience in reconceptualizing part-time doctoral education in social work. Journal of Social Work Education, 42(2), 231.

Delamont, S., Atkinson, P., & Parry, O. (2000). The doctoral experience: Success and failure in graduate school. New York: Falmer.

De Valero, Y.F. (2001). Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. Journal of Higher Education, 72(3), 341.

Fraenkel, J.R. & Wallen, N.E. (2001). Educational research: A guide to the process. Mahwah, NJ: Lawrence Erlbaum Associates.

pursuit of my doctoral studies. The course really mapped out a lot of the things that it will take for me to achieve my goals. The first thing is just to understand the process of getting a dissertation. This is not as simple as sitting down and anging out a long-form essay. This is a completely different process and this course has een instrumental in me getting a much clearer understanding of what this process is going to look like for me.
The literature review is something I had to really take to heart. I learned a lot aout what it takes to e a scholar. It starts with the literature review. If you had asked me at the start of this course, I would have told you that the literature review was the foundation of the dissertation, ut it's actually the foundation of scholarship. The lit review is how…...

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bibliography and to approach sources from a critical perspective are all things that I learned in this course that I think I will find to be incredibly valuable going forward.

The other thing I learned from this course was about myself. One thing is that this course challenged me. It challenged me in terms of the technical skills that I was learning, and it challenged me with respect to how I approached my work. On both counts I feel that I matured and progressed as I worked through this course. So for me, I appreciate that challenge and I will take what I have learned about myself forward, so that I can complete my dissertation and truly become a scholar.

References

Golash-Boza, T. (2012). How to choose a dissertation topic. Get a Life, PhD. Retrieved March 8, 2014 from  http://getalifephd.blogspot.com/2012/06/how-to-choose-dissertation-topic.html

Introduction Capture interest:
The importance of doctoral identity cannot be overemphasized. By the end of doctoral education, students must have skills, knowledge, habits, and values that are consistent with their professional role.
Context:
Doctoral identity, also referred to a professional identity, denotes “the relatively stable and enduring constellation of attributes, beliefs, values, motives, and experiences in terms of which people define themselves in a professional role” (Smith & Hatmaker, 2015, p. 547). This identity indicates to others that an individual possesses a unique set of skills and abilities. The development of professional identity is facilitated by a number of factors, including individual, interpersonal, and institutional factors (Gardner, 2009; Baker & Pifer, 2011). Gardner (2009), Baker & Pifer (2011), and Smith & Hatmaker (2015) provide valuable information on doctoral identity formation.
Statement of common themes:
Three common themes that emerge from the three articles include: academic success, relationships, and individual efforts
Thesis statement:
Academic success, relationships, and individual efforts…...

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References

Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctor to independent scholar. Studies in Continuing Education, 33(1), 5-17.

doi: 10.1080/0158037X.2010.515569

doi: 10.1353/rhe.0.0075

Gardner, S. K. (2009). Conceptualizing success in doctoral education: Perspectives of faculty in seven disciplines. The Review of Higher Education, 32(3), 383-406.

Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: Professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564.

 

(Duke University - est Practices, 2005)
IV. Illustration of the Impacts of Advising on Retention Issues

Retention issues may very well become a conflict of interest in that staff might desire to retain students as their proficiency develops however: "...that is an unfortunate conflict between your desire to maximize productivity in ones' own research and in the duty as a mentor to provide support for the student's timely progress. The primary obligation is the education of the students. (the Mentor as Faculty Advisor, nd paraphrased)

Summary & Conclusion

The adviser provides an invaluable type of assistance to the master's and doctoral student in the process of earning their college degree. This type of assistance optimizes the positive learning experience of students. Students will need assistance in choosing their coursed, the specific discipline chosen, the degree or combination of degrees, the student decides to obtain and finally students need assistance and guidance in the…...

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Bibliography

Lovick, EG (2002) Advising Graduate Students: Understanding the Influence of Family on Graduate Education. The Mentor Academic Advising Journal. 20 October 2002.

Mentoring Students (2004-2005) University of Washington. Online available at  http://www.grad.washington.edu/mentoring/GradFacultyMentor.pdf .

Ehteshami, M. And Rubenstin, M. (2006) Graduate Mentoring. 2006 October. Indiana University Comparative Literature Department.

Best Practice: Core Expectations for Graduate Education at Duke University (2005) Duke University. The Graduate School. Online available at  http://www.gradschool.duke.edu/policies_and_forms/core_expectations_for_graduate_education.html

Reference Baltes, B., & Dickson, M. (2001). Using life-span models in industrial-organizational psychology: The theory of selective optimization with compensation. Applied Development Science, 5(1), 51-62.
http://dx.doi.org/10.1207/S1532480XADS0501_5
Annotation
This article sought to demonstrate the relevance of lifespan models to industrial/organizational (I/O) psychology. The article specifically shows how the selective optimization with compensation (SOC) model can be applied in three I/O psychology areas: organizational-level functioning, leadership, and work-family conflict. The SOC model provides a framework for understanding “an individual’s successful development process across the entire life span” (Baltes & Dickson, 2001, p. 52). Successful development is shaped by the individual’s stage of life as well as personal and cultural factors. This model is based on the assumption that an individual’s physical, mental, and environmental resources are limited at any given point in time. Accordingly, the individual must effectively allocate the limited resources through “selection, optimization, and compensation techniques.” According to Baltes & Dickson (2001), I/O psychologists…...

Admission PhD feel that my experiences as a professional academic librarian and my familiarity with teaching make me a uniquely qualified candidate for the Ph.D. program in Educational Policy with the Department of Educational Policy and Administration at your university. Taken together, these two important experiences have given me important and irreplaceable exposure to essential research skills, as well as provided me with a first-hand insight into the field of education.
Currently, I am employed as a full time professional academic librarian at the University of Washington in Seattle. This interesting and rewarding position has provided me with a great wealth of skills, experiences, and opportunities that will be easily and effectively transferred to the Ph.D. program in Educational Policy. My tenure as an academic librarian has given me a complete knowledge and experience of reference, bibliography, and information services, acquisitions and collection development, cataloging and classification of library and media…...

-Week Doctoral Term Plan & Capstone Stage GoalsStudent Name: Student ID:Student Walden Email: Student Phone #:Program and Specialization/Focus:Faculty Advisor:2nd Member (if applicable):University Research Reviewer:Date Started Program:Current Term Start Date: Phase of Capstone: Choose an item.Do you have an Individual Academic Plan (IAP)? )? No Choose an item. Note: Your Term Plan goals must align with your IAP.InstructionsYour Term Plan: On the page labelled YOUR Term Plan, indicate your term goal(s), stretch goal(s), and the tasks you will accomplish during the weeks of the term. Your tasks should make clear what you will be working on and your plans for appropriate substantive submissions to your Faculty Advisor (refer to the syllabus for more information). Remember that you must demonstrate substantial academic PROGRESS each term to receive a satisfactory grade for the course. Students must complete a minimum of Phase 1 to obtain a satisfactory grade in during the first enrollment of…...

-Week Doctoral Term Plan & Capstone Stage GoalsStudent Name: Student ID:Student Walden Email: Student Phone #:Program and Specialization/Focus:Faculty Advisor:2nd Member (if applicable):University esearch eviewer:Date Started Program:Current Term Start Date: Phase of Capstone: Choose an item.Do you have an Individual Academic Plan (IAP)? )? No Choose an item. Note: Your Term Plan goals must align with your IAP.InstructionsYour Term Plan: On the page labelled YOU Term Plan, indicate your term goal(s), stretch goal(s), and the tasks you will accomplish during the weeks of the term. Your tasks should make clear what you will be working on and your plans for appropriate substantive submissions to your Faculty Advisor (refer to the syllabus for more information). emember that you must demonstrate substantial academic POGESS each term to receive a satisfactory grade for the course. Students must complete a minimum of Phase 1 to obtain a satisfactory grade in during the first enrollment of…...

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Resources and begin work Schedule one-on-one meeting w/ librarian to find sources for Evidence Search. 4/8/20XX Your Notes: Renegotiated term plan with Faculty Advisor-4/8. Met with librarian – 4/15. Reviewing literature found in search.Faculty Advisor Notes: Plan OK; 2nd Site Approval reviewed as “met” on April 9. 7 Review the tutorial on evidence synthesis and review the literature using the evidence appraisal tools. Your Notes: Still working on evidence synthesis– not done yet.Faculty Advisor Notes: Review pending. OK for next week. 8 Synthesize the literature review and complete the Individual Evidence Summary Tool and submit in classroom. 4/29/20XX Your Notes: Mostly done with revisions this week; finished after meeting with faculty advisor to discuss.Faculty Advisor Notes: OK-literature review in progress 9 Finalize the Evidence Summary Tool and submit in classroom for faculty advisor approval 5/6/20XX Your Notes: Met with Faculty Advisor – 5/9/20XX.Faculty Advisor Notes: Evidence Summary Tool finalized 5/12/20XX 10 Submit the Individual Evidence Summary Tool in the classroom and meet with faculty advisor approval. 5/13/20XX Your Notes: Submitted and met with faculty advisor to discuss next steps..Faculty Advisor Notes: Keep working on lit review 11 Submit Final Term Plan by Day 7 of Week 11 and set goals for next quarter .Adequate Progress Final Review 5/20/20XX Your Notes: Submitted End-of-Term Plan by Day 7. Also have 15 pages of lit review done!Faculty Advisor Notes: Project goals for quarter “Met” and approval of site agreement form in MyDR Updated 4.6.22

Worldview Statement
A cornerstone concept of pop psychology, the left brain/right brain divide is "largely bogus," (Lombrozo, 2013). However, the metaphor of left brain/right brain does somewhat accurately allow us to classify people into those whose worldviews are governed by logic and reason versus those whose worldviews allow for a greater degree of impulse and emotionality. My personal worldview is thankfully somewhere between these two extremes. Too much left brain emphasis leads to rigidity and an inability to welcome new ideas, whereas too much right brain focus may lead to superstition and poor decisions.

The left brain/right brain metaphor demonstrates the need for fusing qualitative and quantitative research methods. Social scientists who discount the relevance or validity of qualitative methods can be considered left brained in their worldview. As important as quantitative analyses are, social science research does not always lend itself to quantification. Human beings are not robots. Human behavior cannot…...

Running Head: QUALITATIVE DOCTORAL BUSINESS RESEARCH ANALYSIS 1 QUALITATIVE DOCTORAL BUSINESS RESEARCH ANALYSIS 5

Analysis Role of Theory in Context of Qualitative Doctoral Business Research
Introduction
Models and theories produce the basis upon which empirical inquiries are built. Empirical research is not only concerned with data variations (with respect to what is going on in the globe) but also with testing whether such data is in conformity with the theory or model (Creswell & Plano Clark, 2007). It is also our intention to progress existing theories or even come up with new ones on the basis of existing ones and on the basis of freshly acquired empirical evidence. Generally two strategies for carrying out quantitative research exist. The first strategy involves formulation of hypotheses by researchers based on previous research information and testing those hypotheses against available empirical data through a process called confirmatory research. Confirmatory research is used to either reject or…...

Purpose Statement for Doctor of Engineering in Cybersecurity AnalyticsI want to pursue my Ph.D. in cybersecurity analytics in the Department of Electrical and Computer Engineering at The George Washington University. I am convinced that my background in information security and engineering, experience in cybersecurity analytics and research, and professional aspiration make me a strong candidate for the program.As a cybersecurity professional, I have the opportunity to influence the direction of my company. I can help choose technologies to be used, design new protocols, and write new software. In this role, I have the opportunity to help improve the security of my company.I had to constantly keep up with the latest research in cybersecurity and apply the best practices to our platform. I attended the BlackHat conference in Las Vegas and Defcon in San Francisco, where I learned about the latest cybersecurity trends and threats. I also attended the annual Security…...

Terrorism
Intelligence, counterterrorism and protection, and subjects for investigation appear to be relevant, interesting and worthy of detailed examination. The research traditions allowed in mainstream educational systems provide different avenues of approach to examine these ideas. The purpose of this paper is to examine the ideas of terrorism through the lenses of the five research conditions: narrative, grounded theory, phenomenology, case study and ethnography. Additionally, I will propose three different topics for doctoral research and determine why each of these approaches warrant inquiry.

Before examining terrorism, it is a most important challenge to define the term. The defining of this word is perhaps the greatest source of confusion included in this type of research inquiry. How is terrorism related to intelligence and protection? While these are fashionable catchwords of the day, it seems important to link the phrases and terms with concrete and realistic symbols that can be understood by the general…...

The narrative research study area aims at engaging with the system that helps people to make sense of experiences and meaning in the greater social context and the social patterns in it (Golsteijn & Wright, 2013). Collaborating with the research subject is one of the highlights of narrative research studies. The subject in research is viewed as a collaborator as opposed to being a provider of information, as led by the researcher’s agenda, under this approach (Moen, 2006).
Accounts of experience under narrative research are guided by discussion in dialogue with the subject of the research. Various data collection approaches are available to the researcher. Such data can take various forms, including journal records, transcripts, observations, letter writing, class plans, stories, pictures, among others (Moen, 2006).

Explorative research assignments can gain from narrative research because they aim at delving into the experiences and the process of making meaning of people from diverse…...

Common Obstacles Faced by Working Students in Literature Reviews
Working students often face a unique set of challenges when conducting literature reviews, which are essential components of academic research. These obstacles can impact the quality and efficiency of the review process.
1. Time Constraints
One of the biggest challenges for working students is finding the time to conduct a thorough literature review. Balancing work, academic commitments, and personal responsibilities can make it difficult to allocate sufficient time for research. This can result in a rushed or incomplete review, potentially compromising the validity and comprehensiveness of the findings.
2. Accessibility to Resources
Working students may have....

Key Findings on the Acoustic Characteristics of Telugu Vowels

Vowel F1 and F2 Frequencies

Telugu vowels have higher F1 and F2 frequencies than other Dravidian languages, such as Tamil and Kannada (Krishna, 2018).
The high F1 and F2 values are attributed to the influence of Sanskrit, where vowels are typically pronounced with a higher pitch (Baumann, 1999).

Vowel Duration

Telugu vowels are generally longer in duration than vowels in other Dravidian languages (Narasimhamurthy, 2009).
The longer duration is attributed to the use of vowel length distinction in Telugu, where long vowels contrast with short vowels (Permadi, 2015).

Formant Bandwidth

Telugu vowels have narrower....