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Dissertation Proposal - 1301 Words

Dissertation Proposal: An investigation of empathy and social problem solving among different bullying groups: A study of male prisoners. A. Formulation of Research Question ‘What works’ research suggests that cognitive behavioural interventions produce the most effective recidivism results among offender populations. Therefore, it would be just to suggest that this type of intervention would be beneficial when reducing bullying and victimisation within the same population. Cognitive deficits that are related to offending attitudes and behaviour include social problem solving (Freedman, Rosenthal, Donahoe, Schlindt and McFall, 1978), and empathy (Covell and Scalora, 2002) among others. As bullying is an interaction with†¦show more content†¦However, because direct/indirect forms of bullying are being measured the full purpose of the study will be explained when debriefing occurs; immediately proceeding tests to reduce any emotional stress that may have occurred. Lastly participants will have the opportunity to receive research summaries and will be given details of how to obtain these. F. Analysis A percentage of results will be used to check accuracy via inputting means, standard deviations and minimum and maximum scoring of questionnaires, ensuring missing values are categorised correctly. Missing value analysis will be used to identify any trends and managed appropriately. If outliers are identified, transformation, alteration or deletion will commence. The skew and kurtosis will be tested for significance. Tests for homogeneity of variance will be performed and managed appropriately. Descriptive statistics will be obtained followed by between-subjects analyses e.g. ANOVA or MANOVA. G. Critique To avoid discrimination on illiteracy grounds, participants will complete study material in individual interviews. This may have an impact upon honesty as participants may be guarded when expressing truthfulness because of fears of repercussions. This can be overcome by giving appropriate information packs and offering individual time outside of interviews. This method would also alleviate victims and bullies completing study material in group settings, thus avoidingShow MoreRelatedGraduate Writing Center: Writing Thesis and Dissertation Proposals7304 Words   |  30 PagesWriting a Thesis or Dissertation Proposal 1 Writing Thesis and Dissertation Proposals The Graduate Writing Center of the Center for Excellence in Writing Overview: This workshop will introduce basic principles of writing proposals across a range of disciplines. It will present practical strategies, and it will include examples of successful proposals. Goals 1. To introduce strategies for bridging the gap between coursework/beginning research and thesis writing. 2. To help you understand theRead MoreDissertation Proposal1339 Words   |  6 Pagesaffects the GDP. So, the interest rates, consumption and the GDP are interrelated. Thus, I intend to demonstrate the correlation between ‘interest rates and consumption’ and ‘interest rates and GDP’ of the United Kingdom, in short run, through this dissertation. Aim: * To identify the correlation between interest rates and consumption in the United Kingdom. * To identify the correlation between interest rates and GDP of the United Kingdom. Objectives: * To find the relationship betweenRead MoreProposal for a Animation Dissertation3013 Words   |  13 PagesThree initial ideas for dissertation. 1. Analogue film and its imprint on the digital era. This thesis for a dissertation would have set about to analyse the relationship between analogue and digital filmmaking and the differences in these practices since the rise of the latter’s popularity and usability. 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It shall introduce the scope of the dissertation by discussing the problem, the background of the problem, the purpose of the proposal, the scope of the proposal and the general organization of the proposal. The thesis of the dissertation is wait times at clinics and how that time can be reduced to obtain efficiency at clinics. Problem Statement The subject of this paper is waiting times at clinics and how that time can be minimizedRead MoreGuidelines on Writing a Research Proposal2565 Words   |  11 PagesGuidelines on writing a research proposal Introduction This is a guide to writing M.A. research proposals. The same principles apply to dissertation proposals and to proposals to most funding agencies. It includes a model outline, but advisor, committee and funding agency expectations vary and your proposal will be a variation on this basic theme. Use these guidelines as a point of departure for discussions with your advisor. They may serve as a straw-man against which to build your understandingRead More3521 Unit 1 Essay example10967 Words   |  44 PagesCommunication in English Unit 1 Planning project proposals Unit 1 Planning project proposals Learning outcomes At the end of the unit, you will be able to: †¢ †¢ †¢ †¢ plan and organise project proposals explain the background, objectives and method of a project refer to the literature to justify a project proposal use appropriate language in project proposals Introduction Part of the work involved in a research project is the writing of the project proposal. The proposal is a brief account of the topic or areaRead MoreThe Creativity Tools : Wibni And Mind Mapping983 Words   |  4 Pagesin the appendix. Different dimensions of final year project / dissertation have been presented in different colors. Each dimension represents a milestone which the student desires to accomplish. The first dimension i.e. topic selection is presented in red color since it is the most critical and difficult phase in every dissertation. The nature and difficulty of all the work which is required to be done in further steps of dissertation depends upon the topic which will be selected in first phase.Read MoreA Research Study On Selecting A Committee965 Words   |  4 Pagesthe process of preparing for a dissertation. As the researcher engage in the process and in conjunction with the committee chair and members the goal will be to define the research topic, develop the researchers’ proposal and engage in the process of drafting while critiquing the entire research in a n attempt to compose and ensure the researcher completes his or her dissertation. Scholars Wu and Beaunae (2014) suggests, the process of finishing a doctoral dissertation is a process that requires theRead MoreAn Investigation on the Importance of Brand Names to Consumers1586 Words   |  7 PagesThis research proposal will report other authors who have commented on brands. The author will be conducting primary research in forms of questionnaires and interviews. This is an important study for the reason that it demonstrates the way people buy and the justifications of their choice. Aims Objectives or Hypothesis: Research question: Why brand names are important to consumers? Aims Objectives. The main objective of the proposal is to examine

Title Being an Inspirational Teacher and Maintaining the Passion. Free Essays

OUTLINE Title: Being an Inspirational Teacher and Maintaining The Passion. Introductory Paragraphs a)General Ideas ? Teacher is an amazing profession in which you can change the lives of hundreds. They can mould beliefs and behaviors, setting an example to follow. We will write a custom essay sample on Title: Being an Inspirational Teacher and Maintaining the Passion. or any similar topic only for you Order Now ? To motivate students to learn different things. This may seems easy for teachers but there direct impact on careers. Many teachers start out with a great passion for the profession, but it can be a difficult job when students lack some physical or mental capabilities. b)Thesis Statement (Specific Idea) Opportunity to share your passion and foster it in others. Teachers are able to get the best out of the people they teach and they are profoundly admired. Body Paragraph 1 (a)Topic Sentence ? Being a teacher will inspire others. By sharing your knowledge and attention with your students, you’ll influence who and what they will become – not only in the professional realm, but also personally. (b)Supporting Details (elaboration) ?A good teacher will constantly update material and methods. ?Inspirational teacher must always be in fashion to attract students. Must update their own knowledge as well. ?Be a coach and a model to the students. ?Can change a child’s life for the better future – You may be the only one who believes in them and encourages them to do their best. ?Incorporate some of the positive changes that you wish you had experienced in the classroom as a child to the students. Body Paragraph 2 (a)Topic Sentence ?As the time passes, some may find their passion on teaching started to wane. which can be counterproductive both to them and their students. However, there are things you can do to help yourself maintain a passion for teaching. b)Supporting Details (elaboration) ?Remember why you got into teaching in the first place. ?Spend time thinking about the children and how you can make a difference in their lives. ?Think about the successes that you’ve had – children that accomplished more than they thought they could because of you. Remember those times and cherish them. ? Change your lesson plans. See if you can improve them or add some fun to them. ?Creating new plans that the students might better appreciat e might help to maintain your passion – You never realize how fun you can make teaching until you actually try. Body Paragraph 3 (a)Topic Sentence ?Finally, you’ll have the opportunity to further hone your skills and develop advanced training. Share your passion and inspiring others, helping students is actually helping your selves too. (b)Supporting Details (elaboration) ?Change the Future of Education. ? By fostering an environment of creativity, professionalism, and sharing, you’ll have the opportunity to be part of a vibrant community of educators. ?Different joys and challenges, you’ll never be bored. – Because you’ll most likely have an entirely new group of students every year. Conclusion (a)Restart/rephrase of the thesis statement ?Teaching is a wonderful field in which many people really do make a difference. ?Remember what you’ve done as well as changing things in the present helps you keep your passion for teaching. (b)Prediction or opinion ?Inspirational teacher must possess intelligence, knowledge, and a variety of skills. ?People became a teachers or lecturers because they themselves had an inspirational teacher. So it is not genetic, but it certainly is passed on traits. How to cite Title: Being an Inspirational Teacher and Maintaining the Passion., Papers

Sexual Health Needs of International Students

Question: Discuss about the Sexual Health Needs of International Students. Answer: Overview Australia is the third largest provider of education to international students in the world (Australian Education International, 2012). This has ranked it the fourth largest sector in respect to the subject (Connelly Olsen, 2013). About 379,000 international students reside and study in Australia (Australian Trade Commission, 2013). Many international students present to health professionals with sexual and reproductive health issues e.g. unplanned pregnancies, sexually transmitted infections, and sexual assault (Kalsi, Do, Gu, 2007). This research led to the interview of professionals about their perspectives on the risk factors and experiences of international students. Other than the professionals, interviews were also conducted to international and domestic students to determine their perceptions about sexual health issues. Population sampled Two groups of participants were sampled for the local needs assessment. The group included various categories, and in the first category there were the sexual health professionals and the international student health insurance providers. Apart from the mentioned, the second categories were students at the international and domestic level majorly from one university known as Deakin University. Ethical concern The documents that dealt with ethical clearance for the purpose of interviewing those who were participating were obtained from Deakin University. Students were asked a number of interviewing questions as a strategy that is used for asking concerns. Data gathered Participants in the first category outlined the factors that are associated with risk to the life of the international students. The subject provided for recommendations that can be used in preventative measures and as strategies that supports learning. International and domestic students were asked about their background, whatever they were studying, and where they get information on sexual health. Additionally, their knowledge on unsafe sex activities, unplanned pregnancies and STIs, sources of prevention and intervention were probed. Findings Eleven international (4 males, 7 females- 5 China, 3 India, 1 Vietnam, 1 Singapore, 1 Denmark) and 16 domestic (9 females, 7 males) were recruited into the study. The issues that have been raised inform of concerns are discussed in the subsequent paragraph. Findings from professionals Perspectives on the risk factors Professionals identified pre-arrival risk factors for sex health problems. First, they mentioned that international students lack knowledge on sexual health, reproduction and contraception. Secondly, they cited lack of sex education from families, schools and other organisations as a risk factor. Thirdly, there was a concern on the use of contraception as some saw it as a risk factor. Lastly, cultural values like talking about sex, responsibility for protection, and the use of terminations as a form of contraception also acted as risk factor. This shows that the government is not playing an adequate role of offering the necessary support to the international students. They mentioned that new found freedom and the urge to experiment sex was risk factor. The risk factors that were identified included alcohol which majority of the students engage in courtesy of peer pressure, drug abuse and unprotected sex. It was also vivid that lack of basic life skills was a major cause of health pro blems that are related to sex. Some students found it embarrassing to seek support if issues related to sexual health arose. Experiences of students People of different professions commented on the students challenges that they encounter on the day to day life. They stated that students were ashamed and disgraced due to falling pregnant out of wedlock. This makes such students to keep quiet about their conditions cannot decide whether to tamper with or to live with the pregnancy. Learners end up being depressed and feel isolated. Students worried that the government could discover their pregnancy. Findings from students Pre-university sexual health information sources Interviews were conducted to determine where participants got sexual health information prior to joining university. Australian and international students got information in high school. However, international students got little detail in high schools than Australian students. The age at which Australian students started school was lower (age 12.13) than the age at which international students from china started schooling (age 18) or older. Both international and Australian students admitted that they got sexual health information from friends and magazines. They also mentioned that some little information was obtained from family and internet. Australian mentioned that they also got information from community organizations. They also mentioned that the sources of information and details given changed with age/maturity (Dolly to Cleo; high school classes to university classes which are more in detailed). Sources of sexual health information at university Both international and Australian students got sexual health information from O week and brochures. International students accessed information through information desk and brief group session. Whether they heard about unplanned pregnancies with university students Students were asked about the second hand information from friends or acquaintances on unplanned pregnancies. Both international and Australian mentioned that they heard from their friends in high school, including back in home country for international students. the two group got information their friends in the university. On whether the pregnancies continued or not, both international and Australian students reported that only the ones who had partner support and stayed together continued with pregnancy. Pregnancies were terminated in cases of one night stand. Both students reported that because the pregnant ladies loved their partners and had baby they married. Students were asked whether they had experienced unplanned pregnancies. An international student from northern Europe admitted that she had a baby and gave to the boyfriend. Interestingly, one international student from India who was tested for pregnancy proved negative. Heard about casual sex and unprotected sex with university students Students were asked on whether they have heard about casual sex and protected sex with university students. International and Australian students went to social joints to drink with casual acquaintances. Alcohol contributed to unsafe sex. One male china student even confessed to having sex sometimes after drinking. Australian and international students mentioned that they do not like condoms and that they do not prepare to have sex. Who do students turn to for support when having an unplanned pregnancy? Only international students responded to this question. Students approach and talk to close friends for support. Students go to other groups and services. Prevention and support barriers International and Australian students gave different responses to prevention and support barriers. According to international students, sexual health was never discussed with parents and family members. They do not know where to find services or how they operate in Australia, within and outside of Deakin University. Students do not know what services are available at Deakin University. Students fear being seen by people they know at the medical centre on campus when pregnant some students cannot afford the charges at the clinics. Students could not get services due to language barrier. Differences in social values around pregnancy outside wedlock were barriers to accessing help. Cultural values hinder talk about sexuality. Lastly, international students pointed to lack of many friends at the university as barrier. The Australian students gave fewer reasons for not seeking prevention or support. They know where to find free or cheap services. The shame or embarrassment of having STI o r unplanned pregnancy was a barrier to them. They also mentioned that the information learnt in high school was more on biology and not relationship. Mature age students were not exposed to information during O week hence they were not well informed. Lack of friends in the university was a challenge. Discussion and recommendations Discussion Discussion on professionals responses The professional mentioned that international students that international students lack knowledge on sexual health, reproduction and contraception. Secondly, families, schools, organizations do not provide sex education. Thirdly, there is negative attitude against the use of contraception. Lastly, cultural values like talking about sex, responsibility for protection, and the use of terminations as a form of contraception also was mentioned. These findings agree with a research linking unplanned pregnancy and abortion to limited sexual health literacy and immigration experiences (Poljski, 2011). The lack of knowledge on sex health also concurred with findings of study which showed that University of Sydney - students born in Asia had poorer HIV/STI knowledge than Australian-born students (Song, Richters, Crawford, Kippax, 2005). Research from Adelaide revealed that international students had insufficient knowledge about reproductive health and tended to increase their sexual relationships when they arrived in Australia (Burchard, Laurence, Stocks, 2011). Discussion on students responses The data described above reveal several similarities and differences in the acquisition of sex health information. Prior to joining university both international and Australian students get information from friends magazines and internet. Australian students get more information on sex health from high school. Australian students also get additional information from community organizations. Finding agrees with report by Burchard, Laurence, Stocks (2011) which revealed that international students had insufficient knowledge about reproductive health and their sexual relationships increased upon arrival in Australia. As far as acquiring information in the university both international and Australian students mentioned same sources. International students got information from extra sources. This is also in accord to a study from Adelaide which showed that international students increase their sexual relationships when they upon landing in Australia (Burchard, Laurence, Stocks, 2011). International and Australian students admitted to having heard of unplanned pregnancy from friends in high school and university. Most students lack first-hand information on unplanned pregnancies. This finding is not consistent with previous reports which have shown that international students in Australia increasingly present to health professionals with sexual and reproductive health issues including unplanned pregnancies, sexually transmitted infections (STIs), abortions and sexual assault (Burchard, N, Laurence, 2009; Kalsi, Do, Gu, 2007). International and Australian students go out with casual acquaintances to drink. One male china student even confessed to having sex sometimes after drinking. Australian and international students neither use condoms nor prepare for sex. This finding is consistent with reports which showed that international students increased their sexual relationships when they arrived in Australia (Burchard, Laurence, Stocks, 2011). It was also similar to findings by Rosenthal, Russell, Thomson (2008) which showed that less than half of sexually active international students (49.6% of females and 49.6% of males) always used a condom with their partners. Similar findings were also captured by a research in other countries which demonstrated that university student have unplanned pregnancies and frequent unsafe sex (American College Health Association, 2012). International students mentioned that apart from turning to friends for support, they also go to other groups and services. This is in accord with a recent report which showed international students increasingly presenting to health professionals with sexual and reproductive health issues (Kalsi, Do, Gu, 2007). International students could not easily access support and prevention. Australian students know where to get support. This is in agreement with a study which showed University of Sydney - students born in Asia had consistently poorer HIV/STI knowledge scores than Australian-born students (Song, Richters, Crawford, Kippax, 2005). Contraceptives were not affordable to international students. This agrees with a report which showed that international health insurance does not offer subsidized contraception (Kalsi, Do, Gu, 2007). Recommendations To prevent sex health problems the following strategies should be adopted by the university and health providers: Peer education should be administered to both international and domestic students. Coming up with life management courses to the affected and everyone in general. Inventing the sessions that cannot be avoided by anyone. Building up a unifying bond between the local and international students. Introducing a program of free condom distribution to everyone. Free or affordable contraceptives should be provided to students. International students to be educated pre- arrival to Australia on sex health. Students experiencing unplanned pregnancies should be supported Introduce lessons on services available to pregnant students. Issue materials on pregnancy and abortion in several languages Employ translators and cultural mediators. Limitations of needs assessment survey The assessment had some limitations. First, sampling of participants was not random. Proper sampling procedure was not used to recruit participants. Samples didnt represent the population (Daniel, 2005). Secondly, a small sample size was used. This limited the statistical power of the survey (Fisher, Laing, and Stoeckel, 1983). The study therefore didnt capture a lot of information. Questionnaires were designed poorly. Only open ended questions were in the questionnaire. Quantifying the information given by the participants was therefore a challenge. Lastly, we are not provided with sample size of professional. It is therefore not clear whether this a true picture on the ground. Acknowledgement We thank BUPA foundation for the funding towards this project. We thank students who volunteered information in the study. We also thank health professionals and insurance providers for participating in the study. References American College Health Association. (2012). USA American College Health Association National College Health Assessment Report: University Park Campus 2012, Office for Wellness and Health Promotion, retrieved 6 May 2015, https://engemannshc.usc.edu/files/2012/11/owhp.ncha_.2012.pdf Australian Education International.(2012). International Education Snapshot. Retrieved 16 July, 2014, from https://aei.gov.au/IEAC2/Consultation%28IEAC%29/Documents/DataSnapshot.pdf Australian Trade Commission. (2013). Monthly Summary of International Student Enrolment Data Australia YTD June 2013 Retrieved 18 September, 2013, from https://www.austrade.gov.au/Education/Student-Data/2013#.UjmSjT-1uSo Bryant, T., Raphael, D., Schrecker, T., Labonte, R. (2011). "Canada: A land of missed opportunity for addressing the social determinants of health". Health Policy, 101, 4458. Burchard, A., N, S., Laurence, C. (2009).Sexual Health Knowledge, Perceptions and Practices Amongst International Students. Paper presented at the Primary Health Care Research and Information Service 2009 General Practice and Primary Health Care Research Conference. Connelly, S., Olsen, A. (2013). Education as an Export for Australia: Green Shoots, First Swallows, but Not Quite Out of the Woods Yet. Australian International Education Conference. Retrieved July 17, 2014, from https://www.spre.com.au/download/AIEC2013ModelingPaper.pdf Daniel, W. (2005). Biostatistics: A foundation for analysis in the health sciences (8th ed.). USA: John Wiley Sons, Inc. Fisher, A., Laing, J., and Stoeckel, J. (1983) Handbook for family planning operation design. New York: Population Council Services. Kalsi, H., Do, H., Gu, Z. (2007). Risks, choices and consequences: International students and sexual health promotion. Sexual Health, 4, 290-299. Poljski, C. (2011). On Your Own: Sexual and Reproductive Health of Female International Students in Australia; Multicultural Centre for Women's Health. Retrieved May 28, 2012, from https://www.mcwh.com.au/downloads/2011/Women%27s_Health_Connect_Project_Final_report.pdf Poljski, C., Quiazon, R., Tran, C. (2014). Ensuring Rights: Improving Access to Sexual and Reproductive Health Services for Female International Students in Australia. Journal of International Students, 4, 150-163. Song, A., Richters, J., Crawford, J., Kippax, S. (2005). HIV and sexual health knowledge and sexual experience among Australian-born and overseas-born students in Sydney.Journal of Adolescent Health, 37, 243.