Conscription, better known as the draft, was re-established in 1948 and required the registration of every eligible young man who was 18 and over. The draft continued through war and peacetime up until its end with the Vietnam War when military service reverted to an all-volunteer. Please respond to your choices from the questions below using at least 250 words.
1. Were the United States to engage in a new military offense and the President re-instates the draft and your number is called, will you go to war? Would you volunteer for military service? How might serving in a war impact you or your family? Does considering the possibility of mandatory war service affect how you view war? If so, how?
2. Is serving in a military where you may be asked to fight in a war a moral or ethical obligation? When is it and when is it not? Does tradition have a role in military service and war? What is that role? Does myth?
3. What about veteran’s returning from war? How is the return and re-integration into society handled? How does their service and return potentially positively or negatively affect the rest of society?
Assessment type: Essay Word limit: 1,000 (+/- 10%) The word count excludes the cover page, reference list, and any appendices that you may wish to include.
Weighting: 20%
Overview You are required to engage in creative writing of a reflective essay consisting of an academic analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a particular life experience, but to also explore how you have changed or learned from those experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment) This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
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CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how it impacts business growth, sustainability and wealth creation
CLO2 Investigate factors that inhibit creativity in individuals and innovation within teams and organisations, and recommend strategies and tactics to encourage entrepreneurial behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these perspectives in business contexts.
PLO4 Reflect on and continuously progress their own professional development, enhancing their intellectual agility and adaptability as tools for success in ever-changing business contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and provide a personal reflection of what you learned from the course and how you have both used and will use this learning in the future. It allows you to take a bird’s eye view of the complete course and all the activities that you performed and derive meaning from the entire experience.
A reflection paper is a personal, sometimes anecdotal, or experiential reaction to a subject, but you may include citations as in any other paper. However, we are more interested to learn about your thoughts and experiences rather than those of other people, so keep citations to a minimum. If you refer to a work or use ideas from a work, then cite them in text and include a reference list at the end.
Note: Back up all copies of drafts and your final assignment on a separate device (USB or similar) in case it is required as evidence. Computer failure is not an allowable ground for an extension or Special Consideration.
Feedback mode: Feedback will be provided using the Rubric provided on Canvas.
Essay Format and Suggestions
• Your essay must include a cover page that contains the following information: BUSM4550 Innovation Management; Date; Assessment 3: Reflective Essay; Essay title; Full name and student number; Tutor name; Word count (count excludes cover page and reference list).
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• Your essay must be professionally presented using Ariel or Calibri 12-point font, justified. Provide descriptive titles for different sections of your essay. Your essay must include an introduction, body paragraphs (provide appropriate titles), and a conclusion.
• Your essay in its entirety should answer the following overarching question, clearly and specifically: how did the course experience broaden, deepen, or otherwise enrich your understanding of the discipline of innovation management, yourself, and/or the wider world?
• Use a first-person narrative of your experience, highlighting key moments in the learning process. Tell the story of what you did and how, providing specific examples (e.g., reference to theories, frameworks, or tools covered in the course) to illustrate how your perspective/understanding evolved over the course of the semester.
• Reflect on the significance of your experiences with respect to your professional and/or personal goals. How can you apply what you learned in the future? In what situations?
• List all scholarly and non-scholarly work you have used in the essay in a Reference List. The reference list is not included in the word count. References should be in RMIT Harvard style (or Harvard style if using End note). The list should be in alphabetical order by family name. The list should not be listed by numbers or bullet points.
• The essay is to be written primarily for your own personal consumption and growth, but since it is a summative assessment, it must be done in a way that your assessor will be able to judge the value of this exercise to you and the potential impact it will have on your future career.
• Towards the beginning of the course, you were asked to rate yourself on a variety of factors related to creativity and innovation skills and abilities. Now, after having completed this course, you have another opportunity to rate yourself again on the same factors and gauge whether you have made progress in each of the specified factors. You may use the insights gained from this activity in your personal reflection essay.
• Aim to provide an honest and sincere reflection that demonstrates depth of thought, not simply a superficial exercise to get the job done. Don’t be tempted to write things that you believe your assessor might want to hear as that will be obvious as being insincere.
• When writing your reflection, you should refrain from providing explanations of theory or providing definitions of concepts that were covered in this course. Rather, simply refer to these and reflect on the encounter and impact it had on you.
• It is required that you apply the principles of D.I.E.P. framework https://emedia.rmit.edu.au/learninglab/sites/default/files/Writing_academic_reflec tion_accessible_2015.pdf in your reflection.
• Describe the topics and your journey; what you have learned (factual, objectively) • Interpret the net effect this experience has had on you – what insights emerged? • Evaluate your application of newfound knowledge (in your opinion, subjectively) • Plan how you will apply relevant model/theories etc. in your future work
Creativity Journal
To complete this assessment effectively, we recommend that you keep a ‘Creativity Journal’ starting from week 1 where you record at least once weekly instances in which you exercised creative problem solving in your life, university or while at work.
In doing so, remember to record the problem/task you faced, the creative solution you came up with to solve the problem/task and the process you went through to come up with the solution (e.g., engaged in divergent and convergent thinking, used design thinking, brainstormed ideas, etc.) and how your learning in the course helped you to come up with a creative solution. This journal will also help you to keep track of the development of your skills in creativity, innovation and design thinking and how you can further improve your creative problem-solving skills.
Please note that this journal will NOT be marked, but it will be an essential tool for you to reflect over the 12 weeks of semester.
Turnitin
• Assignments must be submitted through the CANVAS assessment submission system (Turnitin). Submitted assignments that do not have a similarity score will not be graded.
• Do NOT attempt to obtain a similarity score by first submitting it to TurnItIn via another course as this will result in you achieving a very high similarity score when you eventually submit your assignment for this course.
• Do NOT include the declaration form as part of your TurnItIn submission as that will incorrectly increase your similarity score.
• The Turnitin Similarity Percentage is an indicator of the similarity of your paper with other assignments. This link provides information on how to interpret the similarity report.
• Allow sufficient time for the TurnItIn system to reset before you make another attempt at obtaining a similarity score. Make sure you obtain your final similarity score well in advance of the assignment deadline in order to avoid a penalty for late submission.
Use RMIT Harvard RMIT Harvard referencing style for this assessment.
You must acknowledge all the courses of information you have used in your assessments.
Refer to the RMIT Easy Cite RMIT Easy Cite referencing tool to see examples and tips on how to reference in the appropriated style. You can also refer to the library referencing page for more tools such as EndNote, referencing tutorials and referencing guides for printing.
Submission format
Only submit Word documents in either .doc or .docx formats. Assignments submitted in pdf format will not be graded.
Academic integrity and plagiarism
Academic integrity is about honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
You should take extreme care that you have:
• Acknowledged words, data, diagrams, models, frameworks and/or ideas of others you have quoted (i.e., directly copied), summarised, paraphrased, discussed or mentioned in your assessment through the appropriate referencing methods
• Provided a reference list of the publication details so your reader can locate the source if necessary. This includes material taken from Internet sites
If you do not acknowledge the sources of your material, you may be accused of plagiarism because you have passed off the work and ideas of another person without appropriate referencing, as if they were your own.
RMIT University treats plagiarism as a very serious offence constituting misconduct.
Plagiarism covers a variety of inappropriate behaviours, including:
• Failure to properly document a source
• Copyright material from the internet or databases
• Collusion between students
For further information on our policies and procedures, please refer to the University web site University website.
Assessment declaration
When you submit work electronically, you agree to the assessment declaration assessment declaration.
HD D C PA NN DNS Introduction Introduces the topic in an interesting and appropriate manner. Defines the purpose, scope and structure of the essay. 10 marks
Excellent Introduction. Introduces the essay in an interesting way that clearly articulates the purpose, scope and structure of the essay.
Well written Introduction and well stated purpose, scope and structure of the essay.
Generally good Introduction of the topic and quite clearly stated purpose, scope and structure of the essay There is however, room for improvement.
Some Introduction of the topic and some statement of the purpose, scope and structure of the essay but not clearly expressed.
Inadequate Introduction provided. Has not clearly stated the purpose or the scope of the essay.
No Introduction provided.
D – Describe objectively what happened
Give the details of what happened. Answer the question: ‘What did I do, read, see, hear?’
15 marks
Outstanding description that succinctly summarises the semester’s encounters.
Very good description of the semester’s encounters.
Good description of the semester’s encounters but some important details are missing.
Poor description of the semester’s encounters; several gaps apparent.
Inadequate description of semester’s encounters.
No description provided.
I – Interpret the events
Explain your learning: new insights, connections with other learning and students, your feelings, hypotheses.
Degree of descriptive versus reflective.
Answer the questions: ‘What was the reason I did these activities?’ ‘What might it mean?’
In-depth reflection that leads to a very meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.
Good reflection that leads to a meaningful interpretation of how specific examples facilitated new perspectives, understanding and insights.
Average reflection that leads to an adequate interpretation of how specific examples facilitated new perspectives, understanding and insights.
Rather descriptive than reflective.
Poor reflection that leads to superficial interpretation of how examples facilitated new perspectives, understanding and insights.
Purely descriptive.
Very poor interpretation of events.
No interpretation offered.
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20 marks
E – Evaluate what you learned
Make judgments connected to observations you have made. Answer the question: ‘How was this useful? Explains how experience broadened, deepened, or enriched your learning on different levels.
20 marks
Outstanding evaluation of learning that took place, its perceived value, and the impact it has had.
Very good evaluation of learning that took place, its perceived value, and the impact it has had.
Good evaluation of learning that took place, its perceived value, and the impact it has had.
Poor evaluation of learning that took place, its perceived value, and the impact it has had.
Very poor evaluation of learning that took place, its perceived value, and the impact it has had.
No evaluation of learning that took place, the perceived value, and the impact it has had.
P – Plan how this learning will be applied
Significance of learning to professional / personal goals.
Comment on its relevance to your course, program, future profession, life… Answer the question: ‘How might this learning apply in my future?’
15 marks
Highly significant contextualisation of learning to current situation and excellent future prospecting. Builds strongly on key reflections from DIEP structure.
Good contextualisation of learning to current situation and good future prospecting. Builds on key reflections from DIEP structure.
Average contextualisation of learning to current situation and average future prospecting. Builds on some reflections from DIEP structure.
Poor contextualisation of learning to current situation and poor future prospecting. Fails to build on reflections from DIEP structure.
Inadequate contextualisation of learning to current situation and future prospecting.
No contextualisation of learning to current situation and future prospecting.
Conclusion All aspects are drawn together in a brief concise summary. Consistent with discussion presented in the body of the essay. No new materials introduced here
Excellent conclusion that is written in a very concise, consistent manner. No new material is presented.
Very clear and concise conclusion. Consistent with the discussion provided in the Body.
Good conclusion that summarises the main issues clearly. Yet there is scope for improvement.
Satisfactory conclusion but could be done in a clearer and/or more concise manner.
Poor conclusion given or inadequate conclusion and summary of issues have been poorly discussed.
No conclusion provided.
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10 marks
Presentation of essay
Cover page contains all required information.
Quality of expression / language, paragraph construction, spelling, and proofreading (lacking in typos). Format and layout presented in professional manner.
Sources, if present, are cited appropriately.
10 marks
Cover page contains all required information.
Logical, compelling progression of ideas in essay; clear structure which moves the reader through the text. Excellent expression / language used with minimum spelling errors. Professionally presented in relation to the DIEP format and layout.
Cover page contains most of the required information.
Overall, the paper is logically developed. Progression of ideas in essay makes sense and moves the reader easily through the text. Well written and with good expression and very few spelling mistakes. Good use of paragraph constructs. Very well presented.
Cover page is missing some key information.
Progression of ideas in essay is awkward yet moves the reader through the text without too much confusion. Effective language. Mainly accurate spelling. Well presented.
Cover page is incomplete.
Arrangement of essay is unclear and illogical. The writing lacks a clear sense of direction. Ideas, details or events seem strung together in a loose or random fashion; there is no identifiable internal structure and readers have trouble following the writer’s line of thought. Adequate language but several errors in spelling. Format and layout are poor, can be presented more professionally.
No cover page.
Arrangement of essay is completely unclear and illogical. The writing lacks any sense of direction. Inappropriate/poor language. Substantial errors in spelling. Need to be proofread. Poor format and layout that do not meet professional expectations.
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor. Skills, knowledge and performance may be termed as: ? Skills – skill requirements, required skills, essential skills, foundation skills ? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence ? Performance – evidence requirements, critical aspects of assessment, performance evidence. Section A: Skills Activity The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances). It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary. Section B: Knowledge Activity (Q & A) The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency. Section C: Performance Activity The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them. If necessary for the activities, you should attach completed written answers, portfolios or any evidence of competency to this workbook. Section A: Skills Activity Objective: To provide you with an opportunity to show you have the required skills for this unit. A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following skills: ? Learning ? Oral communication ? Interact with others ? Get the work done Answer the activity in as much detail as possible, considering your organisational requirements.
As a workplace activity or simulated workplace activity (as directed by the assessor), engage is a review with three other persons from your organisation, on the communication processes used in presentations, debates and discussions. You will need to: ? Engage in discussions and debates with the other persons during the course of the review to determine findings, explore options and make agreements ? Assess current practices and identify current communication styles, methods and techniques being used ? Identify how communication practices and processes can be improved, for example, use of different communication methods or technologies ? How interactions, communications and meetings are planned and implemented ??How the organisation can improve communications and learn from past experiences. The review should be planned and documented to show the assessment and outcomes from the review and any recommendations that can be made. Section B: Knowledge Activity (Q & A) Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of: ? Different ways in which individuals receive and respond to ideas and information, and what influences their response ? Enabling skills and attributes of people needed to effectively discuss ideas ? Nature and role of risk taking in the presentation and debate of ideas ? Role of storytelling in communicating ideas and key storytelling techniques ? Common techniques to tailor comments to particular audiences Answer each question in as much detail as possible, considering your organisational requirements for each one. }*
Briefly explain how people receive and give information.
From your own thinking, how are people’s responses influenced? (Provide three or more points.)
List five enabling skills and attributes of people who effectively discuss ideas.
From your own thinking, what is meant by risk taking when presenting and debating ideas and how does this impact on creative ideas and discussions?
What are the key storytelling techniques and provide four ways in which this style of communication can be useful?
From your own thinking, how can you tailor comments to particular audiences in your discussions? (Provide three or more points.) Section C: Performance Activity Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following performance evidence: ? Present ideas and information to a unfamiliar audience and environment that provoke interest and response ? Reflect on and appraise the views of others ? Participate actively and confidently in critical debate and discussion of ideas while responding to new and different communication situations ? Investigate and evaluate creative and different ways of expressing and communicating ideas while making an opportunity pitch Answer the activity in as much detail as possible, considering your organisational requirements. As a workplace activity or a simulated workplace activity (as directed by the assessor), you should perform the following workplace tasks.
Prepare and present a short presentation for a product, sales or new business pitch (of your choosing) to a small group of clients (approximately three persons) that you are unfamiliar with. You may use a visual presentation, charts, supporting documentation, as well as presenting information face-to-face in an oral communication. You will need to deliver this in an unfamiliar environment, making sure you have access to technologies and equipment, as required You will need to: ? Explore and use different techniques to engage the audience ? Use innovative approaches to present ideas and information ? Use techniques to provoke interest and response from the audience at the required times.
Following on from your presentation and discussions in question one, on your own, reflect on and appraise the views of those in the meeting. You should identify and document the discussions, responses and any developments with ideas and information that were presented and discussed. You should: ? Assess views and information to determine the validity and relevance of this ? Consider how views can be applied to the situation ? Determine if views match organisational objectives and/or criteria.
In another workplace communication, you will need to participate in a critical debate and discussion of ideas. You should be briefed and allowed a short space of time to prepare for the discussions prior to meeting. For example, this may be a meeting with a group of colleagues or managers to discuss work objectives. You will need to: ? Present and argue substantiated positions on ideas ? Be open to and participate in critical analysis of own and others’ ideas and views ? Participate in discussions that explore and challenge concepts, ideas and approaches.
Investigate and evaluate different ways you can creatively express and communicate ideas while performing an opportunity pitch to promote your organisation’s business to your manager. You should be given time to prepare your presentation with supporting documentation and visual aids (as necessary). You should: ? Determine creative methods and techniques that can be used while delivering an opportunity pitch ? Use innovative approaches to communicate and deliver the opportunity pitch ? Engage in creative thinking to help present and communicate ideas.
Each student will write a reflective summary (no less than 5 single-spaced pages total for the entire assignment, not a single review) answering the following questions:
1. How did the teacher initially engage the class?
2. How did the teacher start a lesson?
3. How did the teacher end the lesson?
4. What did the teacher do to engage all students in the class?
5. How did the teacher differentiate instruction to meet the needs of all students?
6. What instructional strategies did the teacher use?
7. What class-time management skills did you observe?
8. How did the teacher transition from one learning activity to another? (i.e., lesson to recess-back to lesson-one lesson to another lesson.)
9. How were minor behavior issues addressed?
10. How did the teacher end the class?
In order to complete classroom observations you are asked to take the following steps:
1. pick one recording for each grade level
2. use the above-mentioned questions
3. write your review
Grade 1
Grade 2
https://www.youtube.com/watch?v=XzmLBnCfFmA
Grade 3
https://www.youtube.com/watch?v=tz_WiDAh-MM (on community)
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Topic: What are the pros and cons from a staffing perspective that an organization will face if it chooses not to engage in HR planning and staff planning? Please provide a minimum of two outside academic sources (not including your textbook) to support your response.
Please watch the videohttps://youtu.be/0meqcKTAcMU , Write 4-5 sentences and help me to answer on the discussion question:
Should theWestboroBaptist Church be permitted to engage in this form of speech at such private and intimate moments for families that lost a loved one in combat?
You don’t necessarily have to agree with the decision of the U.S. Supreme Court.
In the article, we learn that the Supreme Court ruled that the First Amendment protects groups that organize anti-gay protests outside military funerals. Recently, The Westboro Baptist Church based in Topeka, Kansas, received media attention for actively attending military funerals for U.S. soldiers that were killed in action in order to express their views.
The Westboro Baptist Church (WBC) is an independent Baptist church known for its extreme stance against homosexuality and its protest activities, which include picketing at funerals for fallen members of our military and desecrating the American flag. The church is described by many as a hate group. In addition to anti-gay protests at military funerals, the organization pickets other celebrity funerals that are likely to get it media attention.
As they have at hundreds of funerals, the Westboro members hold signs with provocative messages, including “Thank God for dead soldiers,” `’You’re Going to Hell,” `’God Hates the USA/Thank God for 9/11,” and one that combined the U.S. Marine Corps motto, Semper Fi, with a slur against gay men.
2. Please write 2-3 sentences as a response on two following discussions:
1. This video left me speechless, can’t believe how brainwashed these people are. I am obviously against their message, but unfortunately, I do believe they have the right to spread their dirt. They are practicing their “freedom of speech” which allows them to express their opinion. If we silence these ignorant people, we will also silence all other minorities. This would prevent the LGBTQ community and other groups from getting their civil rights.
2. This is disgusting. I am baffled that these people think this is ok. They are disrespecting the deceased, and the deceased friends and family. I understand that the funeral was public but still, where is their sympathy or their morals. They claim to be spreading the word of God but it looks like they’re spreading hate. Hate speech, hateful conduct, bias behavior, etc. However, this is just my opinion. They have every right to exercise the first amendment. Freedom of speech. Free expression. They aren’t breaking any laws but in my opinion, this is just shameful.
Telling people that it’s too late to pray and they are going to hell. How is that ok?! The poor children are being raised into bigotry, homophobia, discrimination, & propensity. Shameful behavior. To protest at someone’s funeral, kicking the same flag that these people bury their loved ones with. I hope they win the law suit. Once again, my opinion.
Topic: Recognizing a Misalignment between business strategy and IT strategy (Research paper)
Research the assigned topic and write a 20-page report. Your report must contain an abstract, introduction, body contents (subheadings), evaluation, conclusion, references. The report should be APA compliant (double-spaced, spelling, grammar, references & word formatting).
Prepare a PowerPoint presentation of the assigned and researched topic.
*Need at least 15 slides, can be 15 to 20 slides.
Hints for your slides: Excellent visuals for the topic; background, graphics, and text complement the presentation and are congruent with the message of the presentation.
Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.
General Requirements:
Use the following information to ensure successful completion of the assignment:
It is strongly recommended that you engage in this activity throughout the duration of your program. You will be adding to this document to begin building a running literature review. You will have five sources in your list by the end of this assignment.
The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences.Dissertation topics must, at a minimum, be aligned to General Psychology in the Ph.D. program, Leadership in the Ed.D. Organizational Leadership program, Adult Instruction in the Ed.D. Teaching and Learning program, Management in the DBA program, and Counseling Practice, Counselor Education, Clinical Supervision or Advocacy/Leadership within the Counseling field in the Counselor Education Ph.D. program.If there are questions regarding appropriate alignment of a dissertation topic to the program, the respective program chair will be the final authority for approval decisions.Specifically, although the College prefers a learner’s topic align with the program emphasis, this alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled. The Ph.D. program in General Psychology does not support clinically based research.
Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.
Download the resource Literature Review Resources Tool and use it to complete the assignment.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
Refer to the resource, “Preparing Annotated Bibliographies,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.
Directions:
Read at least five empirical articles in your general dissertation field.
In the “Literature Review Resources” document, provide the following for each source:
The APA formatted citation.
A brief annotation of the key points of the source.
An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks list.
http://pareonline.net/pdf/v14n13.pdf – please see attached link.