Research Paper
Research Methods/Example1- Research Problem Statement.pdf
Research Problem Statem en t
Greg Bu n tz, 8/ 27/ 07
Top ic Research Problem Pu rp ose Statem en t Research Qu estion s
Attorn ey Presen ce an d th e Dyn am ics at th e
Table in Sp ecial Ed u cation Med iation in Iow a
Med iators kn ow th at
th e p resen ce or
absen ce of attorn eys
at th e table affects th e
d yn am ics of th e
m ed iation p rocess.
Lim ited in form ation
exists on ju st h ow
attorn eys affect th e
p rocess in Iow a
An ecd otal evid en ce
su ggests th at attorn ey
p resen ce h as a
sign ifican t im p act on
th e d yn am ics in th e
room an d on th e sh ap e
th e m ed iation p rocess
takes. Th ere h as been
n o system atic research
on exactly w h at
im p act attorn eys h ave
h ow ever. Th u s th ere is
a n eed to stu d y th is
im p act.
H ow d o attorn eys
affect th e d yn am ics
an d th e sh ap e of th e
m ed iation p rocess in
sp ecial ed u cation
m ed iation in Iow a?
Is th e n et effect of
attorn ey p resen ce
p ositive or n egative?
Research Problem Statem en t
Greg Bu n tz, 8/ 27/ 07
Top ic Research Problem Pu rp ose Statem en t Research Qu estion s
Con flict resolu tion train in g for ed u cators,
ad m in istrators an d p aren ts an d its im p act on
d isp u tes an d d isp u tin g in sp ecial ed u cation in
Iow a.
Several h u n d red
p erson s in Iow a h ave
been train ed in
m ed iation an d oth er
con flict resolu tion
skills th rou gh
p rogram s sp on sored
by th e Iow a
Dep artm en t in
Ed u cation sin ce 1995.
Th e Iow a Peace
In stitu te an d its
su ccessor, th e
Con flict Resolu tion
Cen ter of Iow a, h ave
p rovid ed th is
train in g. Th ere is
little system atic
evid en ce of th e
d ifferen ce th is
train in g h as m ad e in
gettin g d ifferen ces
ad d ressed an d
resolved .
To stu d y th e im p act
con flict resolu tion
train in g h as h ad on th e
ability of ed u cators
an d fam ilies in Iow a to
get d ifferen ces
ad d ressed an d
m ean in gfu lly resolved .
Also, to stu d y th e
exten t to w h ich
con flict resolu tion
train in g h as
con tribu ted to a
red u ction in th e
n u m ber of com p lain t,
p reap p eal an d d u e
p rocess filin gs.
Wh at d ifferen ce h as
con flict resolu tion
train in g m ad e in
term s of gettin g
d ifferen ces betw een
ed u cators an d
fam ilies ad d ressed
an d resolved before
th ey escalate to th e
level of d isp u tes
requ irin g th e
in terven tion of th e
state?
H as th is train in g
con tribu ted to an
in creased u se of th e
AEA Resolu tion
Facilitator p rocess?
Research Methods/Example2 - Writing a Purpose Statement.pdf
Writing a Purpose Statement
Excerpts from: Simon, M. K. (2011). Dissertation and scholarly research: Recipes for success (2011 ed.). Lexington, KY: Dissertation Success, LLC. http://dissertationrecipes.com/
If we think of the problem statement as the heart of the study, then we can think of the purpose statement as the brains of the study. The purpose statement tells your reader what the primary goal of the research is (was). In addition to stating the objective of the research, the purpose statement informs the reader of: the method of research, population under investigation, the setting, and includes the phenomena or variables being studied.
The purpose statement explains “what” your study will accomplish. The purpose statement succinctly creates direction, scope, and the means of data collection. The statement is formulated in a way that assures the reader that the objectives and goals can be obtained, and once these are accomplished, the problem will be solved. A purpose statement is usually 1-3 paragraphs.
The following checklist can help you put together a delectable purpose statement:
Purpose Checklist √
1. Key identifier words are used to signal the reader, such as ‘The purpose of this (qualitative/quantitative/mixed method)/ (methodology) is to…” The paradigm and methodology need to be appropriate for this purpose..
2. The central phenomena being explored are explicated.
3. The variables, if quantitative, are clearly defined.
4. The intent of the study (to analyze, determine, evaluate…) is delineated with words that reflect higher order thinking skills.
5. The participants in the study (sample and/or population) are mentioned.
6. The setting (including geographic location) of the study is explained.
7. Words are well chosen; statements are free from contradiction; the statement is free of jargon, anthropomorphisms, and clichés. No unnecessary words are used. .
8. The writing has cadence and flows easily; the reader can sense the person behind the words.
9. The purpose is in accord with and compliments the problem statement.
Example 1:
The purpose of this qualitative, descriptive research study is (was) to analyze the
personal value patterns and profiles of Generation X and Generation Y managers at an
information technology company in the Pacific Northwest. Data were obtained through
in depth interviews at locations convenient to the participants. The data were
managed with NVivo 8 software.
Example 2:
The purpose of the phenomenological study was to investigate individual
experiences of African Americans who overcame obstacles and attained the rank of
chief within their police organization. According to Feagin and McKinney (2003), work
environments of African American officers often involve unfair promotions, lower
salaries, excessive discipline, and inefficient training.
Results from the current phenomenological study of the human experiences of
African American police leaders shed light on obstacles they overcame to achieve
success and promotion within law enforcement. The information garnered includes
participants’ family background and history, educational history, mentorship,
socioeconomic status, peer relations, leadership philosophies, and racial and cultural
issues. The data collection process incorporated in-depth interviews in an effort to
ascertain the experiences that contributed to the participants’ successes.
Example 3:
The purpose of this quantitative correlational study was to determine the
relationship between teacher job satisfaction and the teacher-perceived leadership
traits of principals within public schools (K-12) in the coastal region of Virginia. The
significance of the relationship is that it may inform an understanding of how teacher
leadership influences teacher retention; which has been correlated to satisfaction
(Johnson, 2004). The study used validated and reliable attitudinal measures to assess
the variables under investigation.
Research Methods/Example3 - Examples of Prolem Statements for Actual Proposals.pdf
Examples of Problem Statements from Actual Proposals
[Examples and full proposals are made available through 4Good, a collaborative online resource
for non-profits and are intended for reference purposes only. Visit them: https://4good.org/]
Contents
Example #1: Funder: Grossmont Health Care District Submitted by: ElderHelp Example #2: Funder: Federal Government, Department of Health and Human Services
Submitted by: The Family Service Association of Western Riverside County (FSA) Example #3: Funder: Unnamed foundation funding senior health
Submitted by: Little Tokyo Service Center (LTSC) Example #4: Funder: Riverside County, California
Submitted by: The Family Service Association of Western Riverside County (FSA) Example #5: Funder: Private Regional Foundation
Submitted by: State Association
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*Examples and full proposals were made available through 4Good, a collaborative online resource for non-profits. Visit them: https://4good.org/
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Example #1
Foundation: Grossmont Health Care District Grant seeker: ElderHelp Grant request: $75,000 Project summary: To fund the ElderHelp Concierge Club to combine high quality care management services with in-home volunteer services and use an innovative fee-based system – membership program that delivers the support systems seniors need at a price they can afford – that will support ElderHelp to both serve more seniors and better sustain the program over time. Full proposal available on IdeaEncore at: https://www.ideaencore.com/item/4769/files Problem Statement / Needs Assessment There is a tremendous need for coordinated and accessible home-based services for seniors in the Grossmont Healthcare District. According to the San Diego County Survey of Older Americans completed by the County’s Aging and Independent Services in December of 2008, the eastern areas of the county have some of the highest populations of seniors in the county with the highest in La Mesa (21%). ElderHelp has identified additional census tracks within the communities of San Carlos, La Mesa, Lemon Grove, Spring Valley, Santee, Lakeside and El Cajon where 35% of the population is over the age of 65. According to the 2000 Census, within these areas there are 10,221 seniors who are over the age of 65 living on their own. Many are female living on less than $16,000 per year. As the economy continues to decline and the state cuts services for seniors, the need for more cost effective and coordinated community-based solutions deepens throughout the region and in the Grossmont Healthcare District area.
• According to Aging and Independent Services, 20% of seniors have serious concerns about finding affordable homecare services.
• Of the seniors surveyed, 35% lived alone and nearly 40% felt they did not have enough money to live on.
• Activities seniors rated as difficult or unable to complete included housework, shopping, preparing meals and accessing transportation.
• These services are not just inaccessible but they are also expensive. According to the UCLA Centers for Health, seniors in San Diego will pay on average $519 per month ($6,228 annually) for just six hours of services and phone support from a case manager.
• These services seem to be especially out of reach for single women.
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• Alternatively, seniors and their families may turn to the newspaper or Internet and hire someone without a background check, which can be dangerous and leave seniors susceptible to elder abuse.
Healthcare issues and chronic disease also compound these struggles. As people age they become more susceptible to chronic disease which is the major cause of death among older adults.
• The top three causes of death for U.S. adults aged 65 or older are heart disease (32% of all deaths), cancer (22%), and stroke (8%).
• These reasons account for 62% of all deaths of older adults. • In San Diego, 72 % of local seniors receive flu shots annually and 61% are vaccinated for
pneumonia, both falling below the “Healthy People” benchmarks. • According to the San Diego Senior Health Report released in May of this year, nearly 21%
of San Diego County seniors have heart disease, 31% have had cancer, 15% have been diabetic and more than 50% are overweight.
Chronic disease in older adults can lead to limitations in daily activities, reduce health-related quality of life for seniors and increase the use of emergency healthcare and hospitalizations. Chronic disease can cause disabilities that result in falls and injuries and also contribute to debilitating pain and depression. Certainly there are many health options for seniors in East County, but they are for those seniors who are mobile and able to get places on their own without aid or assistance. The Concierge Club is an innovative model that addresses these growing health and human challenges that seniors and their families are facing. There are currently no coordinated in home options for seniors that are affordable and community-based. ElderHelp plans to grow the Concierge Club from its current membership and expand its services within the Grossmont Healthcare District.
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Example #2 Funder: Fed Government - Department of Health and Human Services Submitted by: Family Service Association of Western Riverside County (FSA) (Grant amount not included) Project Summary: To fund a new program entitled – “No HIV for Me” that will provide realistic, gender-specific prevention education services focused on the intersection between juvenile delinquency and STD/HIV infection for female adolescents. The program will specifically target young women ages 9-17 who are deemed at risk for juvenile delinquency and will provide a gender specific approach that is focused on HIV/AIDS awareness, prevention and support services in a collaborative manner. Full proposal available on IdeaEncore at: https://www.ideaencore.com/item/grant-proposal-fsa- department-health-and-human-services Problem Statement: The risk factors and co-occurring issues for girls who are identified as at-risk for juvenile delinquent and/or sexually risky behavior.
Let’s face it, teens are having sex. In high schools across the U.S., nearly one-half (47 percent) of students state they are having sexual intercourse. The average teenager feels invincible and has little fear of becoming HIV+. Most believe that HIV only happens to other people. However, teens and young adults make up the largest number of HIV cases reported in recent years. In fact, the Centers for Disease Control (CDC) estimate that there are at least 15,000 HIV+ young people between the ages of 13 to 24 years old living in the U.S. Yet, most HIV+ teens remain unaware of their infection, or that they were even at risk for HIV.
Adolescent women are at even greater risk than adult women. The vagina and cervix of young women are less mature and are less resistant to HIV and other STIs, such as Chlamydia and gonorrhea. Changes in the reproductive tract during puberty make the tissue more susceptible to penetration by HIV. Also, hormonal changes associated with the menstrual cycle often are accompanied by a thinning of the mucus plug, the protective sealant covering the cervix. Such thinning can allow HIV to pass more easily. Young women produce only scant vaginal secretions, providing little barrier to HIV transmission.
In addition to these increased physiological risk factors, many behaviors put teenagers at risk of HIV/STI.
• Many teens are sexually active and a large percentage of sexually active teens fail to use condoms consistently and correctly.
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• Teens have high rates of STI. In fact among American females, teens normally have the highest incidence of reported STI.
• A small minority of teens injects drugs, but teens commonly report using alcohol and/or non-injection drugs which can inhibit their judgment. In fact, drug and alcohol use is among a cluster of risk behaviors, including unprotected sexual intercourse, that teens frequently report.
The association between disadvantage on the one hand and HIV infection on the other is evident from the statistics. For example, in the United States,
• More than 50 percent of all adolescent AIDS cases occur among female teens, and the overwhelming majority of these cases occur among African Americans and Latinas.
• Youth are at risk for HIV infection, and youth of color, regardless of gender or sexual orientation, are at disproportionate risk of HIV infection.
• Latinos were the only minority group to demonstrate a doubling of new HIV infections between 2001 and 2006 – 23 to 51 percent for females. This is of particular relevance to the “No HIV for Me” project, given that over 50% of the population in Riverside County is ethnic minorities (primarily Latinos @ 43.2% and African Americans @ 6.6%).
According to the CDC, following are some of the behavioral and socioeconomic factors that negatively affect sexual risk-taking behavior among young women, especially those of color:
1. Poverty and access to care—Young women of color are disproportionately members of the working poor who often lack access to affordable, culturally sensitive, and youth- friendly health services. As a result many receive little preventive health information, including strategies that reduce their risk for HIV infection.
2. Heterosexual contact—The largest category for being infected with HIV among women
of color is heterosexual contact—having sex with a man who uses injection drugs, is HIV- infected, or whose HIV status is unknown to the young woman.
3. Communication — Patterns of communication about sexuality differ by ethnicity, age,
socioeconomic status, and level of acculturation. Reticence in discussing sexuality occurs among minority populations as frequently as among the U.S. population as a whole. Some Latino and Asian Pacific Islander cultures prohibit or discourage open discussion of topics like condom use, disease, and sexual behaviors. African American adolescent females, on the other hand, report receiving information about and discussing HIV and sexuality at school and with family. Young African American women also report feeling comfortable in assertively asking about partners' past sexual risks, although they are often reluctant to ask about same-sex sexual behavior or substance use—behaviors of male partners that can put the young women most at risk.
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4. Trust in monogamy—The safety provided by monogamy is limited by each partner's past and current risk behaviors. Trusting a male partner who is not monogamous is a serious risk factor for any woman and may put many young Latina and African American women at risk for HIV and other STIs
5. Older male partners—A quarter of sexually active men ages 22 to 26 and 19 percent of
males ages 20 to 21 report sexual intercourse with a teenage partner during the last year. A significant proportion of Latina and African American adolescent females also report first sexual intercourse with older male partners. Sexual intercourse with older men can expose young women to a sexual partner who has had sex with multiple partners, varied sexual experiences, and/or a history of injection drug use. Differing age and sexual experience may also create power imbalances that limit the ability of young women, including those of color, to negotiate safer sex. Finally, young women sometimes rely on older sex partners for guidance about protection and may receive misinformation that can negatively affect the young women's sexual health.
6. Cultural barriers - Cultural barriers prevent many young women of color from gaining the
skills and knowledge they need to lessen their risk for HIV or other STIs. Ethnic groups may face different barriers posed by customs, religion, and history. For example, the African American community did not initially view HIV/AIDS as a threat. Early case reports indicated that high-risk groups included white gay men, injection drug users, hemophiliacs, and Haitians. As a result, many African American women have not recognized their own risk. Today, suspicion of government agencies, worry about genocide, and continuing conspiracy theories remain current among many African Americans. These factors may result in an unwillingness to be tested or treated for HIV. Latinas often face a significant barrier to negotiating safer sex—Roman Catholicism, the predominant religion of the Latino population. Roman Catholicism does not condone the use of condoms or other contraceptives, even though correct and consistent condom use is the best HIV prevention method for sexually active individuals. In this regard, studies indicate that Latinas are the least likely teens to report condom use. Catholicism also idealizes female submissiveness to men in relationships and in sexual activities. Cultural imperatives for females' being submissive directly conflict with prevention strategies that ask women to be assertive, to negotiate safer sex, and to be responsible for their own sexual health.
7. Unprotected Sex - One of the most common ways HIV is transmitted among teens is through unprotected sex - not using a condom during vaginal and anal intercourse. A reason for this is that teens are less likely to use a condom or other forms of protection during intercourse. Not using condoms also put teens at risk for other sexually transmitted diseases (STDs). In fact, one-fourth of all STDs each year occur among teens. This is especially alarming because the presence of an STD greatly increases a person's
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likelihood of acquiring or transmitting HIV. People who have an STD such as syphilis, genital herpes, Chlamydia, or gonorrhea are at greater risk for getting HIV during sex with infected partners. Consistently using condoms significantly reduces the chances of getting STDs.
8. Alcohol and Drug Use - Young people in the U.S. use alcohol and drugs at high rates. Many
teens are curious about drugs and feel pressure from peers to try them. Teens are more likely to engage in high-risk behaviors, such as unprotected sex, when they are under the influence of drugs or alcohol. In 2005, 23 percent of high school students who had sex during the past three months drank alcohol or used drugs. Runaways and other homeless young people are at high risk for HIV infection if they trade sex for drugs or money. Drug use can also increase the risk of HIV infection if needles are shared. This includes using needles for injecting drugs, skin-popping, injecting steroids, piercing the ears and body, and tattooing.
While researchers have concluded that there is no single path to delinquency and note that the presence of several risk factors often increases a youth’s chance of offending, studies point to the interaction of risk factors (multiplicative effect) when several risk factors are present. The Office of Juvenile Justice and Delinquency Programs, in a publication entitled Risk Factors for Juvenile Delinquency – An Overview, cites the following risk factors: 1. Individual Level Factors – Several psychological, behavior and mental characteristics seem to
be linked to delinquency, for example: aggression, hyperactivity, concentration or attention problems, impulsivity and risk taking. Low verbal IQ and delayed language development have also been linked to delinquency. Children with low academic performance, low commitment to school, and low educational aspirations during elementary and middle grades are at higher risk for delinquency as well.
2. Social Factors: Family characteristics such as poor parenting skills, family size, home discord,
child maltreatment and antisocial parents are risk factors linked to juvenile delinquency. Additionally, poor parental supervision, parental conflict, and parental aggression, including harsh, punitive discipline increase chances of offending. Peer influences and involvement in a delinquent peer group lead to delinquent behavior.
3. Community Factors: Neighborhood and community factors such as poverty, high rates of
unemployment, and other adverse environmental factors such as weak social networks, isolation among residents, residential turnover, concentration of delinquent peer groups and gangs, access to weapons, and high crime levels and rates of violence contribute to the risk of delinquent behavior.
4. Environmental Factors: Environmental factors play an important role in creating conditions
that can contribute to a culture of violence among a particular group of people or in a given community. Some of the factors at this level that have been linked to violence include
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poverty, media exposure to violence, and the general disenfranchisement of young people in our society. Socioeconomic status has been consistently found to be an important contributing factor to violence in many studies. Depressed economic conditions coupled with individual cases of unemployment and limited economic opportunity contribute to higher levels of violence in a given community. Researchers have confirmed that youth living in poverty are more likely to engage in violent behavior.
5. Youth often also experience specific barriers when seeking employment, such as employers
who would prefer not to hire them, limited job skills or appropriate vocational training, or physical obstacles, such as poor transportation. Other research indicates that exposure to violence in the media, particularly prolonged exposure by children, may contribute to aggressive behavior and desensitization to violence. The media also may contribute to the perception of violence as a normative behavior, reinforcing and sensationalizing violence as an appropriate and justifiable problem-solving strategy.
6. Finally, many adults have a disregard and mistrust of young people, and our culture has largely
failed to recognize youth as a valuable asset. As a result, many youth may find it difficult to engage in meaningful and substantive relationships with adults both individually and within the larger community. This lack of connection may contribute to youth feelings of alienation and disassociation from mainstream society, thus increasing risk for delinquent or violent behavior.
Community-based organizations such as Family Service Association (FSA) have a special responsibility to protect young people from becoming affected with HIV. The consequences of decisions made too young can lead to the devastation and death from AIDS. Although there are new treatments that have reduced the AIDS death rates for youth, there has been no decline in the number of new HIV infections among young people. Any young person who engages in the normal experimentation and sexual curiosity that mark adolescence as a development period is at some risk for HIV infection, especially in geographic regions with high HIV prevalence (such as California that is ranked second in the nation for AIDs cases). But, as it does with adults, HIV and AIDS most threaten youth who already face poverty, racism, homophobia, gender inequality and other power differentials in relationships, poor access to health care, and homelessness. Homeless and runaway street youth, and those at risk as juvenile offenders and other young people who exchange sex for drugs, money or affection are particularly at risk. The FSA Project entitled – “No HIV for Me” will benefit from the experience and expertise of the agency in working with youth with multiple risk factors, including those for juvenile delinquency and sexually risky behavior. The project also involves collaboration with two additional CBO’s to ensure that the project reaches additional high-risk youth, the YWCA and Operation SafeHouse, serving both at-risk girls and runaway and homeless youth.
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Example #3
Funder: Unnamed Foundation funding senior health Submitted by: Little Tokyo Service Center (LTSC), Community Development Corporation Grant request: $50,000 Project summary: To support the Senior Services Program and its endeavors to serve Japanese and API seniors living in Los Angeles. Three areas of particular need in this senior population are bilingual case management, care giving to delay nursing home care and alleviate isolation, and transportation services. Full proposal available on IdeaEncore at: https://www.ideaencore.com/item/grant-proposal- support-senior-services-program-ltsc NEED FOR THE PROJECT
Japanese and API seniors living in Los Angeles and surrounding areas do not have access to needed services either because existing programs do not provide linguistically and culturally competent services or they do not qualify for services due to residency requirements. Even without specific government funding LTSC is attempting to provide services to these seniors because they have nowhere else to go for assistance. Ironically, despite the fact that LTSC is based in Little Tokyo, it currently does not have government funding to serve Japanese seniors living in the Little Tokyo area. More requests for assistance come from this area than any other area mainly because Japanese seniors continue to relate to Little Tokyo as a culturally comfortable and pedestrian-friendly neighborhood, and there are a number of large government- subsidized housing projects for seniors here (including some of LTSC’s own housing developments).
Based on LTSC’s client intake analysis, of all the seniors that request service from LTSC 22.8% reside in the area surrounding LTSC’s office. Based on the population data for this area it is clear why so many requests for service come from this area. In Little Tokyo 52% of the population is Japanese and 60% of the population is 65 years old or older. Further, since many of the seniors live in government-subsidized affordable housing developments, the majority of them are low- income.
The remaining requests for service come from all over the County. In Los Angeles County there are over 150,000 Asian seniors over the age of 65. (U.S. Census 2006 American Community Survey.) Of all Asians in Los Angeles County 79.9% speak a language other than English at home and of those who speak another language at home 42.1% speak English less than “very well.” (U.S.
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Census) There are large populations of Japanese in areas surrounding Los Angeles, including the South Bay and San Fernando Valley.
The seniors LTSC serves are widely dispersed. All of them should have access to needed services, not just those living in areas prescribed by funding sources. Without access to case management, care giving resources and transportation referrals, the health, financial resources and quality of life of monolingual Japanese and API seniors are at risk. Analysis of client intake information over the past year shows that at least 700 senior clients have sought assistance from LTSC either through telephone calls or as walk-ins. The majority is not “eligible” to be served in LTSC’s existing funded senior service programs. Of these clients, 73% are Japanese speaking and 68% are between the ages of 60 and 74 years. Based on the intake information, the three most requested services are bilingual case management, care giving/companionship and transportation. With support, LTSC’s comprehensive Senior Services Program will be able to meet these three needs of API seniors in Los Angeles and surrounding areas.
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Example #4 Funder: Riverside County, California Submitted by: Family Service Association of Western Riverside County (FSA) (Grant amount unknown) Proposal Summary: to fund Prevention and Early Intervention (PEI) services through a program called CARE (Community Assistance and Resources for the Elderly) to older adults in three communities of the East Valley Region of San Bernardino County. Services which will focus on assisting seniors before possible mental health issues escalate to higher levels of treatment will be provided in community-based settings (i.e. Senior Centers and Senior Nutrition sites and in the homes to frail or geographically/socially isolated elders) and will include the prevention and early identification of depression, dementia, substance abuse and suicide and other mental health issues due to the aging process, trauma and/or bereavement. Full proposal available on IdeaEncore at: https://www.ideaencore.com/item/grant-proposal-fsa- riverside-county Needs Assessment: (Funder asked proposal writer to: Provide a description of the needs of the target population in the service area as they relate to the PEI project.) According to data from the San Bernardino County Department of Aging and Adult Services 2000-2009 Area Plan, there are 1,709,434 residents in San Bernardino County (PSA Area 20). Eleven point five-two percent (11.52%) of the County’s population, or 196,941, are over age 60. The 196,000 citizens over the age of 60 in the County had the following characteristics: Minorities Low-income
minorities Living in rural settings
Grandparents as caregivers
Non-English language
62,473 32%
11,822 6%
18,930 9.6%
19,737 10%
56,020 29%
The racial/ethnic composition of older adults in PSA 20 is:
White Black/AA AI/AN Asian NH/OPI Other Multirace Hispan ic
134,468 68%
11,629 6%
1,016 <1%
8,217 4%
229 <1%
230 <1%
3,122 1.6%
38,030 19%
The number of these groups with income below 125% of the poverty level is: 15,920 8%
2,405 1%
260 <1%
1,115 <1%
45 <1%
60 <1%
690 <1%
8,460 4.5%
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The number of these groups with income below 100% of the poverty level is: 9,355 4.8%
1,409 <1%
165 <1%
750 <1%
25 <1%
40 <1%
415 <1%
5,455 2.8%
A total of 37,130 (19%) were disabled (as defined by federal law), as follows: Sensory disabilities Physical disabilities Other disabilities 6,070 16%
13,260 35%
5,140 14%
According to the Elder Economic Security Standard Index (2007), the following data reflects the economic status of San Bernardino older adults (65+): Living Alone
(1 per household) Couples (2 person households)
Income Below Elder Index 58.6% 25.9% Housing Type: Owner with mortgage 71.3% 22% Owner without mortgage 44.8% 23.3% Renter 70.9% 52.7% Gender: Women 59.2% 25.5% Men 57.1% 26.3% Age: 65-74 56.7% 23.3% 75+ 60.0% 29.7% Race/Ethnicity White 52.3% 22.1% Latino 83.4% 26.7% African American 77.2% 18.4% Asian 14.2% 60.0% The confluence of decreased fertility, expanded longevity, falling mortality and ongoing redefinition of what it means to be older is creating challenging times for those providing senior services. Stereotypes about aging are slowly crumbling as attitudes about the aging process and what it means to age are changing. Currently, life expectancy in California is 78.8 years, which is about one year longer than the nation as a whole. By 2050, there is a 50% probability that life expectancy in California will reach 84.2 years. (Source data for the preceding section was obtained from California Department of Aging, Administration of Aging and the California Commission on Aging.) With this extended life expectancy and the many challenges associated with aging, it is incumbent upon the health and human service support system in communities to deliver services to older adults and provide prevention, early intervention and treatment for those that are in
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need. As in other areas of life, knowledge empowers older adults to achieve physical and mental health as part of the aging process. Many elderly persons have internalized negative and incorrect beliefs about what aging is or should be, and there is no shortage of “ageism”. But there does appear to be limited education about "normal" aging, particularly in the area of mental health. The stigma of mental illness is particularly troublesome. Significant barriers exist for the elderly in accessing and utilizing mental health services, including misdiagnosis, social isolation, poor coordination between physical and behavioral health care, and Medicare coverage is often inadequate and serves to further the myth that mental illness in the elderly is both to be expected and not responsive to treatment. Although physical illness is a risk factor for depression, substance abuse and suicidal behaviors among the elderly, primary care providers do not always screen for behavioral health problems among their patients. Older persons with psychiatric illnesses are more likely to receive inappropriate pharmacological treatment and less likely to be treated with psychotherapeutic interventions than younger clients. And finally, social isolation brought about by physical ailments, depression or transportation limitations presents an additional barrier. Aging experts agree that programs are needed to eliminate these barriers to mental healthcare, and that increased financial resources are necessary to develop, implement, and maintain innovative programs that can reach frail, isolated, hard-to-find persons in need of mental health, medical, and social services. The CARE program provides an excellent community resource, one that will help older adults increase their awareness of mental health issues such as depression and anxiety, substance abuse, dementia and suicide. According to The American Geriatrics Society, mental illness is an important contributing factor to the disease burdens of the elderly. While the elderly do not appear to suffer a disproportionate share of most classifiable mental illness (depression or schizophrenia, for example), they do have a much higher prevalence of dementing illnesses such as Alzheimer’s disease and are subject to higher rates of interpersonal loss. Despite substantial rates of morbidity, the proportion of elderly persons recognized as impaired and who actually receive adequate treatment is markedly lower than in younger groups. This under-provision of services persists despite the fact that treatment of mental illnesses such as depression or paranoia in the elderly has been shown to be as effective as treatment in younger groups. Mental health problems in older adults are often ignored or denied by family members, service providers, medical professionals, and even by older adults themselves. The majority of older adults do not receive the services they need, as detailed below:
1. Substance Abuse: Older adults are uniquely vulnerable to substance use disorders due to a variety of biological, psychological, and social changes associated with aging. Older adults have an increased risk for misuse and abuse of medications, as they use a higher number of prescription and over-the-counter medications compared to younger adults. In contrast to younger persons with substance abuse problems who most often abuse illicit
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drugs, substance abuse problems among older individuals more typically occur from misuse of over-the-counter and prescription drugs. The rates of illegal drug abuse in the current older adult cohort are very low. However, the interactions between alcohol and medications are of notable concern for older populations. Negative interactions between alcohol and psychoactive medications, such as benzodiazepines, barbiturates, and antidepressants, are of particular importance. Alcohol use can interfere with the metabolism of many medications and is a leading risk factor for the development of adverse drug reactions. Despite the risks, physical and mental health care practitioners fail to identify most older adults who consume alcohol at risky levels, including any consumption in hazardous combinations with medications, as at-risk or problem drinkers.
2. Inadvertent misuse and abuse of alcohol and medications. Finally, many older adults see
substance abuse as a “moral failing” rather than a legitimate behavioral health problem. There are many myths and stereotypes surrounding the use of alcohol: “It’s just a few glasses of wine, what’s the big deal?” (minimization); “At his age, alcohol is all dad has left to enjoy” (rationalization); “Mom drinks, but her fall was due to tripping over the cat” (denial); “There are no recovery programs for seniors” (inaccuracy). Regardless of whether alcohol is used as a remedy for loneliness, to self-medicate, or to cope with pain, abuse is dangerous.
3. Depression and Anxiety: Depression is a form of mental illness that when untreated, can
lead to disability, worsen symptoms of other illnesses, lead to premature death or result in suicide. Accurate diagnosis of depression among elder persons is often complicated by multiple issues, not the least of which is that older adults generally do not seek mental health services on their own. Those who do generally do so at the request of others. The lessening of social connections with others who might observe increased depressive symptoms further reduces the likelihood that elder people will present for treatment for depression. Yet once properly diagnosed, treatment of depression in an elder person can be very successful (Katona, 2004). Many symptoms of depression (e.g., thoughts of dying, fatigue, loss of libido, reduced sleep, sleeplessness) are often considered normal signs of aging (Katona, 2000). In fact, some physicians still do not consider depression as a potential diagnosis in the elder population because it mimics features of existing physical problems (Katona; Unutzer, Katon, Sullivan, & Miranda, 1999). For example, a stroke can cause many of the same symptoms as depression, as can side effects from medications for heart disease, hypertension, and arthritis (Gottfries, 2001; Unutzer, et al.) and co- occuring disorders of cancer and diabetes mellitus (Bell, 1999). Thyroid dysfunction and low estrogen levels in women can likewise complicate diagnosis of depression (Blazer, 2002). Furthermore, although memory loss is a common symptom of depression in elder people, it is often attributed instead to dementia.
Symptoms of depression in elder individuals vary but can include insomnia, hypersomnia, eating too much or too little, loss of energy, fatigue, and a general diminished ability to concentrate (Blazer, 2002). Irritability is a frequent sign of depression in elder men, as are
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complaints of stomach problems, palpitations, and shortness of breath (Karel, Ogland- Hand, Gatz, & Unutzer, 2002). Observable signs of depression are changes in appearance, stooped posture, social withdrawal, hostility, suspiciousness, slowed speech and movements, wringing of hands, picking of skin, pacing, and outbursts of aggression (Blazer). Five areas of functioning that are adversely affected by depression tend to exacerbate one another: (1) emotional, (2) motivational, (3) behavioral, (4) cognitive, and (5) physical aspects of an individual's life (Blazer; Karel, et ah). The good news is that properly diagnosed and treated, more than 80% of those suffering from depression recover fully and return to normal lives.
Anxiety is a common illness among older adults, affecting as many as 10-20% of older adults, though it is often undiagnosed. Phobia – when an individual is fearful of certain things, places or events, is the most typical type of anxiety. Among adults, anxiety is the most common mental health problem for women, and the second most common for men, after substance abuse. Older adults do not recognize or acknowledge their symptoms, and when they do, they may be reluctant to discuss their feelings, or believe their feelings are normal. For example, the anxiety suffered by a recently widowed person may be more than normal grieving. Complicated or chronic grief is often accompanied by persistent anxiety and grieving spouses may avoid reminders of the deceased. For many older adults, depression often goes along with anxiety, and both can be debilitating, reducing overall health and quality of life.
4. Suicide: Suicide is more common in older people than in any other age group. Suicide attempts or severe thoughts or wishes by older adults must always be taken seriously. (Klausner and Alexopoulos, 2002). While major depression is the main precipitant of suicide at all ages, social isolation is an important risk factor among the elderly. And older men, more so than older women, often become socially isolated. Widowers are especially at risk because older men in the current generation tend to depend on their wives to maintain social contacts. When their wives die, their husbands’ social interactions often cease. Many men are poorly prepared for retirement, and don’t know how to fill in the hours and maintain a sense of usefulness when they stop working. They often sit around, watching TV, and a lot of older men start drinking heavily, a sign of increased aggression turned inward. Serious personal neglect is another warning sign, and people can commit a kind of passive suicide by failing to eat, letting themselves become dangerously sedentary or not taking needed medication. A large number of older adults who commit suicide have visited their primary care physicians within the same month, week, or even day or their suicide, and have failed to mention any suicidal ideation to their doctors. Senior suicides are expected to swell in coming years as baby boomers reach old age.
5. Transportation: Medical and physical conditions may prohibit/limit driving capabilities,
promote isolation, reduce independence and diminish quality of life and health. Provision of transportation to help older adults access medical/dental appointments, grocery
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shopping, banking and social activities is a critical element of effective prevention and intervention programs.
6. Home Safety: Each year, many older adults are injured in and around their homes. Last
year, the US Consumer Product Safety Commission (CPSC) estimated that over 800,000 people over the age of 65 were treated in hospital emergency rooms for injuries sustained at home. CPSC believes that many of these injuries result from hazards that are easy to overlook, but also easy to fix. By spotting these hazards and taking some simple steps to correct them, injuries can be prevented. This program component will also focus on two key issues:
a. Fall Prevention and Medication Management. Following is some data on the scope of
these problems: • Fall Prevention: For seniors, the risk of falling and sustaining an injury is influenced
by a broad set of health determinants, including physical, behavioral, environmental, social and economic factors.
• One in three adults, 65 and older, falls each year. Of those who fall, 20% to 30% suffer moderate to severe injuries that make it hard for them to get around or live independently and increase their chances of early death.
• Older adults are hospitalized for fall-related injuries five times more often than they are for injuries from other causes.
• In 2000, the total direct cost of all fall injuries for people 65 and older exceeded $19 billion: $0.2 billion for fatal falls, and $19 billion for nonfatal falls. By 2020, the annual direct and indirect cost of fall injuries is expected to reach $54.9 billion (in 2007 dollars).
• In a study of people age 72 and older, the average health care cost of a fall injury totaled $19,440, which included hospital, nursing home, emergency room, and home health care, but not doctors’ services.
b. Medication Management:
• Less than 30% of older adults take their medication correctly. 35% of hospital admissions of the elderly are related to either medication non-compliance, under- medicating, or over medicating.
• 125,000 elderly DIE each year due to medication mismanagement. • By age 65, 2/3 of all seniors have two or more chronic conditions requiring
prescription medications; and that figure increases to 70% of elders by age 80. Each chronic condition that is diagnosed adds an additional medication or two. This is a way of life for the elderly and is often too large a task for them to handle without support. Side effects of these medications and interactions with each other require the ongoing study of an alert mind.
• Over the counter medications are often used by the elderly along with vitamins, minerals, laxatives, herbs and pain remedies. Many of these over the counter
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medications were once prescription medications with potential drug interactions and side effects. (Data source: Centers for Disease Control)
8, Child Care: For older adults who are caring for young children such as grandchildren, the FSA Case Manager will work with participants to find child care during early intervention services.
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Example #5 Proposal to: Private Regional Foundation (that funds place-based projects) - Submitted by: State Association Project summary: To fund a two-year intensive capacity building project for 20 youth-serving organizations – tailored to the specific needs of participating organizations – that strengthens and advances their leadership, governance and internal operations and measurably improves their ability to better sustain their organization. (Grant request for $100,000 a year for two years for a total of $200,000.) Full proposal not available. What is the problem your project/program was designed to address? Most nonprofits need more than money to be successful. Capacity building through technical assistance and organizational development methods has become a valued method for learning how to better manage nonprofit operations and programs. Many of the youth-serving organizations participating in this capacity building project are confronted with significant challenges in managing and securing resources, governing, planning, financial accounting and reporting, accountability, evaluation and measurement. The rural nature of the communities they serve, the high poverty and immigration rates and the seasonal employment of their clients makes it difficult for them to find the time or resources for capacity building services. In addition the sheer complexity of the social, health, education, economic and racial issues being addressed by many nonprofit organizations in the Central Valley, combined with their own interrelated inter- and intra-organizational dynamics makes it difficult for nonprofits to find time and/or resources to take advantage of capacity building opportunities. Some of the challenges facing the youth-serving groups that will participate in the two-year capacity-building project are outlined below;
1. There appears to be no unified vision or leadership about how the nonprofits of the Central Valley might build their capacity. (Again an exception would be a community-wide capacity building plan developed by the United Way– a joint effort by several human service organizations to think strategically about building capacity.)
2. Finding capacity building opportunities that are culturally competent and sensitive to the
unique needs of different communities may also be difficult.
3. Many studies show groups serving young adults age 16 - 24, the age group served by the nonprofits to be served by this project, often struggle to keep young people involved and interested in their program. Once they are not mandated by the courts or school district to stay in the programs, this age cohort often has other things they would rather do than participate in the programs being offered. Nonprofits serving this age group struggle to provide program that sustain involvement.
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4. Additional challenges youth serving nonprofits from the Central Valley identified in a recent survey conducted by the Fresno Resource Center include: • Valley nonprofits report they have limited resources to use for capacity building. In a
survey of 299 youth-serving organizations, the Advancement Council reported that: • 45% of organizations identified cost as the top reason they had not engaged in more
training or consulting. • 33% said they had no budget for professional training (50% of the organizations
located in ???? and ???? counties reported no budget for training). • 15% identified lack of resources in their region as the top reason they did not engage
in more training or consulting. • Because the counties are so large the cost of travel in order to participate in learning
opportunities can be prohibitive for most small and mid-size organizations. • Resource-related constraints also included: tight budgets, time limitations, and
competing resource needs that impede organizational ability to be strategic about the type and availability of capacity building assistance that might be needed.
• Groups reported difficulty finding capacity building options that are meaningful, affordable or of the quality level desired.
Capacity building efforts in the Valley have been hard to sustain, often due to the reluctance of local funders to offer long-term funding of such efforts.)
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- Example #1
- Example #3
Research Methods/Example4 - How to write a statement problem.pdf
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HOW TO WRITE A STATEMENT PROBLEM
YOUR PROPOSAL WRITING COMPANION
Compiled by
Henry M. Bwisa
Professor of Entrepreneurship
Jomo Kenyatta University of Agriculture and Technology
E-mail [email protected]
Website www.professorbwisa.com
November 2008
INTRODUCTION
It is a constant complaint among those who evaluate proposals that the most frequent deficiency noted by them is the lack of a clear problem
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statement to define and guide the inquiry. The issue of how to write a problem statement becomes important.
WHAT IS A RESEARCH PROBLEM?
Generally speaking a research problem is a situation that needs a solution and for which there are possible solutions. If a situation has no possible solutions then it makes little or no sense expending resources researching it. Take this statement, “everybody wants to go to heaven but nobody wants to die”. Dying looks like a problem that needs a solution yet there is no possible solution to it. People must die. A research on how people can live forever makes little or no sense.
A research problem may be described as an incongruence; a discrepancy between what is and what ought to be. It may be also described as the gap in knowledge that needs to be filled.
WHAT IS A PROBLEM STATEMENT?
A problem statement is the description of an issue currently existing which needs to be addressed. It provides the context for the research study and generates the questions which the research aims to answer. The statement of the problem is the focal point of any research. A good problem statement is just one sentence (with several paragraphs of elaboration). For example it could be: "The frequency of job layoffs is creating fear, anxiety, and a loss of productivity in middle management workers."
While this problem statement is just one sentence, it should be accompanied by a few paragraphs that elaborate on the problem. The paragraphs could cover present persuasive arguments that make the problem important enough to study. They could include the opinions of
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others (politicians, futurists, other professionals); explanations of how the problem relates to business, social or political trends via presentation of data that demonstrates the scope and depth of the problem.
A well articulated statement of the problem establishes the foundation for everything to follow in the proposal and will render less problematic most of the conceptual, theoretical and methodological obstacles typically encountered during the process of proposal development. This means that, in subsequent sections of the proposal, there should be no surprises, such as categories, questions, variables or data sources that come out of nowhere: if it can't be found in the problem section, at least at the implicit level, then it either does not belong in the study or the problem statement needs to be re-written.
WHAT ARE KEY COMPONENTS OF THE STATEMENT PROBLEM?
Problem statements often have three elements:
1. The problem itself, stated clearly and with enough contextual detail to establish why it is important
2. The method of solving the problem, often stated as a claim or a working thesis
3. The purpose, statement of objective and scope of the project being proposed.
These elements should be brief so that the reader does not get lost. One page is enough for a statement problem.
Criteria for Research Problem Statements:
• The statement of the problem should clearly indicate what is to be investigated.
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• The actual statement may be in a declarative or in a question form.
• The statement should indicate the variables of interest and the specific relationship between the variables that are to be studied.
• Please note: In some qualitative methodologies, a statement of variables will not be possible and should not be done. However, an explanation of the qualitative methodology and the parameters of the research methodology should be explained.
WHAT IS THE ROLE OF PROBLEM STATEMENT?
The problem provides the context for the research study and typically generates questions which the research hopes to answer. In considering whether or not to move forward with a research project, you will generally spend some time considering the problem.
In your proposal the statement of the problem is oftentimes the first part to be read with scrutiny. I am ignoring the title and the abstract because ideally a title should be born out of a problem statement and an abstract should be a summary after the problem has already been dealt with. The problem statement should, therefore, "hook" the reader and establish a persuasive context for what follows.
You need to be able to clearly answer the question: "what is the problem"? And "why is this problem worth my attention"? At the same time, the problem statement limits scope by focusing on some variables and not others. It also provides an opportunity for you to demonstrate why these variables are important.
WHERE DOES A PROBLEM STATEMENT ORIGINATE FROM?
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A good problem originates from a research question formulated out of observation of the reality. A literature review and a study of previous experiments, and research, are good sources of research questions that are converted to statements of problem. Many scientific researchers look at an area where a previous researcher generated some interesting results, but never followed up. It could be an interesting area of research, which nobody else has fully explored.
The research question is formulated and then restated in the form of a statement that notes the adverse consequences of the problem. The type of study determines the kinds of question you should formulate: Is there something wrong in society, theoretically unclear or in dispute, or historically worth studying? Is there a program, drug, project, or product that needs evaluation? What do you intend to create or produce and how will it be of value to you and society?
Pose questions such as:
What "should" be occurring? (For example: Based on the national average, small scale farmers in Bungoma district should be harvesting (xy) tons of maize per acre)
What is occurring? (For example: A recent household survey reported that 56% of these farmers harvest only ( xy-ab) tons per acre.)
What could happen if the problem is not addressed? (For example: persistent low farm productivity in the district may lead to widespread food insecurity and defeat the government policy on the same.)
Common sources of research problems are:
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• Personal experience and interests of researchers. • Various theories in the discipline of the researcher. • Related Literature- Literature from one’s own area of interest. • A reproduction of past research studies.
HOW TO WRITE THE STATEMENT PROBLEM
The problem statement implies some question that your research will be answering. Sometimes it is necessary to draft or pre-write for a while to discover what that point will be (and often writers are unsure of their point until they have written the draft proposal and discover the point near the end of the proposal).
When you set up to write a statement problem you should know that you are looking for something wrong… or something that needs close attention. Your problem statement is the statement that makes a point about the issues and information you are discussing, and is what the rest of the proposal hinges upon. It is not just your topic, but what you are saying about your topic. In other words there must be very good communication between your topic and the statement problem.
The importance of the problem should receive considerable and persuasive attention [note that importance is inevitably subjective and will vary from researcher to researcher]. Nevertheless objectivity can be injected by answering questions such as these:
Is the problem of current interest? Is it topical?
Is the problem likely to continue into the future?
Will more information about the problem have practical application?
Will more information about the problem have theoretical importance?
How large is the population affected by the problem?
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How important, influential, or popular is this population?
Would this study substantially revise or extend existing knowledge?
Would this study create or improve an instrument of some utility?
Would research findings lead to some useful change in best practice?
Is there evidence or authoritative opinion from others to support the need for this research?
The problem statement should persuasively indicate that major variables can be measured in some meaningful way. If you can identify likely objections to the study, identify and respond to them here.
The problem statement could close with a question. Typically, the question could contain two variables, a measurable relationship, and some indication of population. The purpose of the literature review that follows thereafter is to answer the research problem question. If the literature cannot answer the question, the research is needed to do so. An example question might be: this proposal poses the question, "What is the relationship between farm productivity and farmer use of fertilizer"? The information needed is (1) productivity levels and (2) some measure of fertilizer use. A bad example might be: "What is the best way to train for use of fertilizer"? This is insufficient because:
What are the variables?
What will be measured?
What relationships will be examined?
There should be a close relationship between the title of the proposal and the problem statement question. For example, in the good example above, the title of this research project would be something like this:
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"Fertilizer use by small scale farmers in Bungoma district and their farm productivity"
APPENDICES
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Establishing a research problem can be a challenging yet rewarding process. Careful selection of the research problem defines the work of the project and provides a direction for the entire process. Establishing your research problem usually consists of distinct phases:
Research topic>research problem>problem statement>research design>research proposal
STEPS EXAMPLE STRATEGIES/SOURCES
Select a broad area of interest–a research topic
Costs of farming Personal interest Readings Conversations with farmers etc
To move from topic to a manageable research problem, ask questions about the topic such as "who / what / where / when why / how?"
What are the issues in the costs of farming? What is being done to control costs of farming? What factors are responsible for price increases? How effective are institutions in controlling farming costs?
Read abstracts of literature for overview, make observations,
Select one narrowly defined problem
Ask relevant questions that will help answer the problem
Are government agriculture inputs price policies effective? Does the level of training by farmers affect cost of farming? What is the role of agricultural institutions?
Read several articles on the narrower focus; note possible methodologies that might be used in your project
Write a problem statement consisting of several sentences that briefly frame the issues to be investigated, indicate the significance of the question, and includes a declaration of what you will do
Farming costs are escalating. Farmers are unable to buy inputs. Many people have proposed pro- farmer policies. Among the potential solutions are price subsidies. Questions exist regarding the impact of price subsidies. "In this project I will..." or "This study will..."
Incorporate readings-to-date to determine this working statement. Of course, as your work progresses, you may need to modify this problem statement.
Select possible research design
Research designs will depend upon the discipline and actual statement of problem. It should be developed in consultation with your supervisor.
Read more focused and specialized articles on content, design and methodologies
Prepare a research proposal
After literature review, methodology selection, etc. write the complete research proposal.
SIMPLE STATEMENT PROBLEM TEMPLATE
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This template should help you to draft your first problem statement
Stable Context
Describe unchanging facts about the topic/problem. For many years, people have debated about ______________________.
Or
____________________ has been controversial because
__________________________________________________________.
Or
______________________ has dominated discussions of _____________.
Status Quo
State common but incorrect or incomplete assumptions Many people think ________________________________________________________.
Or
At first glance, it may seem like ______________________________________________. Destabilizing Moment
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Describe something that reveals the status quo assumptions to be incomplete or inaccurate. This initial perception fails to take into account __________________________________________________________.
Or
This theory can't explain __________________________________________________________.
Or
People have failed to notice, however, __________________________________________________________. Consequences
Show readers why they should care: what bad things will happen if people continue to believe the status quo? What good things will happen once they stop believing it?
If we continue to believe _______________, we'll never understand the larger question of __________________________________________________________.
Or
Unless we change _____________________, we will continue to have trouble with __________________________________________________________.
Or
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Once we understand ___________________, we'll begin to see the answer to the problem __________________________________________________________. Or
By rethinking our approach to ___________________, we can fix ________________. Resolution
Provide a better theory/explanation to replace the status quo. State your claim. ______________________________________________________ __________________________________________________________.
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ONE MORE TEMPLATE FOR WRITING A STATEMENT PROBLEM
PROBLEM STATEMENT 4 required parts 1. Start with a general problem identifying the need for the study. E.g. The problem of this study is ______
2. State the specific problem proposed for research. (use citation & usually a number to make it clear to the reader, e.g. 30% of the farms have been affected by the Napier grass disease
3. Introductory words describing Methodological approach (i.e. Research Design) are given and are appropriate to the specific proposal problem, e.g. this qualitative study will explore... or this quantitative study will examine ...
4. General population group of proposed study is identified. Small scale farmers in affected locations will be surveyed to determine ...
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A qualitative problem statement
Brain drain in Kenya is increasing (GENERAL PROBLEM). Every year about 50 professionals migrate abroad due to unsatisfactory working conditions (SPECIFIC PROBLEM WITH NUMBERS and supported with a citation). This brain drain is different from previous shortages, because it involves not only fresh graduates but also seasoned professionals (quote). This crisis in the professionals’ industry requires innovative solutions. One innovative solution may be a less structured leadership style, such as steward leadership (quote). This qualitative case study (DESCRIPTION OF STUDY TYPE) will explore perceptions of professionals in Kenya (POPULATION BEING STUDIED) about steward leadership as a strategy to alleviate or reduce factors contributing to the brain drain among professionals in the lake basin region (GEOGRAPHICAL LOCATION OF STUDY) The data to be gathered in this study may provide leaders with information relating to how they may address or mitigate factors contributing to the current brain drain. A quantitative Statement of the Problem: an American example
Identity fraud is one of the fastest growing crimes in America (Adams, 2002). In 2003, at least 7 million Americans were victims of identity fraud, an increase of 79% from 2002 (AFP, 2003). GENERAL PROBLEM SUPPORTED BY LITERATURE The nation’s system of
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personal identification and verification failed to stop the 9/11 terrorists, and according to the 9/11 Investigations report (Strasser, 2004), some of the 19 hijackers of the 9/11 attacks had fraudulent identification, passports, and other travel documents (Wang, 2004). Seven of the 19 hijackers fraudulently obtained and used drivers’ licenses as identification to board commercial aircraft (Driver’s License Fraud, 2003).
Drivers licenses can still be obtained or made fraudulently and are still used as a de facto form of national identification (Etzioni, 2004). Specific problem with citation The 9/11 Commission Report (9/11 Commission, 2004) recommended using an NBIC system as a more reliable and secure means of fighting terrorism. One associated problem of the 9/11 Commission’s recommendation is that various civil liberty advocates oppose the use of a compulsory NBIC, arguing that compulsory use of NBICs may have a potential to deprive citizens of their civil rights and invade individual privacy (Eaton, 2003).
The purpose of this research study will be to examine the motivational factors necessary for the public to use voluntary NBICs as a more reliable and secure means of preventing identity fraud. To fulfill this purpose, a quantitative TYPE OF STUDY research study will survey students, faculty, administrative personnel, and employees of two community colleges in Los Angeles County, California. GEOGRAPHICAL LOCATION
- A quantitative Statement of the Problem: an American example
Research Methods/Lesson 2 Engagement information.docx
Research Engagement No 2: Research Problem & Purpose Statement
1. Review HOW TO WRITE A STATEMENT PROBLEM (Example 4 in your Problem & Purpose Statement folder) and use the format for this research engagement.
2. Review Research Problem Statement (Example 1 in your Problem & Purpose Statement folder) and use the format for performing the following tasks
3. Read Writing a Purpose Statement (Example 2 in your Problem & Purpose Statement folder) and in line with the examples of this document write your purpose statement (50 words maximum).
4. Read Examples of Problem Statements from Actual Proposals (Example 3 in your Problem & Purpose Statement folder) and critically analyze 2 out of the 5 examples line with the examples of this document write your purpose statement. As a replier, you need to analyze the problem statement using the Purpose Checklist critically. (50 words maximum each - maximum 150 words total)
5. Read Problem-Statement-Checklist (in your Problem & Purpose Statement folder) and in line with the example of this document, write your purpose statement (150 words maximum). As a replier, you need to analyze the problem statement using the Purpose Checklist critically. (30 words maximum)
6. Review the handy PowerPoint (the problem and purpose statement (in your Problem & Purpose Statement folder) and write your impression of what you have learned (200 words maximum).
You are required to do the above as instructed. As a replier, you need to analyze each section separately in your own words and critically.
Research Methods/Problem-Statement-Checklist.pdf
PROBLEM STATEMENT Average of ½ - ¾ page
180-250 words
√
1. General Problem/Observation identifying the need for the study, with
sufficient current evidence to support the extent of the problem. This can be
current literature or current statistics.
2. Specific “Problem” proposed for research. Evidence is provided that this
is a current problem. However the words current or today should not be in
the problem statement. A time reference can be included.
3. Introductory words describing the paradigm (quantitative, qualitative, or
mixed), the method, and research design are given and are appropriate to the
“problem.”
4. General population group affected by the problem is identified.
5. The geographic area where the problem exists is identified, if appropriate.
6. The gap in the literature is explained. The gap in the literature is not
sufficient reason to conduct a doctoral study and is not, in itself, a problem,
but it explains where your study will fit in with other scholarly research.
7. The problem statement is written in a scholarly voice with APA
formatting and no grammatical errors. There are no, or a minimum number
of, quotations in the problem statement.
8. Sufficient evidence is provided to convince the reader that the problem is
real and solvable.
9. The problem statement is clear, concise, and in accord with the purpose
statement. The possible resolution is in accord with the chosen methodology.
10. There are no unnecessary words. The problems statement does not
exceed 250 words.
An Example Follows.
Example:
Bullying is one of the most critical issues facing middle school education in the
21 st century. When conflicts arise children can use their expertise with interactive
technologies to humiliate and bully their peers online, in what is referred to as
cyberbullying, and avoid reprimand from adults or foes. Parents often plead
technological ignorance regarding cyberbullying, and many schools decline to
discipline off-campus behavior.
Beane (2008) found that approximately 28% of middle school students are
subjected to cyberbullying, and that this affects about ten million middle school
children each year. E-mail messages and Web sites have increasingly become vehicles
to threaten, tease, and humiliate other students. Incidents of online bullying can be just
as hurtful as face to face bullying, yet are less likely to be detected or prevented by
adults. To date there has been little, if any, formal evaluation of how cyberbullying has
been addressed. In order to understand the complexities of online bullying, it is
important that a mixed-method case study be conducted to determine the ill effects of
online bullying and examine a case where online bullying was detected and dealt with.
Research Methods/The Problem and Purpose Statement.pdf
The Problem and
Purpose Statement NSU/FCE SUMMER INSTITUTE 2016
DR. DAVID WEINTRAUB, DISSERTATION SERVICES ASSOCIATE
What is a Problem Statement?
A good problem is an issue or difficulty of
some significance, urgency and priority
whose investigation will make a useful
contribution to knowledge. If you already
know the answer, if the answer can be
found by a simple search of existing studies,
or is totally predictable, there is no need to
do the study.
Problem Statement
WHAT IS THE PROBLEM? Not "question", "topic.", or “lack”
of something. Just state what is wrong or needs to be
addressed, not WHY it’s a problem, nor how you plan on
addressing it.
WHY IS IT A PROBLEM? Reason for and significance of problem. These could be the “LACK” of something
PROOF? Show the reader evidence that the problem actually exists
Who has done what about research on this problem?
Using a Matrix to Help you Frame
out the Problem and Purpose
It gives you a visual representation of the process
Problem Statement Goal
Evidences Outcomes
Possible Causes Proven Solutions
Shows alignment between Problem and Purpose Statements
Helps you to plan for the lit review
Helps you align the problem and purpose with your research questions
Let’s look at the Matrix
One Step at a Time
Problem Statement:
Students in high school Spanish 4 and 5 Classes are not passing the Advanced Placement (AP) test in Spanish
Goal:
Students will pass the AP Spanish test
Creation of the Purpose Statement
Based on goals to alleviate or reduce the
problem, you can create your Purpose
Statement
“The purpose of this study is to discover what
tools are needed to better prepare high school
students for the AP Spanish exam and to
measure the level of efficacy of those tools.”
Hypothesized Causes lead to
Hypothesized Solutions
Hypothesized Causes Lack of teacher training in
advanced conversational Spanish language
Lack of test-prep materials
Too much time spent on reading Spanish, rather than natural conversation in class
Students are not invited to share what they feel is missing in the Spanish 4 and 5 curriculum
Hypothesized Solutions Have teachers attend AP
training provided by the College Board
Incorporate AP test-prep materials into the curriculum
Add daily conversation time to lesson plans
Students are encouraged to share their own experiences about learning Spanish
REMEMBER!
The LACK of something
is not a problem.
It’s what’s happening because of that
lack that is the problem
PLANNING THE LIT REVIEW
Take some keywords you used in the Causes and Solutions and use them to start your preliminary lit review
Make sure the lit review has both of the following:
What the Literature Says May Have Caused the
Problem
What the Literature says are proven Interventions
to Solve the Problem
Your next step:
Create a matrix of your own using the
following blank template
Problem
Statement:
Goal:
Decide if your study might be quantitative,
qualitative, or mixed-methods and
complete one or both sections below
Evidence
Quantitative
Objectives
Quantitative
Evidence Qualitative Objectives
Qualitative
Create Your
Purpose Statement
Hypothesized Causes
1
2
3
REMEMBER: the LACK of
something is not the
problem. The problem is
what is happening BECAUSE
of the lack of something!!!
Hypothesized Solutions
1
2
3
List at Least 5 Keywords you Could
Use to Start your Literature Search
from the Cause/Solution Chart.
Research Questions
Taking your problem and purpose statements, let’s
create at least 3 research questions (RQs):
HINTS:
The RQs should be something you can only answer by
conducting the local study. If the answer can be found
in the literature, you don’t need to do the study
Note whether the questions are qualitative or
quantitative.
Creating Questions to Answer those
Research Questions
Once you have your RQs, it’s time to design (or use another’s)
instrument to get the needed quantitative or qualitative data.
IT’S CRITICAL THAT THAT WHAT YOU HAVE ALIGNMENT:
Problem Statement
Purpose Statement
Research Questions
Instrument Questions