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Weeks5-12_ConductingtheResearch.pdf
AnalyzingtheData.pdf
GatheringtheData.pdf
EMHS699_Overall_instruction.pdf
Assignment13--RoughDraft.pdf
844OrganizingandWritingaResultsSection-YouTube.pdf
844OrganizingandWritingaDiscussionSection-YouTube.pdf
AnnotatedBibligraphy.edited.docx
ThesisRubric_6991.xlsx
Robert-Capstone-firstpart.docx
EndofProgramAssessmentManualforGraduateStudents.pdf

Weeks5-12_ConductingtheResearch.pdf

Weeks 5 - 12: Conducting the Research

Learning Outcomes

CO-2: Design a research process that gathers data, applies an appropriate methodology, and

draws the appropriate conclusions.

CO-3: Synthesize recommendations that improve theory and operations in the field of

emergency management.

Back to Content

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AnalyzingtheData.pdf

Analyzing the Data Analysis of quantitative data is straightforward, as long as there are no errors in the data arrays or computational errors. The biggest errors at the master's level are using the wrong statistical method or not knowing what statistical method to apply. Fortunately, there are many resources to help design the computation correctly. Within the APUS library is a series of math based videos.

Analysis of qualitative data is fraught with opportunities for error. The most common error is bias. Because words are the data element, and because any two humans will often perceive the exact same word in different ways, it's absolutely vital for the researcher to ensure that he or she is not writing their own meaning into the words that are being studied. Doing this perfectly of course is impossible, since we cannot remove ourselves totally from the observation and evaluation process. However, qualitative researchers make every effort to be conscious of the potential for bias at all times.

Qualitative analysis is largely a matter of pattern matching and looking for replication in word patterns and themes. The theory is that the more prevalent a pattern or theme is, the more likely it is to be true. Again, the possibility for error is significant. Group-think, for example, can provide a single theme answer that is absolutely wrong, and if the researcher does not realize what is happening, then the research will not be valid. A useful electronic book from the APUS library is Qualitative Research in Practice: Stories From the Field

Despite these issues, the careful researcher can ward off questions of validity and make positive contributions to knowledge and society. It just takes attention and effort.

https://www.apus.edu/apus-library/resources-services/information-gallery/math.html

http://search.ebscohost.com.ezproxy2.apus.edu/login.aspx?direct=true&db=nlebk&AN=87659&site=ehost-live&scope=site&ebv=EB&ppid=pp_21

GatheringtheData.pdf

Gathering the Data "Between the opening and the endgame, the gods have decreed that there will be a middle game." (Old Chess Proverb)

Project development is now complete. What's known has been identified, what's unknown has been identified, and a research strategy to find out the answers to what's unknown has been developed. Now it's time to get to work.

Much of the data that is likely to be required may already have been gathered as part of the development of the bibliography if you are completing desk research. Sometimes answers can be found by looking at old data in new ways.

However, it's quite likely that at least some new data will be required, which will be gained by gathering previously unknown resources or by creation through interviews, surveys, observations, and other data-creation methods. It is important that the data collection properly matches to the research questions and will be able to answer the research questions. As a student under time and location constraints, it is important to understand your ability to collect the data. If you want to interview local responders from the Haiti earthquake, can you travel to Haiti or develop a data collection strategy to gather the information remotely? Surveys are commonly utilized, but can fail if not written properly. Decide if limited answers, such as Likert Scales and multiple choice answers can adequately answer your research questions. If not, you may need an additional data gathering instrument, such as an interview. It is not uncommon to use more than one data gathering instrument to fully answer your research questions. However, I caution that you only have 16 weeks for the entire course. Be sure your design matches your time constraints.

The process of gathering new quantitative data is usually pretty straightforward. An experiment is conducted, results are written down, and statistical analysis applied. A result pops out, and the hypothesis is proven or dis-proven. Pretty straightforward.

The qualitative analysis process is more complex. Data is gathered. The data is evaluated to determine if the research question has been answered. If not, then more data is gathered. This process continues until the question is answered or there is no more data that can be gathered.

Be sure to reference your materials from the research methods course to help in your data collection. Additional resources can be located through the APUS library.

A recorded webinar that explains the data collection process can be located through the APUS library.

https://apus.adobeconnect.com/_a795569749/p6j26j7o1v9/

EMHS699_Overall_instruction.pdf

Randall Hanifen posted on Feb 3, 2024 12:01 AM

Week 1

EMHS699 K001 Winter 2024 RO

Announcements Week 1

During this course, you will accomplish a research project on an emergency &

disaster management / homeland security topic of your choice. You must gather

data, apply research concepts and analytical processes to that data, draw the

appropriate conclusions & recommendations, and produce a report of a minimum

of 50 pages that meets APA publication quality. Your final paper must provide

original knowledge to the field of emergency and disaster management and

homeland security that has not existed before. This contribution can be as large or

small as you wish to design it, as long as the contribution is original.

The first month of the course will focus on the design of your project and putting

all of the required approvals and authorizations in place. Then, you will have

approximately two months to conduct your research. The final month will be a

process of review and improvement of the final project report, at the end of which

you will have produced a product that honors your institution, your education,

your profession, and that you can truly be proud of.

A great deal of information is available in the classroom to help. Within the first

few days of the course, be sure to examine everything under every section. Read

the syllabus thoroughly. Read every assignment guideline. Look through the

resources and these lessons so that you will know where to find things when you

need them. Each area has resources that contribute to your overall research

project.

Be sure as you familiarize yourself with the course that you take the time to look

under every section. You will find graded items under two different buttons:

'Discussions', and 'Assignments'. Read the instructions carefully and be sure to

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complete all graded tasks.

There are several graded Discussions. To receive full credit for a discussion, you

must create an original posting, respond to a minimum of two peers, and respond

to everyone who has responded to you. These tasks MUST be accomplished during

the assigned weeks. There is no point in attempting to have a discussion after

everyone has moved on. DO NOT post a document to a discussion. You don't want

to make your input difficult for your reader to get to.

You must make a submission for every item on the Assignments page. Feedback

will be returned on every assignment. It can be found on the Assignments page,

not in the Grades section. After each grade is posted, go back to the assignments

page and read the feedback.

Here is an approximate outline for when you should be accomplishing each activity

in the project development process:

Wk1: Read the Capstone Manual and the appropriate style manual; Take the CITI

course and read the IRB requirements; Introduce yourself in the discussions.

Wk2: Develop and submit your prospectus; submit the CITI completion certificate;

submit the required IRB approval documents; upload your prospectus to the

discussion for peer review.

Wk3: Develop and submit your draft research proposal; review classmates'

projects in the discussion.

Wk4: Revise and submit your final research proposal; include the CITI certificate

and the approved IRB forms. Instructor acceptance will constitute approval to

accomplish your project.

Wk5: Develop your annotated bibliography.

Wk6: Finalize your annotated bibliography and write your literature review.

Wk7: Gather the data you will analyze.

Wk8: Finalize data gathering.

Wk9: Begin the analysis process.

Wk10: Complete the analysis process; provide a progress report in the discussion.

Wk11: Write up your research findings.

Wk12: Write your conclusions & recommendations.

Wk13: Submit your rough draft.

Wk14: Revise your rough draft in accordance with instructor feedback.

Wk15: Submit your final project report; provide your conclusions &

recommendations in the discussion.

Wk16: Fill out and submit the approval and transmittal documents; discuss your

projects in the discussion.

Happy researching!

Dr. Hanifen