The Fundamentals of Essay of Myself You Can Learn From Starting Right Away

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Exercise Physiology Research Paper Topics

Exercise Physiology Research Paper TopicsExercise physiology research paper topics will vary according to the field of study. Many professors will select topics that best illustrate the study of the human body and its response to physical stimuli. They may also select topics that relate to a specific topic within the study.The following are examples of some basic exercise physiology research paper topics. These are just the beginning, and you should be able to come up with many more as well:- Cardiovascular System. For instance, the circulation of blood throughout the body, the rate at which this circulatory system moves blood and so forth. This is a good topic to choose for one of your topics, as it highlights the relationship between exercise and physiological changes. If you're studying aerobic exercises, then this is a good area to cover in your research paper topics.- Cardio Vascular System. In this subject, you will need to discuss how muscles work, and how the heart functions. You may also want to include topics such as how the circulatory system is designed, and how you can use this information to determine how you should live your life.- Nervous System. For instance, you might study the limbic system, which helps regulate emotions, and the cerebrum, which is involved in the ability to reason. One thing you will want to consider when considering these topics is that these are also the two areas of the brain that are involved in our responses to exercise. Thus, in order to use this information to your advantage, you will want to carefully outline the basic idea you're going to write about.- Heart Failure. There are many people that suffer from one of these conditions that do not know that their symptoms are very similar to those of people who have coronary heart disease. This means that you will need to consider this as a possible topic for your research paper.- Metabolic Rates. If you're studying the metabolic rate of a particular group of people, you m ight want to consider using this in your study. Metabolic rates refers to the amount of energy the body expends on daily activities.Researching topics like these is beneficial for a number of reasons. First, you get a glimpse into how other people interact with their own bodies. Second, you'll see that exercise physiology has much more to say than most people realize.

Find the Samples of Research Papers

Find the Samples of Research PapersIn the research paper, the sample of research papers must be quite large, for it is through this the accuracy in the data analysis and estimation is checked. If the sample is incomplete, then the validity of the data has a high chance of being affected. Many people ask whether they need to look for the samples in the library. This article will clarify this matter.People would often look for the samples of research papers on the internet. There are many sites available that provide you the details about the samples. However, most of them are scam sites. Do not go for them as they are illegal and you can lose money to them. In fact, many people go to the library to check the samples.Some of the people used to attend international conferences. The papers of this conference were presented by some persons from various countries. It would be very helpful if they were present there at the time of the presentation. The papers would make them aware about the field. They could also go through these papers during the conference and study the content and methodology of the paper.In order to study the samples of research papers, you can approach the professors of the university or the professors in the university who have authored the paper. They can give you the access to the original paper of the paper. You should avoid photocopying of the paper, because if it is copied, then the validity of the data analysis and estimation can be affected. Many people get confused while giving their copies of the papers to the professors.As a professional lecturer or an editor of a research journal, you must have the samples for the respective articles. If you want to write an article on global warming, you should have a sample of global warming. These samples can be obtained from the bookstores or the library. Sometimes, the authors have written to the publishers to request for a sample. If they have written to the publishers for a sample, the publishe rs can give the sample to the authors. However, it is always better to check with the publishers if they have sent you the sample.The samples of research papers are needed for different kinds of papers. You should also check whether the samples are for your particular article or the one that you are writing. There are cases where the samples are being used for papers that have the same topic. But you should first read the sample carefully and decide if it fits the paper that you are writing.

Discussion of Abortion Essay - 1673 Words

Discussion of Abortion Abortion is the surgical termination of a pregnancy. How odd that people are able to define something, that is such a controversial issue, so easily. There are hundreds, thousands, and even millions of things to say about abortion. When it comes to abortion, I find myself thinking like a symbolic interactionist. Abortion is a personal social issue and it needs to be seen on a micro level first. Although abortion can also be seen on a macro level, seeing abortion on a micro level lets people see the different symbols of abortion. No social condition creates the same symbol. If abortion is seen on a macro level, all the myths and stereotypes of abortion seem more realistic. For example, some of those myths†¦show more content†¦He was persistent with moving things to the next level when finally the next level was sex. Kate knew that Sam could have sex with any other girl if she wouldn’t have sex with him. So Kate, being in love with Sam and not wanting to lose him, thoug ht it would be the right thing to do to have sex with Sam. So, she did. After, Sam was a lot nicer to Kate and treated her more as his girlfriend than just a friend. Kate saw how happy Sam was when they would have sex so as long as Sam was happy Kate was happy. About a month later, Kate noticed that she skipped her period. She told her friends about it and they told her to not worry about it. As time passed Kate still didn’t get her period so she decided to take a pregnancy test. To her surprise the test came out positive. Kate couldn’t believe it so she took another test to confirm. Once again the results came out positive. Kate was extremely scared and she didn’t know what to do so she decided to tell Sam. Sam rejected Kate and the baby and abandoned them both. At this point Kate had no idea what to do. She knew she couldn’t tell her mother so she confided in her friends. Looking at her situation, Kate new that their was no way that she could have a bab y so as much as it hurt her, she decided to have an abortion. Luckily for Kate, one does not need parental consent to have an abortion in California, so she went through with the abortion. For the next few months Kate was depressed but she had toShow MoreRelatedAn Anti-Abortion Discussion Essay655 Words   |  3 PagesAn Anti-Abortion Discussion A woman walks into an abortion clinic one day and has a partial birth abortion. She walks out a few hours later, child-ridden, drugged up on painkillers, and maybe a little tired. The baby was killed and disposed of. Meanwhile another femaleRead MoreControversy Surrounding Abortion : A Hot Topic Of Discussion1397 Words   |  6 PagesCandace Garrett Ms. Newman English 101 November 12, 2015 The Controversy surrounding abortion remains a hot topic of discussion. The question remains whether choosing abortion is murder. 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These are allRead More`` Hills Like White Elephants `` By Ernest Hemingway939 Words   |  4 Pagesof the story is the problem of gender relations and miscommunication, as a man and woman converse about the upcoming distress of the abortion. A part of the reason for the miscommunication is because of the different genders and how they view this topic. Another section raising concern is the way in which how they have decided to communicate the obstacle. Abortion is a controversial issue, there are many issues with how the man and the woman are addressing the topic. The man and the woman in theRead MoreAbortion : Abortion Or Anti Abortion1082 Words   |  5 Pages Abortion is among one of the world’s greatest debates. Americans hold the notion that someone is either pro-abortion or anti-abortion; there is no in-between. There is so much research to support both sides of the issue. For those who support abortion there is research that says that the choice belongs to every woman. 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Nursing Care Plan Post Laparoscopic Surgery †MyAssignmenthelp.com

Question: Discuss about theNursing Care Plan Post Laparoscopic Surgery. Answer: As the patient has undergone a laparoscopic surgery, the most vital postoperative problem or risk factors for the patient are infection. According to the case study the patient has a large dressing covering his surgery wound, which increases the potential risk for the patient obtaining infection. Hence the first problem chosen for the patent is the risk for infection (Klabunde et al., 2016). Another potential risk for the patient post the laparoscopic surgery is relapse of bowel obstruction. It has to be understood in this context that the patient had already been suffering from extreme constipation and bowel obstruction prior to the surgery due to a tumour obstruction in the recto sigmoid region of the colon and multiple lesions in the liver. Now as the patient has a stoma, a common complication that occurs in such cases is the retraction of the bowel back into the abdomen either causing severe bowel incontinence, or diarrhoea (Meyerhardt et al., 2013). The third patient problem identified from the case study is the anxiety, a very common occurrence in patients undergoing postoperative care. Given the fact that the patient has been suffering from acute hypertension for the past eight years only escalate the possibility of the patient suffering from greater anxiety due to his surgery and the possibility of further complications in the future. Cancer diagnosis is also extremely difficult for the patient to undergo and anxiety is a vital patient problem keeping the cancer diagnosis in account (Verberne et al., 2015). Nursing care plan: Nursing diagnosis (from NANDA-I) Goal Nursing interventions Rationale Evaluation/ expected outcome 1) Risk for infection at the surgical wound site Mr. Jones does not acquire infection in his wound site, and any evident sign and symptom of infection is not shown by him (Verberne et al., 2015). The patient will be comfortable and will receive meticulous infection control policy The surgical wound site of the patient will be cleaned as per guidelines as frequently as possible. Thenursing professional will diligently abide by five moments of hand hygiene while handling the patient every time. The patient will engage in hand- washing and personal hygiene as well. Frequent and periodical assessment and monitoring of the surgical wound site to check for any sign of infection such as redness, swelling, and tenderness in the wound site, pain in the wound site, or presence of exudates discharging from the wound site. Diligently adhering to aseptic techniques for wound cleaning and wound dressing Complying to the five minutes of hand hygiene policy and teaching the patient adequate hand- washing requirements as well (Verberne et al., 2015). Incorporating protein rich and calorie rich food in the diet plan for the patient and encouraging him to drink 2 to 3 litres of water a day. Infection in the surgical wound site is a very common post operative complication; periodic critical assessment of the wound site will help in earliest diagnosis of any infection if the patient acquires it. Maintaining aseptic technique while wound dressing and wound management will exponentially decrease the risk of contamination, and avoid any potential transmissions. The components of five moments of hand hygiene will effectively eradicate the most of the pathogens; hence regular hand washing is known to minimize the risk of infection. Protein and calorie rich food will enhance the innate immunity of the patient and the water intake will detoxify his body and negate the risk for urinary tract infection (Wagner et al., 2013). The patient remains free of infection, and does not show any signs or symptoms of infection (Verberne et al., 2015). The surgical wound of the patient remains free of any infectious agents and the wounds at an expected pace. The patient understands the benefits of hand hygiene and performs hand hygiene successfully along with the care professionals. The patient remains free of infection throughout his stay. 2) Bowel obstruction and/or diarrhoea. The patient will achieve improved bowel improvements. The patient will not feel bloated nor will experience any pain sue to bowel obstruction (Van Cutsem et al., 2014). The colostomy of the patient will be functional throughout his stay in the facility. Assessment and analysis of the onset or pattern for diarrhoea in the patient. Observation of the stool frequency and characteristics. Observation for associated factors of bowel incontinence, like fever, abdominal pain, cramping, or bloodied stool. Management and prompt changing of the stoma and periodic clearing (Meyerhardt et al., 2013). Encouraging the patient to remain on bed rest and restricting food intake that can precipitate diarrhoea. Irritable bowel incontinence of obstruction in most cases can lead to chronic diarrhoea, assessment of possible onset will serve in early detection and preventative management. Stool characteristic assessment will help in understanding the severity of the complication and arrive at more reasonable clinical judgment. The assessment of associated factors will reveal important information regarding etiology of the complication. Prompt stoma management will reduce the risk of infection and blockage (Mayer et al., 2014). Bed rest will decrease intestinal motility and increase the metabolic rate and restricting diet will help in controlling the onset of diarrhoea. The patient will avoid relapse to bowel obstruction and will avoid the risk of diarrhoea as well ()Meyerhardt et al., 2013. The colostomy of the patent will be free of infection and the patient will remain comfortable. 3) post operative and post diagnostic anxiety The patient understands and accepts the cancer diagnosis and participates optimistically in the care planning. The patient expresses the contributing factors to his anxiety (Lin et al., 2014). Patient shows depth of understanding about his medical condition and post operative precautions. Patient shows expected level of functionality and positivity and remains comfortable. Explaining the patient the details of his medical condition and helping him cope with cancer diagnosis with positivity. Establishing mutually respectful interpersonal relationship to ensure that the patient understands recovery scopes and prognosis. Engaging the patient in active care planning and helping him understand the recovery scope. Using state trait anxiety inventory to assess the level of anxiety. Administration of relaxing, stress relieving activities (Klabunde et al., 2016). Patient education will help him understand the prognosis more clearly and overcome cancer diagnosis with positive reinforcements. Mutually respectful intercommunication will allow the patient to feel comfortable in communicating his grievances. Engaging the patient in care planning will increase the sense of value, control and optimism. Anxiety assessment and stress relief activities will help the patient overcome the anxiety effectively (El?Shami et al., 2015). The patient will be able to communicate his fears. The patient will understand his recovery scope and be optimistic. The patient will be free of stress and will participate in care planning. References: El?Shami, K., Oeffinger, K. C., Erb, N. L., Willis, A., Bretsch, J. K., Pratt?Chapman, M. L., ... Stein, K. D. (2015). American Cancer Society colorectal cancer survivorship care guidelines. CA: a cancer journal for clinicians, 65(6), 427-455. DOI: 10.3322/caac.21286 Klabunde, C. N., Han, P. K., Earle, C. C., Smith, T., Ayanian, J. Z., Lee, R., ... Potosky, A. L. (2013). Physician roles in the cancer-related follow-up care of cancer survivors. Family medicine, 45(7), 463. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3755767 Lin, K. Y., Shun, S. C., Lai, Y. H., Liang, J. T., Tsauo, J. Y. (2014). Comparison of the effects of a supervised exercise program and usual care in patients with colorectal cancer undergoing chemotherapy. Cancer nursing, 37(2), E21-E29. doi: 10.1097/NCC.0b013e3182791097 Mayer, D. K., Gerstel, A., Walton, A. L., Triglianos, T., Sadiq, T. E., Hawkins, N. A., Davies, J. M. (2014, May). Implementing survivorship care plans for colon cancer survivors. In Oncology nursing forum (Vol. 41, No. 3, p. 266). NIH Public Access. doi: 10.1188/14.ONF.266-273 Meyerhardt, J. A., Mangu, P. B., Flynn, P. J., Korde, L., Loprinzi, C. L., Minsky, B. D., ... Benson III, A. B. (2013). Follow-up care, surveillance protocol, and secondary prevention measures for survivors of colorectal cancer: American Society of Clinical Oncology clinical practice guideline endorsement. Journal of Clinical Oncology, 31(35), 4465-4470. DOI: 10.1200/JCO.2013.50.7442 Van Cutsem, E., Cervantes, A., Nordlinger, B., Arnold, D. (2014). Metastatic colorectal cancer: ESMO Clinical Practice Guidelines for diagnosis, treatment and follow-up. Annals of oncology, 25(suppl_3), iii1-iii9. DOI: https://doi.org/10.1093/annonc/mdv204 Verberne, C. J., Zhan, Z., van den Heuvel, E., Grossmann, I., Doornbos, P. M., Havenga, K., ... Bosscha, K. (2015). Intensified follow-up in colorectal cancer patients using frequent Carcino-Embryonic Antigen (CEA) measurements and CEA-triggered imaging: Results of the randomized CEAwatch trial. European Journal of Surgical Oncology (EJSO), 41(9), 1188-1196. DOI: https://doi.org/10.1016/j.ejso.2015.06.008. Wagner, E. H., Ludman, E. J., Aiello Bowles, E. J., Penfold, R., Reid, R. J., Rutter, C. M., ... McCorkle, R. (2013). Nurse navigators in early cancer care: a randomized, controlled trial. Journal of Clinical Oncology, 32(1), 12-18. DOI: 10.1200/JCO.2013.51.7359

The Crucible Arthur Miller Essay Example

The Crucible Arthur Miller Essay However there are more then two sides to Proctor. He appears to be a character with a split personality. Whilst under the courts influence, Proctor is very polite towards Danforth; it is almost as if he is on his best behaviour. Though Danforth dismisses most of Proctors statements, Proctor does not react in the way he might have if it were another character. Proctor acting in Giles honour states, Forgive him sir, for his old age. Peace, Giles, well prove it all now. Although Danforth implies this is all a waste of time Proctor continues. Proctors response is not as objective as it would have been if it were someone else he was talking to. This is because Proctor has visible respect for Danforth and is aware that he is under his authority. When Danforth cuts off Proctors speech, he reacts calmly, whereas if this had happened under normal everyday circumstances, he may have objected to the fact that he was not allowed to finish his sentence. This shows that Proctor not only has respect for Danforth but also for the court, showing that he is in fact a decent man. Also during this trial scene, Parris endless attempts at blackening Proctors name to show the side of Proctor that he knows is pointless as Proctor remains civil and does not respond to him. Parris states in hope of an outrageous outburst, Hes come to overthrow this court, Your Honour! Proctor simply ignores this accusation and continues with what he has come to the court to do. Although ignoring Parris statement was probably hard Proctor managed to rise above his level. When Proctor makes his confession, Hale is surprised but still admires and believes in him. By my oath to heaven, I believe him now. We will write a custom essay sample on The Crucible Arthur Miller specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Crucible Arthur Miller specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Crucible Arthur Miller specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This quote adds to the indication of Hales respect for Proctor, because he has outcasted himself knowing the consequences. Also Hale is strongly against Proctors execution and feels responsible because there is nothing he can do to stop it. Hale feels so strongly against the execution, that he feels himself to be Proctors murderer. I would save your husbands life for if he is taken I count myself his murderer. This conveys Hales opposition to the courts decisions. Parriss reaction is the complete opposite of Hales. Parris seems extremely pleased; it is as if justice has been done in his eyes. When accusations are made against Proctor, by Mary Warren (such as, Youre the Devils man. ) Parris calls out Praise God like it is something he had been trying to expose Proctor of since the beginning of the trial. Parris gives the impression of someone who has been trying to lead the town against Proctor and has now become successful. From these two very different reactions to Proctors confession it is clear that Proctors trial had more against him then for him. Hale who is an outsider had no successful input whereas Parris, who lives in the province and dislikes Proctor, is taken heed of. Through John Proctor, Arthur miller has portrayed a character that is strong willed, not afraid to do his own thing, and is extremely brave. This relates to Millers comments on individuality because to be your own person these are just a few personal traits you need to have. In this essay I have explained Proctors relationship with the two ministers Hale and Parris and their suspicions of Proctors faith. To do this I have explained the relationship he has with them and their reactions to his confession in court.

Teaching American History Heartland Consortium

Teaching American History Heartland Consortium Free Online Research Papers The teaching of American History, and especially as a separate academic subject, has faced many challenges and debates for well over a century. The American History Association, with the inception of the Committee of Seven in 1899 has been working to increase the understanding of the subject for over 100 years. Recently, a Washington Post article discussed in addition to difficulties surrounding American History as a separate core subject additional barriers exist, â€Å"In many schools across the country, teachers say social studies has taken a back seat under the federal No Child Left Behind law, which stresses math and reading. Squeezing history into the curriculum can be difficult, educators say [.] † The logic model provided as Appendix I to this evaluation aligns professional development activities with the expected outcomes. The visual representation is a framework depicting how the program will use grant resources to help increase the recognized importance of traditional American History and how well-managed programs influence student achievement. Purpose The purpose of this evaluation is to develop a deeper understanding and appreciation of American history as a separate core subject, and in doing so, develop improved instruction of the subject, and raise student achievement in the subject. Team Composition and Participation A consortium was formed to administer the U.S. Department of Education’s Teaching of American History Grant Program (CFDA: 84.215X). The consortium consists of local educational agencies (LEAs), historic sites and museums, organizations with expertise in history education, and institutions of higher education. In accordance with 34 CRFR 75.105(b)(2)(iv), this evaluation recognizes the absolute priority of partnerships with other agencies or institutions. The evaluation meets the statutory requirement through comprising research in conjunction with the Iowa Department of Education, the University of Iowa – Department of History and College of Education, Heartland AEA 11, and the Herbert Hoover Presidential Library and Museum. Verbal commitments have been obtain from the above research partners. Detailed letters of commitment will be submitted in an appendix to the RFP application narrative. The purpose of developing a strong evaluation plan is to determine the programs audience and their interests – using this to drive the approach and interventions used in the evaluation. The team is responsible for defining the scope of the project, collecting and analyzing data, and reporting on the findings. We intend to use measurements and analysis to reduce, to the greatest extent possible, various threats to validity. However, we feel even more important than our interventions and methodology is the seeing long term program objectives accomplished. In order for successful long-term implementation in the program, key stakeholders will be highly utilized and involved in all important aspects of the evaluation. Representing both internal and external evaluators, the evaluation team is comprised of stakeholders of the professional development program (teachers, administrators, and school board members), master teachers from the University of Iowa, and the retained services of The Gilder Lehrman Institute (also serving as Principle Investigator). LEA superintendents will provide team participants – in addition to school principles, each school will be represented by another key administrator (i.e. a curriculum developer), and two teachers. Each participating school will have four direct representatives on the evaluation team. The superintendent from the lead LEA (Des Moines Public Schools) shall function as the evaluation headquarters and facilitate overall management of all evaluation activities – to include assignment of detailed responsibilities, and supervision and direction of retained services. The superintendent of the lead LEA, serving as the project director, will speci fy the overall evaluation task, inform the team of available resources, and establish a deadline for completion and reporting format. Evaluation responsibilities are assigned in accordance with team member’s qualifications and skills. The team will develop a variety of quantitative (measurement driven) and qualitative (narrative based) measures to evaluate the professional development program. Prior to any instructional changes, the first data collection will establish a baseline to be used in measuring the program results. The team will meet in very early stages to develop and assess the needs of the teachers. Program interventions will be coordinated based on projected needs, and on established guidelines for evaluating professional development programs. Qualitative data will be collected and analyzed through interviews with teachers, administrators, and school board members to examine the current trends and attitudes regarding professional development. Research will be conducted on existing data outlining previous professional development programs in an academic environment and, to the extent which it is available, data relating to existing Teaching American History research will be analyzed thoroughly. The intended outcomes of the professional development program will be detailed in measurable terms and are discussed in detail below. The team will consider strategies for collecting formative and summative data during and after the professional development program. Formative evaluations will be utilized during various intervals of the professional development program. Based on feedback and comments, these evaluations will be used to modify and improve the program in mid-course and allow continuous fine-tuning to insure quality improvement of the program. Summative evaluations will be utilized to determine the overall effectiveness of the professional development program. A summative evaluation will be conducted at the conclusion of the program to measure shifts in pedagogy, change in school and community attitude, and the effect of the professional development program on student achievement. In an effort to ensure evaluation results are put to good use, the team will make recommendations for the implementation of future professional development programs. Evaluation The evaluation will measure the success of goals through quantitative and qualitative analysis of the various interventions and their impact on teachers and students. Goal One: To improve teachers’ knowledge of traditional American History; consists of two primary objectives: (1) Improve Heartland AEA 11 teachers’ in specific American History areas such as Industrialism, Gilded Age, Progressive Era, Great Depression, and roles of women in the emergence of a modern nation. (2) Improved appreciation and involvement in traditional American History. The interventions to accomplish this goal are ground on two programs. The first is a three day staff development workshop offered by the Gilder Lehrman Institute. The workshop offers teachers access to award-winning historians providing in-depth coverage of topics selected by the project director and team. The second program is a week long Summer Seminar sponsored by the Gilder Lehrman Institute. The Summer Seminars will be attended by teachers at Midwestern universities. Teachers will receive a stipend and graduate credits for participation. Goal Two: To improve the quality of instruction in traditional American History in LEAs; focusing on the primary objective to improve the teachers’ use of more effective content pedagogy in the instruction of American History. The interventions will include the Gilder Lehrman Institute providing teachers with educational resources in three genres: visual, print, and digital. These comprehensive resources are designed not only to increase teacher knowledge of core American history content, but also to offer exciting new ways of bringing American history into the classroom. Each teacher receives a personal copy of the materials, which are also supported by online supplemental material on the Gilder Lehrman website. Materials include traveling exhibitions, calendars, posters, books, and multimedia resources . There will be nine lectures during the school year offered by history scholars from the Gilder Lehrman Institute. The history scholars will assist the LEAs to transform specific content into lesson plans specific to their classrooms. This partnership will help engage both the teachers’ and the students’ interests and increase the overall quality of instruction. Goal Three: To improve student achievement in traditional American History in LEAs; focusing on the primary objective of improving the student’s ability to use critical thinking. The interventions to accomplish these objectives are outlined under goals to improve teachers’ knowledge of traditional American History and improve the quality of instruction in traditional American History in LEAs. Collection and Analysis To measure the increase in teacher knowledge and understanding of traditional American History surveys, interviews, and pre-posttest using nationally validated tests of American history assessments will be utilized to establish a direct link to participation in the Teaching American History Grant Program. Pretest and posttest results will be used in the summative evaluation of the professional development program. Surveys and interviews will be used as a formative measure. Surveys and interview questions will be designed by the project director, master teachers and the Gilman Institute. Surveys (using a Likert scale) will be conducted prior to the summer institute, at the mid point of instruction, at the conclusion of the instruction. Survey results will be translated into a matrix to provide quantitative data. Interviews will be conducted at the end of the instruction and results will provide qualitative data. The Customer Satisfaction Survey provided by the Iowa Department of Education (IDE) will be used to measure teacher satisfaction of the program. Information will be collected on a forced Likert scale with 1=strongly disagree, 2=disagree, 3=agree, and 4=strongly agree. The teachers will be asked to respond to the following question: â€Å"The Gilder Lehrman Institute provided beneficial and resourceful professional development training,† and additional questions to provide responsive and informative feedback. To measure a shift in the quality of instruction of traditional American History the evaluation will use surveys, observations and focus groups. Teachers and school board members will be asked to complete an evaluation of the program and describe in a narrative format their thoughts regarding the quality of instruction. Teachers and school board members will again be asked for evaluation six months after their participation. The six month evaluation will be collected in a survey form – similar to the format used to evaluate increased knowledge and understanding of American History. Teacher logs will be complied by observations conducted by master teachers and school evaluation team members. Topics of discussion, deviations, and unusual events will be recorded and qualitatively analyzed by the assigned team members (internal and external). Themes will be compared to research of similar projects and used as formative evaluation to insure continual improvement in the ongoing pro gram. Teachers and administrators will be selected by the Principle Investigator and staff to form a focus group – providing qualitative data. To measure the effectiveness of above interventions on student achievement the evaluation requires the use of pre-post student surveys and pre-post standardized statewide U.S. History assessment scores; additional methodology may be utilized as requested by key stakeholders and as beneficial to the Gilder Lehrman Institute. The Customer Satisfaction Survey provided by the Iowa Department of Education (IDE) will be used to measure attainment of student needs. Information will be collected on a forced Likert scale with 1=strongly disagree, 2=disagree, 3=agree, and 4=strongly agree. The students will be asked to respond to the following question: â€Å"The teaching of American History was exciting and informative,† and additional questions to provide responsive and informative feedback. A Regression-Discontinuity (RD) design (quasi-experimental, closely approximating an experimental design) is expected to be the primary measurement in terms of the students success. The RD design allows assignment of the treatment group to those who most need or deserve it. The RD design is ethical – it does not deny the treatment to students who need as the case may be in a randomized experiment. One pitfall of the RD design is described by Langbein and Felbinger (2006) is the â€Å"considerable random measurement error† associated to those students close to the cut-score. In October 2008 a survey will be sent out from Heartland AEA 11 to all school districts advising of the grant opportunity and as a solicitation for participation in the program. Based a ratio of 1 rural school district, 2 urban school districts, and 3 Des Moines City schools, the AEA staff, using qualitative measures and based on any possible schools being identified as needing improvement, will develop a list of participants. The schools above the cut-score, as determined by the Principle Investigator and AEA 11, surrounding measures above, will be selected as treatment groups. The schools not selected as treatment groups in year one, but at the time of assignment would line-up for treatments groups during the following year, will be selected as control groups. To point in which program funds are exhausted. For use in student achievement a cut-off score will be established and a pre-test drafted by the project director and the evaluation team. The assessment will be administered by classroom teachers to all students of all participating grade-levels in all schools designated to participate in the program – either in a treatment group or control group function. In May of 2008 and 2009 all pre-tests will be administered to all participating students. The results of these tests will be the basis for cut-off scores during the following year’s interventions. Students above the cut-off score will be assigned to the treatment groups and students below will participate in the control group. The upper 50 percentile will be selected as the treatment group and be registered in a new course titled American history and lower 50 percentile will be registered in the current social study course. During the 2009 school year there will be two groups of subjects – based on initial year of professional development training. The treatment groups will be the schools which have teachers actively participating in the professional development program and the control group will be those schools attending professional development training the following summer. The 2010 school year will provide for one large treatment group. Each year the evaluation team will continue to relying on RD with cut-off within each grade of participating schools. Stratification will decrease to some degree on the school unit-level as the measurement on the student unit-level increases. Under the cut-score the evaluators consider the control group as equivalent to the treatment group at the start of the program. The gain from the pre-posttest should account for any variables outside of the program. The gain in the treatment group will provide evidence for the effect of the program. This process allows solid internal validity by showing a causal relationship between the program and the outcome and other factors are ruled out. A discontinuity in regression lines indicates a program effect in the RD design. The evaluation team will describe the treatment and control groups and explain how to interpret the direction of scale values on the outcome measures. William Trochim describes the program effect and use of the RD lines as, â€Å"a program effect is suggested when we observe a jump or discontinuity in the regression lines at the cutoff point. (Trochim 2006) † The evaluation team may consider between group modeling (ANOVA) in cases of drawling comparisons between treatment groups of various demographics (rural, urban, and suburban schools). Additional independent variables related to these demographic conditions and data collected may also be analyzed using ANOVA/MANOVA designs. There is likely to be a third summer session of professional development in 2011. This evaluation is structured to meet contingencies for a continuation award of 24 months. In the case funds are unavailable for program extensions, this program is structured in such a way to continue implementation by recognizing teachers completing the program as qualified instructors of the program. The qualified teachers in each LEA will be fully capable and certified to provide professional development instruction to their colleagues. In addition, funds from the initial grant are being reserved to continue the Gilder Lehrman partnership through the year 2013 (on a per hour basis). An overall summative evaluation to be developed and published in the summer of 2011 will include program successes and pitfalls, lessons learned, and recommendations for continuous improvement and subsequent professional development activities. Regular intervals of reporting will be recognized and a network for dissemination (website design) will also be available for researching up-to-date program information. Budget The approach of this program is not entirely predetermined as adjustments based on formative evaluations and other basis will be made. The budget provided as Appendix II to this plan is an estimate based on several broad research stages and estimated time for each. Reallocation may be required in certain categories as developing themes are explored and priorities are adjusted. The outline for this budget was drafted using a sample budget format provided by the Alameda County Office of Education. Research Papers on Teaching American History Heartland ConsortiumStandardized TestingInfluences of Socio-Economic Status of Married MalesResearch Process Part OneThe Project Managment Office SystemIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperThe Relationship Between Delinquency and Drug UseAnalysis of Ebay Expanding into AsiaHip-Hop is ArtThree Concepts of Psychodynamic