Topic is “Enhancing Cyber Security In Healthcare -With The Help Of Machine Learning”.
Research Questions:
How can we control the access to sensitive healthcare information and systems?
How to provide data security for affected healthcare data breaches?
How to enhance the cybersecurity in healthcare to overcome the cyber attacks ?
11.1 Mock Dissertation Chapter One Introduction
Overview: As you observed in the LIVE session, there is a connection between chapter three and chapter one. Therefore, as an extension of our week in the mock chapter three from last week, we will write a mock chapter one. For the sake of preparation, we will be using the required headings from the University of the Cumberlands Dissertation Handbook. Like we discuss in class, each university has unique parameters for what they expect in chapter one, so you may see papers from other universities that look slightly different. The importance here is to focus on the content, not necessarily the organization. This assignment will help determine your readiness to write a full-length chapter one.
Directions:
1. Review the rubric and examples to make sure that you understand what is expected of you in this assignment.
a. Chapter One Samples.pdf Chapter One Samples.pdf – Alternative Formats
b. Rubric for Chapter One.docx Rubric for Chapter One.docx – Alternative Formats
2. Develop a 3-4 page (more is fine) mock chapter one to include the following expectations from the university:
•
o Overview (1-2 well developed paragraphs)
o Background and problem statement (1-2 well developed paragraphs)
o Purpose of the study (1 well developed paragraph)
o Significance of the study (1 well developed paragraph)
o Research Questions (numbered list)
o Limitations of the Study (1 short paragraph)
o Assumptions (1 short paragraph)
o Definitions (list)
o Summary (1 well developed paragraph)
3. Turn in your “mock” chapter one to the submission box.
Sample to write
Chapter 1
Overview
Since the publication of the Reagan era education report,ANationatRisk,theUnited Stateshasfocusedattentiononeducation reform(United States, 1983). Thisreportused compelling languageto describeAmerica’s schoolsaslargely inadequate andunabletomeet globaldemandsoneducation, thereby leaving America’sfuturein jeopardy. Sincethattime schoolleadershaveembraced variouseducation reformmovements suchasNoChild LeftBehind and EveryStudentSucceedsAct(NoChild LeftBehind[NCLB],2002,Every StudentSucceeds Act[ESSA],2008). Each withtheir ownmeasuresofstandardizedtesting,academicachievement, and schoolperformance. Perhapsoverlooked istheimportanceofschoolclimateintheoverall schoolimprovementprocess. ClevelandandSink(2018)promotethenotion thatstudent perspectivesonschoolclimateshould beincluded inschoolimprovementplans. Otherresearches suchas Zahid (2014),suggestschoolclimateto bethenumberoneconsideration forstudent academicachievement.
Dutta &Sahney(2016)researched therelationship between schoolclimate andstudent achievementandsuggested apositivecorrelation. Schoolprincipalsaretheleadersoftheir building, shaping acompelling visionforthefuturewhilepromoting safety,academic achievement,andapositiveclimate. Depending ontheschools’size,theprincipal’sjob description may includecurriculum, discipline, community relations, andfiscalresponsibilities. Principals are required tobalance theexpectations ofstate, community, and districtleaders toproducethehighest possiblestandardized testing, personnel,and schoolclimateresults. Theseresponsibilitiesmake themoneofthemostinfluential schoolimprovement figures.
Backgroundandproblem statement
Leadership practicesutilized byprincipals arevitalto thequalityoftheir jobperformance.
Theinfluenceofaprincipalextendstotheperception ofallinternaland externalstakeholders. With increasing research tosuggestpositiveschoolclimatescould beaninfluentialcomponent of schoolimprovement, principals should consider theextenttowhichinternal stakeholderssuch as theteaching faculty perceive their influenceoverschoolclimate. Theextentto which principals can influenceschoolclimate inArkansas’ schoolsisunknown.
Purposeofthestudy
Thepurposeofthisquantitativecorrelational research wastoinvestigate if andtowhat extentprincipal leadership practicescorrelatewithschoolclimate asperceived byteachersinthein ruralandsuburbanschoolsinArkansas. Thisstudyinvestigatedthebivariatecorrelationbetween theteachers’perception oftheschoolprincipal’sleadershippracticesandthecorresponding school’sclimatescores. Twenty-fourschoolsareincluded inthesamplesizefromsixgeographic regionsofArkansas. Inall, 626teachersparticipated, answeringsurveysregarding their perspective of24schoolprincipalsandthe correspondingschoolclimates in Arkansas.The leadership practicesoftheprincipal andtheschoolclimate werethevariablesforthisstudy. Significanceofthestudy
Theextantresearch onschoolclimateincultureislimited. Principalsseeking toimprove their schoolsneed guidanceonhowto promotethebestpossibleenvironmentforpositivestudent outcomes. Promoting apositiveschoolclimatemay provebeneficialto increasing student academicachievement. Understanding theleadership practicesasperceived thatpromotea positiveschoolclimatewillbenefitprincipalsseeking toimprovetheir schools. Thisstudywill recommend leadership practicesthatmay promoteapositive schoolclimateforoverallschool
improvementinruralandsuburbanschoolsinArkansas.
ResearchQuestions
RQ1:To whatextentdoesthe overallindexofprincipal’s leadership practices correlatewith schoolclimate asperceived byhighschoolteachersin 24ruraland suburban schoolsin Arkansas?
LimitationsoftheStudy
Thescopeofthisstudymeasures theclimatesandleadership behaviorsof24schoolsand principals. Given thatschoolclimatescanchangerelativelyquickly andaresubjectto factors beyond theprincipals’ control, theresultsofthiscross-sectionalstudymay onlybe appropriatefor implementation forashorttime afterwards. Assumptions
Thisstudyassumesthattheinstruments usedwillaccurately portray leadership behaviors ofschoolprincipalsandproperly assessschoolclimates. Responsesreceivedfromteachersare believedtoaccurately reflecttheir supervising principalandaccurately measurethecorresponding schoolclimate. Definitions Principal.Thehead leadership position inaschool. Principalsmanagetheday-to-dayschool operationsaswellasmanage discipline, curriculum, andcommunity engagement. Schoolculture. Thecollectivebeliefsandnormsofaschool. Summary
Schoolclimatemaybethemissinglink ofpasteducationreforms. Principalshavethe abilitytoinfluencetheclimateoftheir respectiveschools. Researcheshavesuggested apositive correlation between schoolclimateandstudentachievement(Dutta&Sahney,2016). Providing schoolprincipals withbestpractices topromoteapositiveschoolclimatemay aideinoverall
schoolimprovementmeasures.
References
Cleveland,R. E.,&Sink,C. A. (2018). Studenthappiness,schoolclimate, and school improvementplans. ProfessionalSchoolCounseling, 21(1) doi:http://dx.doi.org/10.1177/2156759X18761898
Dutta, V. &Sahney,S. (2016),Schoolleadership and itsimpactonstudentachievement:The mediating roleofschoolclimateandteacher jobsatisfaction, InternationalJournalof EducationalManagement, 30(6),941-958. https://doi.org/10.1108/IJEM-12-2014-0170
Every StudentSucceedsActof2015,Pub. L. No. 114-95§114Stat. 1177(2015-2016).
NoChild LeftBehind(NCLB)Actof2001,Pub. L. No. 107-110,§101,Stat. 1425(2002).
United States. National CommissiononExcellenceinEducation. (1983). Anation atrisk:The imperativeforeducationalreform. Washington, D.C.:TheNational Commissionon Excellence inEducation.
Zahid, G. (2014). Directandindirectimpact ofperceived schoolclimateuponstudentoutcomes. AsianSocialScience, 10(8),90-102. http://dx.doi.org/10.5539/ass.v10n8p90
