Research Topics: Sample Research Proposals

Teenage Pregnancy And It’s Effect On Accademic Progression In UK Context Research Proposal

Introduction This research proposal implies on teenage pregnancy and its effect on academic progression. There will be association between teenage pregnancy and academic progression places evidence that education should put weight on reality adhering to teenage pregnancy. Understanding teenage pregnancy within UK context is adamant to the purpose of study. Thus, the expectation that teenage pregnancy will be reduced by proper academic programs, school based prevention ways towards teenage pregnancy. The need to find out basis if such teenage pregnancy has positive effect on academic progression, meaning towards a positive behavior of teenagers while having their academic life. Another would be negative effect of teenage pregnancy on academic progression. Indeed, research on the decision to continue or terminate teenage pregnancy is sparse. Research study will seek to address certain gap in research literature through analyzing the educational dimensions of decision to continue teenage pregnancy by means of using data collection in case study survey approach. Research will review qualitative methodology, its strengths, application, and potential weaknesses. Presence of comprehensive range of qualitative techniques are to be reviewed, issues will be highlighted for framing the area of investigation, the epistemological issues of causality, induction, case selection, as well level of explanation regarding teenage pregnancy and academic progress. Research questions Research questions are essential part of the research process, as this will imply a solid connection towards secondary knowledge composed of peer reviewed studies such as from academic centered journals and articles, also from documented information and facts from books having contents about leadership and change. The research questions serve as the initial organization flow of the study’s review of the literature which leads to the creation of research methods and techniques and the questions were the following: What is teenage pregnancy? How does teenage pregnancy affect academic lifestyle of teenagers? How teenage pregnancy be prevented given the fact that education plays a crucial factor for disseminating imperative information? Explain   What is meant by academic progression? How does it relate to teenage pregnancy? What are positive effects of teenage pregnancy on academic progression of college students? Provide cases/ examples What are negative effects of teenage pregnancy on academic progression of college students? Provide cases/ examples What are several options to prevent teenage pregnancy? (School based prevention, approaches are to be applied) How education and resolution is being realized in accordance to teenage pregnancy? Cite literature support base   Aims and objectives Research aims to recognize teenage pregnancy among college students particularly first year and second year college students in the UK and be able to find out positive and negative effects of teenage pregnancy towards academic progression, academic life of teenagers. Literature studies of teenage pregnancy and its outcomes will be reviewed; state of current knowledge will be assessed. The effectiveness of academic oriented programs for pregnant teenagers is to be examined accordingly. The research will be aiming to explore the timing of pregnancy in relation to leaving or finishing college. The main objective will be the examination of academic factors and decision to terminate or continue teenage pregnancy while undergoing college education. Thus, complete level, school marks and subject preference are included as it may discriminate those who continued and those who terminated the truth of pregnancies. The need to find out if teenagers who have strong attachment to school will be more likely to terminate than continue pregnancy, particularly for college students in rural and regional UK. Author(s): Ann Evans 1   Methodology (qualitative) The application of case study analysis, case study survey approach using college students (first year and second year female students) serving as research participants, within the criteria that they are pregnant and are continuing their pregnancies from the time of this research administration and they comprise of ages 18 to 22 years old. The participants will come from institutions/ universities located in the United Kingdom. Furthermore, case study approach will determine effects in relationship between teenage pregnancy and educational/ academic progression of 50 college students, pregnant teenagers may have lower rates of participation in tertiary education and training than their nonpregnant peers. Subsequent analyses showed that the links between teenage pregnancy and educational participation can be noncausal and reflected the earlier academic ability, behavior, family circumstances of college students who became pregnant. In contrast, antecedent child and family factors only partially explained associations between teenage pregnancy and academic school participation and achievement (Fergusson and Woodward, 2000). Research findings may suggest that rates of teenage pregnancy might be elevated among teenagers who leave school early, rather than rates of early school leaving being elevated among teenagers who become pregnant during their teenage years. Qualitative method is designed to help researchers understand people, social and cultural contexts as Kaplan and Maxwell (1994) argue that the goal of understanding phenomenon from viewpoints of participants and its particular social and institutional context is lost when textual date are to be quantified. The need to examine case analysis and case analysis method, research implies to qualitative methods such as open-ended questions, to request respondents to rank their views as one measure in research (Marshall and Rossman, 1999) toward statements ranging from 1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree and 5 = strongly agree. Data will be collected and analyzed through using qualitative techniques such as pointing towards document analysis, interviews and questionnaire survey. The primary data is to be collected from the respondents in case situations, secondary data is to comprise of reference concerning research subject. The using of existing information on such levels into the study to be realized upon.   Conclusion Teenage pregnancy is considered a documented problem with approximately 890,000 teenage pregnancies (Hoyt and Broom, 2002) although teen pregnancy rates have declined rates remain higher than the middle of 1970s and are fourfold such as those of European countries like UK. Substantial morbidity and social problems result from these pregnancies, affecting the mother,her children, other family members, and society. Multiple educational approaches have been used, with few demonstrating significant reductions in teen pregnancy. School-based programs have beendiverse and multifaceted. Recently, programs with comprehensiveapproach have shown potential for success. For this research,characteristics and elements of school based programswill be identified and discussed. Literature studies may indicate that certain incidence of teenage pregnancy are quite high and is continually increasing. Program and policy implications will place important matters such as, sex education should be introduced at an earlier grade level, small discussion group teaching techniques should be used, parenting techniques should be taught in sex education programs, the funding of preventive an academic driven intervention programs must be increased.   References Fergusson, D. and Woodward, L. (2000). Teenage Pregnancy and Female Educational Underachievement: A Prospective Study of a New Zealand Birth Cohort. Journal of Marriage and Family, Vol. 62, No. 1 (Feb., 2000), pp. 147-161. National Council on Family Relations Hoyt, H. and Broom, B. (2002). School-Based Teen Pregnancy Prevention Programs: A Review of the Literature. Journal of School Nursing, v18 n1 p11-17 Kaplan B & Maxwell, J.A (1994): Qualitative Research Methods for Evaluation Computer Information Systems. In Anderson J G, C E Aydin and S J Jay (eds) (1994): Evaluating Health Care Information System: Methods and Applications. Sage. Thousand Oaks, CA, pp 45-68 Marshall & Rossman (1999). Designing Qualitative Research, 3rd Ed.                                     Credit:ivythesis.typepad.com

Teenage Pregnancy And It’s Effect On Accademic Progression In UK Context Research Proposal

Introduction This research proposal implies on teenage pregnancy and its effect on academic progression. There will be association be...

Renal Pathophysiology In Cardiovascular Diseases Research Proposal Paper

Renal pathophysiology in cardiovascular diseases   1.0 Background Renal pathophysiology refers to the study of diseases and conditions that affect the kidneys. As such, it combines pathology which is the normal functioning procedure of the kidney and physiology which concerns the impact of kidney-related conditions on the body. Renal or kidney function is a major part of the body which can easily be affected by physical abnormalities, genetic or acquired conditions or even injury. Further, kidney problems could be also associated with other health problems such as cardiovascular diseases. The American Society of Nephrology discovered that kidney disease is both a cause and a consequence of cardiovascular disease. Having chronic kidney disease amplifies the risk of death from cardiovascular disease whether or not other risk factors for heart disease are present. The mortality connection is clear hence the necessity to learn how to prevent premature death as a result of these conditions. Facts remain that cardiovascular disease accounts for more than half of all deaths among people with kidney failure. Even early or mild kidney disease puts a person at higher risk of heart ailments and even heart disease-related deaths. Death from cardiovascular diseases is 10 to 30 times more likely in kidney dialysis than in general population. Also, the development of chronic kidney disease in persons with hypertension further increases the risk of developing cardiovascular disease while also severe hypertension often leads to rapidly progressive damages to the kidney. Worse is the fact that medications can only slow the rate of kidney damage by 50%. New discoveries, further, show that kidney diseases accelerate heart diseases even before the kidneys are damaged to the point of needing dialysis or transplantation. With this said, there is the necessity to explore more on how kidney diseases can cause cardiovascular diseases and vice versa. In this study, how renal pathophysiology in cardiovascular diseases could curb the increasing level of morbidity and mortality will be investigated. Likewise, the medications and drugs available to treat kidney diseases with associated cardiovascular diseases will be also studied. It is the aim of this study to determine the how the medical community diagnoses and treats renal and associated cardiovascular diseases.   2.0 Importance It is of my best belief that the study could lead to significant improvements in the health care sector especially when it comes to devising policies and strategies relating to sustaining the quality of life of patients with kidney and heart diseases. As such, studying renal pathophysiology in cardiovascular diseases could lead to the development of a systematic understanding of the association between the two diseases. Given that studies about the topic are very limited, the findings of this study will be very important in developing evidence-based healthcare service. This research will be significant for practitioners and service managers as well as policymakers and medical community. Such study will be also important area of study to the academia towards proper education of healthcare professionals regarding the issue. Likewise, this research will serve as a supplement to the limited study about the topic and it is hope that the findings will contribute important inputs.  3.0 Methodology The research strategy that the study will utilize is the descriptive method. A descriptive research intends to present facts concerning the nature and status of a situation, as it exists at the time of the study. It is also concerned with relationships and practices that exist, beliefs and processes that are ongoing, effects that are being felt, or trends that are developing. In addition, such approach tries to describe present conditions, events or systems based on the impressions or reactions of the respondents of the research. This research is also cross-sectional because of limited time. This research is a study of a particular phenomenon (or phenomena) at a particular time. Accordingly, cross-sectional studies often employ the survey strategy, and they may be seeking to describe the incidence of renal-heart conditions. In this study, primary and secondary research will be both incorporated. The reason for this is to be able to provide adequate discussion for the readers that will help them understand more about the issue and the different variables that involve with it. The primary data for the study will be represented by the survey results that will be acquired from the respondents. The respondents of the study are patients with both chronic kidney disease and cardiovascular disease. On the other hand, the literature reviews to be presented in the second chapter of the study will represent the secondary data of the study. The secondary sources of data will come from published articles from medical journals and books.  4.0 Possible Outcome The associations between kidney diseases and cardiovascular diseases could be established more and with evidences to back it. However, there is the high possibility that pharmacology could only concentrate on one condition hence one would be sacrificed. Cardiovascular conditions, when it comes to medication, would be more prioritized than renal conditions. Common risk factors could be also a neglected area but is of significance. It would be difficult to examine symptoms of kidney diseases and heart diseases for the reason that both could be symptoms that can contribute to an increased risk of the other. Reduction of functions of both organs could be also considered in diagnosis. 5.0 Future Perspective The implications of the findings is how the medical community could address the fact that people with kidney diseases are more likely to have heart diseases as well especially since it will increase the levels of both kidney- and heart-related deaths in the future. Separate risks factors among patients with kidney and heart failures and how it will likely to affect people’s functioning is also an area that will be affected by the findings. Treatment will be most affected thus the medical community should address the challenge of these health problems today. Credit:ivythesis.typepad.com

Renal Pathophysiology In Cardiovascular Diseases Research Proposal Paper

Renal pathophysiology in cardiovascular diseases 1.0 Background Renal pathophysiology refers to the study of diseases and conditi...

RESEARCH PROPOSAL ON TRANSFER OF LEARNING AT THE WORK PLACE: A COMPARATIVE STUDY BETWEEN PUBLIC AND PRIVATE SECTORS

TRANSFER OF LEARNING AT THE WORK PLACE: A COMPARATIVE STUDY BETWEEN PUBLIC AND PRIVATE SECTORS     Rationale and Contribution Introduction   The importance of training effectiveness has long been recognized as a crucial issue for organizations (Ford et al., 1997; Noe and Ford, 1992; Tannenbaum and Yukl, 1992). To the extent that employee-training programs are effective, organizations are able to avoid wasteful spending and improve performance and productivity. Thus, a key consideration for virtually all organizations is the expected return provided the organization for its training investment. Because it has been suggested that organizations are likely to increase their reliance upon and utilization of employee training programs in years to come (Noe, 1999), the effectiveness of training interventions in organizations is likely to become even more salient in the future (Blanchard and Thacker, 1999). In today’ s international economy, workers must be prepared to change the way they do their jobs in order to capture the benefits from rapidly evolving technology. Training goes hand-in-hand with productivity, quality, flexibility, and automation in the best performing firms. (Office of Technology Assessment, 1990) This is illustrated by several studies conducted by other authors regarding training. Specifically, Tannenbaum and colleagues (1993) provided an integrative framework for all the variables that influence the design and delivery of training (Cannon-Bowers et al 1995). The framework outlines in detail the pre-training and during-training conditions that may influence learning, as well as the factors that may facilitate the transfer of skills after training. Kozlowski & Salas (1997), drawing from organizational theory, discussed the importance of characterizing the factors and processes in which training interventions are implemented and transferred in organizations. Moreover, Kozlowski and colleagues (Kozlowski et al 2000) consider organizational system factors and training design issues that influence the effectiveness of vertical transfer processes. Vertical transfer refers to the upward propagation of individual-level training outcomes that emerge as team- and organizational-level outcomes. This issue has been largely neglected by researchers yet is suggested to be crucial to training effectiveness. Similarly, researchers have begun to understand and outline the barriers and myths that exist in organizations as they implement training (Salas et al 1999). In other work, Kraiger et al (1993) provided new conceptualizations of learning and evaluation theory, approaches, and measurement. These authors expanded Kirkpatrick’s (1976) evaluation typology by incorporating recent notions in cognitive psychology. In other more focused conceptual developments, studies such as that of Ford et al (1998) stand out. Their study appealed to the opportunity to perform construct as a way to understand the transfer of training process. Concurrently, Colquitt et al (2000) summarized (qualitatively and quantitatively) the literature on training motivation and offered a new, integrative model. Cannon-Bowers & Salas (1997) proposed a framework for how to conceptualize performance measurement in training. Thayer & Teach out (1995) developed a model to understand the climate for transfer in organizations, as well as in-training conditions that enhance transfer. Cannon-Bowers et al (1998) advanced a number of conditions, concepts, and interventions that may enhance practice. Ford and colleagues have looked at individual differences and learner control strategies (Ford et al 1998). Training researchers have also examined variables such as the pretraining context (Baldwin & Magjuka 1997), conscientiousness and training outcomes (Martocchio & Judge 1997), individual and situational characteristics that influence training motivation (Mathieu & Martineau 1997), and participation in developmental activities (Baldwin & Magjuka 1997), just to name a few. Similarly, training to break down language barriers has also been looked upon by recent researches. Reeves and Wright (1996) suggest three main strategies these companies have for coping such as making better use of existing, language-skilled staff, recruiting new staff who already have the necessary English language skills, and organizing English language training for those who need it. Most companies use the last two options simultaneously; in recruitment, priority is given to staff that can operate in English, and language training is encouraged. Surprisingly, the first option is less frequently employed, as few companies have systematic and up-dated records about their staff’s language competence. Furthermore, a recurrent imprudent retort in company language training is that everyone in the organization, or anyone who wants and is willing, is sent or encouraged to go on language courses, with financial support within limits provided. Particularly in the European context, training may well be provided in a wide range of languages. Lester (1994) quotes Siemens as an example: “Siemens is one of the companies in Europe best known for its language-training policies. All its employees–40 percent outside Germany–have the opportunity to learn English, German, French and Spanish at the company’s expense” (p. 43). The thinking behind such an approach is simply “the better our language proficiency, the better will we be able to operate in that language.” While thinking of this kind is basically sound, it does not remedy the problems staff may be experiencing in their communication. Concurrently, Huhta (1997), in her pioneering study of language training in Finnish companies, suggests that general, non-targeted language courses only work with staff who are already extremely motivated, albeit sometimes motivated by company external factors like wanting to learn the language in order to cope on holidays abroad. When that happens, the studying of a foreign language has become a hobby sponsored by the company. As a result, these general courses are frequently unsuitable and ineffective from the corporate perspective, since they are unfocused, designed without reference to the communication needs of the organization and its technical area. Motivation may be difficult to keep up, as the general course gives the impression that the whole of the language is there to be mastered. Progress is also slow. As Reeves and Wright (1996) point out, the prospect is daunting, and the probability of non-completion is high.   Description of Topic Scholars continue to debate the extent to which public and private organizations actually differ (Rainey 1997). Researchers have developed a variety of frameworks for highlighting different aspects of organizational structures and processes (Dahl and Lindblom 1953; Benn and Gaus 1983; Lan and Rainey 1992; Perry and Rainey 1988; Mitnick 1980). Others have delineated the traits or characteristics that are unique to public organizations and that focus on rules and job formalization, hierarchy, inefficient degree of bureaucratization (Pugh, Hickson, and Hinings 1969; see also Meyer 1982), and greater amounts of red tape (Bozeman 1993; Rainey, Pandey, and Bozeman 1995). Some investigations yield evidence that public organizations are more rule-oriented and inefficient (Perry and Porter 1982; Warwick 1975), while others suggest the opposite (Bozeman and Rainey 1998; Rainey, Pandey, and Bozeman 1995; Perry and Rainey 1988). Traditionally, public organizations have multiple conflicting goals, serve multiple constituencies, and are not tied to market incentives. Some have argued that these factors have led to inflexible, bureaucratic structures coupled with particularist personnel practices (Bozeman 1987; Meyer 1982; Pearce, Branyiczki, and Bigley 1997). Such organizations are characterized by rigid rule structures, formalized job guidelines and responsibilities, formal means of communication, clear division of labor and hierarchical control, civil service systems, inflexible reward systems, strict reporting requirements, regulations, and constraints (Weber 1947; Meyer 1982; Perry and Porter 1982; Rainey 1983; Perry and Rainey 1988; Robertson and Seneviratne 1995). By comparison, private-sector organizations are driven primarily by market preferences, which dictate flexibility and responsiveness in both process and outcomes for survival. In theory then, private-sector organizations are likely to be less encumbered by rules and regulations. In addition, organizational effectiveness is more readily measured in terms of efficiency and profitability in private-sector organizations (Bozeman 1987 and 1993). Nevertheless, there has been a dearth amount of material on the learning transfer offered by both sectors of the industry. This study intends to identify the difference of the private and public sector in their transfer of learning through training.   Significance of the Study This study will be focusing on the comparison of learning through training of both private and public sectors in Malaysia. This study will primarily benefit both the youth and the leaders of both public and private sectors. The youth, especially those intent on a career in the either public or private industries will find out what is expected of them by the two, what future the industries has for them, and what they have to do to be competitive career-wise, in this type of industry.  As for the leaders, this study will show if their expectations and goals can be met by future batches of graduates.  Through feedback, they would be able to voice out their concerns regarding the quality of graduates and help the universities cope with their demands and the ever-changing needs of the industry.        Moreover, educators can gain from this study, as they find the connection between how they have designed their curriculum and what are the actual needs of the public and private sectors.  In that way, they would be able to make immediate changes, if necessary, or continued improvement of their programs, through further studies.  Any deficiencies in training can then be addressed by both the academe and the industry so that there won’t be any shortages in that field. Finally, this study would benefit future researchers in the field of the public administration, business administration, education, and the social sciences since it depicts the future of the publicly and privately owned businesses and corporations and its varying effects to many sectors of society.   Aims and Objectives Statement of the Problem The study intends to conduct a comparative study of the transfer of learning of both public and private sector in Malaysia. Specifically, the study would like to answer the following questions: 1.                            What are the training techniques conducted by both private and public firms in Malaysia? 2.                            How do private and public firms choose their trainees? 3.                            How do these firms measure the level of learning the trainees have acquired from their training? 4.                            What is the level of learning of the trainees after they have finished their training from private and public firms? 5.                            Is there a significant difference between the level of learning acquired by the trainees from public and private firms?   Hypothesis This study would like to test the following hypothesis: “There is no significant difference between the learning transfer of both public and privately owned firms.”   Scope and Limitations The study intends to investigate the similarities and differences of public and privately owned firms. For this study, primary research and secondary research will be used. Primary research will be conducted using anonymous questionnaires that will be sent to randomly selected private and public employees. The researcher will also be conducting focus group interview with managers and administrators of particular institutions. The questionnaires will be used to collect quantitative data and the interviews will be used to provide qualitative insights into the data collected. The data will be analyzed and compiled for the correlation of the hypothesis. The data will then be presented by means of graphical representations and illustration and the difference would be highlighted. A negative correlation between the variables would suggest that the hypothesis is null, that is, there is no significant difference between the learning transfer of both public and privately owned firms.     Methodology      Research methodology and techniques for data collection Research requires an organized data gathering in order to pinpoint the research philosophies and theories that will be included in the research, the methodology of the research and the instruments of data interpretation. In this study, the Research Process “Onion” will be utilized so that the findings of the study can be thoroughly established. The inner part of the onion describes the methodology portion whereas the outer part discusses the strategies that can be utilized in interpreting the results of the findings. The descriptive research method uses observation and surveys. In this method, it is possible that the study would be cheap and quick. It could also suggest unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative explanations and especially infer causations. Thus, this study will use the descriptive approach.  This descriptive type of research will utilize observations in the study.  To illustrate the descriptive type of research, Creswell (1994) will guide the researcher when he stated: Descriptive method of research is to gather information about the present existing condition.  The purpose of employing this method is to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular phenomena. The researcher opted to use this kind of research considering the desire of the researcher to obtain first hand data from the respondents so as to formulate rational and sound conclusions and recommendations for the study. The research described in this document is partly based on quantitative research methods. This permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan. This study also employs qualitative research method, since this research intends to find and build theories that would explain the relationship of one variable with another variable through qualitative elements in research. These qualitative elements does not have standard measures, rather they are behavior, attitudes, opinions, and beliefs. Furthermore, as we define the qualitative research it is multimethod in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. Accordingly, qualitative researchers deploy a wide range of interconnected methods, hoping always to get a better fix on the subject matter at hand.   Data analysis techniques The primary source of data will come from the researcher-made questionnaire and interview questions. The primary data frequently gives the detailed definitions of terms and statistical units used in the study. These are usually broken down into finer classifications. The secondary sources of data will come from published articles from social science journals, theses and related studies on corporate management. Acquiring secondary data are more convenient to use because they are already condensed and organized. Moreover, analysis and interpretation are done more easily.   Validity of the Data For this research design, the researcher will gather data, collate published studies from different local and foreign universities and articles from social science journals; and make a content analysis of the collected documentary and verbal material.  Afterwards, the researcher will summarize all the information, make a conclusion based on the null hypotheses posited and provide insightful recommendations on the learning on both private and the public sectors. Project time plan   		TASK 		 		 		MONTH 		  		1st 		2nd 		3rd 		4th 		5th 		6th 		7th 		8th 		9th 		Select topic 		  		  		  		  		  		  		  		  		  		Undertake preliminary literature search 		  		  		  		  		  		  		  		  		  <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify"> Define research 			questions </li> <li class="MsoNormal" style="text-align: justify"> Write-up aims and 			objectives </li> </ul> 		  		  		  		  		  		  		  		  		  		Select appropriate methodology and locate sources of 		information. Confirm access. 		  		  		  		  		  		  		  		  		  		Write-up Dissertation Plan 		  		  		  		  		  		  		  		  		  		Undertake and write-up draft critical literature 		review. 		  		  		  		  		  		  		  		  		  		Secondary and Primary Data Detailed <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify"> Sources </li> <li class="MsoNormal" style="text-align: justify"> Consulted </li> </ul> 		  		  		  		  		  		  		  		  		  		Research Findings: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify"> Analyzed </li> <li class="MsoNormal" style="text-align: justify"> Evaluated </li> <li class="MsoNormal" style="text-align: justify"> Written-up </li> </ul> 		  		  		  		  		  		  		  		  		  		Discussion: <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify"> Research findings 			evaluated and discussed in relation to the literature review </li> </ul> 		  		  		  		  		  		  		  		  		  		Methodology written-up 		(including limitations and constraints) 		  		  		  		  		  		  		  		  		  		Main body of the report written-up and checked 		for logical structure 		  		  		  		  		  		  		  		  		  <ul style="margin-top: 0in; margin-bottom: 0in" type="disc"> <li class="MsoNormal" style="text-align: justify"> Conclusions 			drawn </li> <li class="MsoNormal" style="text-align: justify"> Recommendations 			made </li> </ul> 		  		  		  		  		  		  		  		  		  		Introduction and Executive Summary written-up 		  		  		  		  		  		  		  		  		  		Final format and indexing 		  		  		  		  		  		  		  		  		  		Print 		  		  		  		  		  		  		  		  		      References Baldwin TT, Magjuka RJ. 1997. Training as an organizational episode: pretraining influences on trainee motivation. See Ford et al 1997, pp. 99-127 Blanchard P.N. and J.W. Thacker. 1999. Effective training: Systems, strategies, and practices. Upper Saddle River, NJ: Prentice-Hall. Cannon-Bowers JA, Salas E, Tannenbaum SI, Mathieu JE. 1995. Toward theoretically-based principles of trainee effectiveness: a model and initial empirical investigation. Mil. Psychol. 7:141-64 Cannon-Bowers JA, Salas E. 1997. Teamwork competencies: the interaction of team member knowledge, skills, and attitudes. In Workforce Readiness: Competencies and Assessment, ed. HF O’Niel, pp. 151-74. Mahwah, NJ: Erlbaum Colquitt JA, LePine JA, Noe RA. 2000. Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research. J. Appl. Psychol. Creswell, J.W. (1994) Research design: Qualitative and quantitative approaches. Thousand Oaks, California: Sage. Ford JK, Smith EM, Weissbein DA, Gully SM, Salas E. 1998. Relationships of goal-orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. J. Appl. Psychol. 83:218-33 Huhta, M. (1997). The dynamics of language training: From an element of cost to an investment in communication. Licentiate thesis. Helsinki: University of Helsinki. Kirkpatrick DL. 1976. Evaluation of training. In Training and Development Handbook, ed. RL Craig, Ch. 18. New York: McGraw-Hill. 2nd ed. Kozlowski SWJ, Brown K, Weissbein D, Cannon-Bowers J, Salas E. 2000. A multilevel approach to training effectiveness: enhancing horizontal and vertical transfer. In Multilevel Theory, Research and Methods in Organization, ed. K Klein, SWJ Kozlowski. San Francisco: Jossey-Bass Kozlowski SWJ, Salas E. 1997. A multilevel organizational systems approach for the implementation and transfer of training. See Ford et al 1997, pp. 247-87 Kraiger K, Ford JK, Salas E. 1993. Application of cognitive, skill-based, and affective theories of learning outcomes to new methods of training evaluation. J. Appl. Psychol. 78:311-28 Lester, T. (1994). Pulling down the language barrier. International Management, July-August, 42-44. Martocchio JJ, Judge TA. 1997. Relationship between conscientiousness and learning in employee training: mediating influences of self-deception and self-efficacy. J. Appl. Psychol. 82:764-73 Mathieu JE, Martineau JW. 1997. Individual and situational influences in training motivation. See Ford et al 1997, pp. 193-222 Noe RA, ed. 1999. Employee Training and Development. Boston: Irwin/McGraw-Hill Noe, R. A. and J. K. Ford. 1992. “Emerging issues and new directions for training research.” In Research in personnel and human resources management. Ed. G. R. Ferris. Greenwich, CT: JAI Press. pp. 345-384. Office of Technology Assessment . Worker Training: Competing in the New International Economy, Report No. OTA-ITE-457, September 1990), p. 3 Reeves, N., & Wright, C. (1996). Linguistic auditing: A guide to identifying foreign language communication needs in corporations. Clevedon: Multilingual Matters Ltd. Salas E, Fowlkes J, Stout RJ, Milanovich DM, Prince C. 1999. Does CRM training improve teamwork skills in the cockpit?: two evaluation studies. Hum. Factors 41:326-43 Tannenbaum SI, Cannon-Bowers JA, Mathieu JE. 1993. Factors That Influence Training Effectiveness: A Conceptual Model and Longitudinal Analysis. Rep. 93-011, Naval Train. Syst. Cent., Orlando, FL Tannenbaum, S. I. and G. Yukl. 1992. “Training and development in work organizations.” In Annual review of psychology. Eds. P. R. Rozenzwig and L. W. Porter. Palo Alto, CA: Annual Reviews, Inc. pp. 399-441. Thayer PW, Teach out MS. 1995. A Climate for Transfer Model. Rep. AL/HR-TP-1995-0035, Air Force Mat. Command, Brooks Air Force Base, Tex.     Credit:ivythesis.typepad.com

RESEARCH PROPOSAL ON TRANSFER OF LEARNING AT THE WORK PLACE: A COMPARATIVE STUDY BETWEEN PUBLIC AND PRIVATE SECTORS

TRANSFER OF LEARNING AT THE WORK PLACE: A COMPARATIVE STUDY BETWEEN PUBLIC AND PRIVATE SECTORS Rationale and Contribution Introduct...

RESEARCH PROPOSAL ON AVAILABILITY AND UTILIZATION OF HAND WASHING FACILITIES IN SSABAGABO, MAKINDYE, WASIKO DISTRICT IN UGANDA

AVAILABILITY AND UTILIZATION OF HAND WASHING FACILITIES IN SSABAGABO, MAKINDYE, WASIKO DISTRICT IN UGANDA         The current report as of 2009 presented by the Ministry of Water and Environment by the Uganda Government shows that there are thousands of residents in Ssabagabo; Makindye in Wasiko districts in Uganda has a poor access to clean potable water system in their area. This is the reason there are still lack of proper skills and knowledge in health and sanitation, and this is still a prevalent condition in their villages and communities. This means that water has always been their problem up to the present times, although the government has been making its way to various projects that water facilities has been slowly establishing along the Wasiko districts in Uganda.       Up to this present time some people still suffer from lack of water, women and children will need to travel long distance to get their water. Sometimes they can get water from drainage surface, rainfall and other sources that has been the cause of waterborne diseases and people do not usually wash their hands while eating since they prefer to save their water for drinking and food preparation. There are still many houses that do not have the facilities for washing and latrine for defecation although as early as the year 2000 the proper hand washing and sanitation has been taught in schools and community from most part of Uganda and other countries in Africa.       The Ministry of Water and Environment in Uganda continues their effort to promote and create water and sanitation development from various districts to access safe water in rural areas. There are various infrastructure and construction of new piped overlay that will provide clean waters, there are also NGO’s with the help of the Government that has been providing various by- laws and sanitation promotion to strengthen activities in Uganda including the Makindye Wasiko districts that includes the promotion of hand washing and utilization of water distribution.       In Makindye, Wasiko district most water and hand-washing facilities is only available in some schools and other establishment but in the local community and household there are more or less 25% who have a good access to clean potable water. Although the active participation of the government in hand washing, health and sanitation promotion is continuously taking place, somehow it becomes an odd to people how to practice such knowledge if they themselves do not understand what they have been teaching since they do not nearly have access in clean water for personal use.       Although in their area they have also utilized and encouraged the creation of latrine from communities in their district and this include hand washing after defecation. The government also promoted to the community that what they have learned from their training should also be taught from their friend, relatives and neighbors. The hand washing facilities are nearby this includes the pail or bucket and a scoop or mug to safe keep the water that they have gathered from various sources. The Ethnic groups are also taught about construction of latrine in their areas.       As of today people are already exposed in cleanliness and hygiene they already know that washing hands before and after eating are also important in their health so as to eliminate various respiratory and infectious diseases. Governments has also taught hand washing from various schools with the help of NGO’s and other International Organization they also educate women with proper hygiene to wash their hand with soap and water so as they will be the one to teach their children and the rest of the family. The families and the communities in Ssabagabo, Makindye is somehow ready for hygiene and sanitation the only thing they need today is the total development of the government infrastructure completion that will facilitate the sewerage plan that will deliver save water supplies in the community. Here is the summary and highlights of their hand washing utilization and facilitation plan in Uganda;   ·         There are about 20 to 25% of people who have access to hand-washing facilities and clean safe potable water in Ssabago, Makindye as of 2009. ·         The Ministry of Education and Sports is responsible for promotion of hygiene and sanitation in most parts of Uganda. ·         Mothers, Teachers, Community Leaders are the one who train sanitation and hand washing with soap and water and over 40 districts in Uganda have also committed themselves to exercise proper hygiene. ·         The hand washing and latrine facilities continue to grow within Uganda community as of 2009 the estimated numbers nearly grows 100,000. ·         Hand washing and latrine use significantly reduce the causes of childhood death and various diseases have been prevented. In 2008 to 2009 there are at least 30% cases of prevention has been recorded from various community in Uganda.     References: (http://www.bvsde.paho.org/bvsapc/fulltext/uganda.pdf)         (http://www.danidadevforum.um.dk/NR/rdonlyres/94B047D5-F8C9-46C9-B56D-7A43367ED141/0/WSSperformanceReportUganda.pdf)   Credit:ivythesis.typepad.com

RESEARCH PROPOSAL ON AVAILABILITY AND UTILIZATION OF HAND WASHING FACILITIES IN SSABAGABO, MAKINDYE, WASIKO DISTRICT IN UGANDA

AVAILABILITY AND UTILIZATION OF HAND WASHING FACILITIES IN SSABAGABO, MAKINDYE, WASIKO DISTRICT IN UGANDA The current report as o...

Research Proposal on the Evaluation of Vocational and Transitional Programs for School Children with Intellectual Disability

Research Proposal on the Evaluation of Vocational and Transitional Programs for School Children with Intellectual Disability   Vocational and transitional courses for  school children with  intellectual disabilities is very important as an early intervention programs  for  them;  as they get older, they will get a chance to choose whatever educational options they want to pursue.  This is to promote quality of life for the PWD, to enable them to gain self-worth, respect and dignity in themselves.  This program also encourages a sense of empowerment, independence, and personal satisfaction; as to be able to participate actively and effectively in the different areas in the society.  In this connection, transitional programs   consist of well-coordinated set of outcome-oriented activities that include independent living, community adjustment, vocational training and the most important thing is they are given employment opportunities.  (http://www.mb.com.ph/articles/327296/wanted-a-school-kids-with-mild-mental-retardation) However, there are only few schools here in the Philippines that offer vocational courses for children with intellectual disabilities.  And, the main objective of this proposal is to recognize the importance of providing these children with training in vocational setting. A well sustained vocational program for them can be implemented efficiently and effectively if there is a proper transition programs made. Relatively, Archie David, an Executive Director of Independent Living Learning Center (ILLC) strongly agrees with the idea. But, there must be a further support from the government side, in order to attain the main goal of this kind of PWD programs.  Similarly, TESDA mainstream course offerings are available to all individuals, and do not discriminate people with intellectual disabilities. Nonetheless, the agency admitted that they have very insufficient resources, as well as training facilities in differentiating instruction for mental retardation cases. Lack of competency is the main reason that accepting PWD into these kinds of programs is less likely given priority. Aside from that limited capacity  of instructional facilities, many agencies are hesitant on the potential knowledge that are gained by these  people from the trainings, which are not sufficient enough for them to qualify for certain positions in various industries.  (http://www.mb.com.ph/articles/327296/wanted-a-school-kids-with-mild-mental-retardation) Recent study showed that students with intellectual disabilities have the poorest performance in academic area. This is also the reason that attending college as well as participating in the typical course activities has not been available for them. Many agencies have designed a segregated life-skills community-based transition programs for mentally disabled students.  And, based on their experience, this implementation has been a great help to the mentally retarded students in improving their potential skills in other areas.  This resulted to the growing desire of families of mental disabled children to enroll them in the PSE after finishing high school education.  In fact, there are already 110 PSE programs in different states.   A survey conducted recently revealed rehabilitation and employment training programs were offered to students with intellectual disabilities.  And, it is found out that 79 percent are qualified for Social Security benefits, as 84 percent of them are able to get a job during summer, as well as 65 percent of them finished the course with a stable job at hand.  Therefore, recommendations for improving the access to vocational and transitional programs must be done by many countries worldwide, in order to help these people with mental disabilities to become aware of their other skills and abilities that may help them to live decently in the society.  Correspondingly, media should be the center of public awareness about these special programs for the children or students with mental disabilities.  A massive information campaign must reach many students and families about the special benefits that vocational and transitional programs offered to the school children who still want to develop their knowledge and skills level into something that will be beneficial to them and to their families. (http://www.communityinclusion.org/article.php?article_id=178) Education for children with intellectual disabilities is truly an exciting and wonderful experience.  However, after finishing their elementary and high school education, will be another dilemma for them and for their parents on how their existence can be optimized with great sense of support system.  Among these children with mental disabilities, going to college is not a practical option.  At this time and age, this notion must be modified already.  Having a proper transitional process, as well as college education or vocational courses is very rewarding and exciting experience among students with intellectual disabilities. And, these students are more in need of better education to develop their academic and personal skills despite their conditions.  For students with intellectual disabilities, personal growth is very crucial in order to live independently.  Increasing their self-esteem is most vital factor in order to learn how to find ways and meet the expectations of the society at large. (http://www.communityinclusion.org/article.php?article_id=178) References: (http://www.mb.com.ph/articles/327296/wanted-a-school-kids-with-mild-mental-retardation) (http://www.communityinclusion.org/article.php?article_id=178)                   Credit:ivythesis.typepad.com

Research Proposal on the Evaluation of Vocational and Transitional Programs for School Children with Intellectual Disability

Research Proposal on the Evaluation of Vocational and Transitional Programs for School Children with Intellectual Disability Vocatio...

Research proposal on Environmental impact of fossil fuel plants and what’s the US Environmental Protection Agency (EPA) doing to protect the environment.

Environmental impact of fossil fuel plants and what’s the US Environmental Protection Agency (EPA) doing to protect the environment.     Research aims: This proposed research attempts to achieve the following objectives: 1.    To outline the development of fossil fuel as a source of energy in the Unite States 2.     To identify the environmental effects of fossil fuel plants during its acquisition and operation 3.    To determine the advantages and disadvantages of using fossil fuel energy 4.    To evaluate the measures that the United States Environmental Protection Agency (EPA) undertakes in regulating fossil fuel plants in the context of preventing the environment   Research Questions:  This study attempts to answer the following questions: <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	What 	is the current position and development of the use of fossil fuels as a 	source of energy in the United States?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	What 	are the benefits derived by the United States from using fossil fuel as a 	source of energy?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	What 	are the environmental consequences that fossil fuel plants give?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	How 	extensive are these environmental effects?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	What 	are the actions taken by the United States Environmental Protection Agency 	(EPA) to protect the environment from the consequences in using fossil fuel 	as a source of energy?</li> <li class="MsoNormal" style="text-align: justify; line-height: 200%"> 	How 	effective are the strategies and measures undertaken by the US government in 	preventing the pollutants from fossil fuels and the in finding alternative 	sources of energy?</li>   Introduction There is a great understandable hunger for energy in the world. Increased uses of energy are strongly correlated with the gross domestic product, a measure of the average standard of living of the inhabitants of a country. But if the principal sources of energy are fossil fuels, a dilemma should be faced: burning these fuels contributes to the greenhouse effects and thus to the warming of the Earth, causing serious environmental consequences. Fossil fuels are used to generate about 68% of the electricity in the United States; coal is used to generate about 44% of the electricity (Reitze, 2002). In 1998, electric utilities emitted 67.2% of the nation’s S[O.sub.2], 24.9% of N[O.sub.x], and about 10.6% of the small particulate (P[M.sub.10]) emissions, (Reitze, 2002). Moreover, sixty-seven hazardous air pollutants potentially are emitted from fossil-fueled electric power generating plants, and EPA predicts a 30% increase in these emissions by the year 2010. In addition, about 40% of C[O.sub.2] from United States sources comes from electric power industry (utilities and nonutilities combined), and domestic C[O.sub.2] emissions increased by 2.5% in 2000, which is a significant increase from the 1.3% average annual growth from 1990 to 2000. The United States’s emissions of C[O.sub.2] are responsible for an estimated 25% of the world’s C[O.sub.2] emissions from fossil-fuel burning and cement manufacturing. Moreover, increases in generating capacity are projected to increase C[O.sub.2] from the electricity sector by 14 to 38% by 2007 from the 1998 level. In 1999, coal was used to generate 52.8% of the electricity generated in the United States; petroleum was used to produce 2.56%; and natural gas was used to produce 10.78% The use of natural gas is projected to increase, coal use will increase more slowly, and petroleum use is expected to continue to decrease. Most of the nation’s coal-burning plants were constructed between 1950 and 1980, and these plants are the nation’s most significant stationary source of air pollution. New electric power plants almost always use gas-fired turbines because such plants are less expensive to construct, have a higher thermal efficiency, and produce far less pollution. This offsets the need for gas, which is more expensive than coal. While there are many forms of energy with which we are familiar–mechanical, chemical, nuclear, light, thermal energy, heat, to name a few–and there are many sources for all forms of energy, the inhabitants of our planet have found it convenient to exploit relatively few (Borowitz, 1999). The burning of the so-called fossil fuels (coal, oil, and natural gas) currently provide the United States with about 90 percent of the energy used (Borowitz, 1999). According to Borowitz (1999) these are finite resources and their use is environmentally harmful thus, the purpose of pressing for the ultimate replacement of fossil fuels in the economy is not only to improve the environment but to prepare for the time when these fuels become scarcer, and therefore more expensive, or have been depleted altogether. Conceptual Framework The study will evaluate qualitative factors that are relevant in the acceptability of the recommendation to be made.           The qualitative factors that will be evaluated in the study are the issues regarding the use of fossil fuel plant in the environment. Likewise, this study will also contemplate on the legal and the regulatory aspects of the existing environmental laws in the United States as well as the emerging programs to resolve the this crisis will also be considered.     				  				  				DEPENDENT VARIABLES 				  				Environmental impact of the 				Use of 				Fossil Fuel Plant as 				Source of energy 				  				  				INDEPENDENT VARIABLES 				  				            Qualitative 				  				 - issues 				  				                   -  legal 				                        				 				                        – 				gov’t programs 				            			     Figure 4.   Paradigm of the independent and dependent variables on the environmental impact of the use of Fossil Fuel Plants as energy source from the issues, legal and government programs.   Review of Related Literature             Fossil fuels are the remains of organic matter that, over hundreds of millions of years, have undergone substantial physical changes induced by pressure and chemical changes caused by the action of bacteria (Borowitz, 1999). The fossil fuels are coal, oil, and natural gas. They provide the United States with about 90 percent of the energy it uses (Borowitz, 1999). This energy was originally provided by the sun, which made it possible for the plants to grow. McDonald (1979) examined the different kinds of environmental regulation of federal lessees in minerals production with a view to evaluating them as means of efficiently internalizing externalities. It will be sufficient to indicate the nature of such regulation if confined to outer continental shelf oil and gas regulations, coal regulations, and shale oil regulations. In general, environmental regulations for outer continental shelf oil and gas are designed to prevent the interchange of fluids between strata in the drilling, operation, or abandonment of wells, to prevent oil spills  (McDonald, 1979). McDonald (1979) suggested that in the production of minerals other than oil and gas profit-motivated behavior by competitive producers tends to assure the optimum rate of extraction; but in the case of oil and gas such behavior leads to an excessive investment in wells, too rapid an extraction of minerals, and too great a loss of ultimate recovery. Some form of regulation of the rate of oil and gas production is in the interest of society, not only from the point of view of conservation but also from the point of view of maximizing the capture of pure economic rent on publicly owned lands. Environmental protection requirements imposed on fossil-fuel electric power generators by the United States Environmental Protection Agency (EPA) are subject to ongoing review because this is the industry most responsible for conventional air pollutant emissions and is a significant source category of hazardous air pollutants (Reitze, 2002). To comply with the SIP requirements, fossil-fuel electric power generating plants must meet the CAA requirements applicable to stationary sources, but due to the large portion of stationary source emissions attributable to the electric power industry, there are provisions in the CAA aimed primarily at this industry.             Moreover, according to Reitze (2002) because of the size of most electric power plants, the more stringent requirements imposed on major sources usually are applicable. In addition, CAA subchapter IV imposes on the electric power industry an emission cap and trading system for and coal-fired utility units are subject to emission limitations for N[O.sub.x]. Unfortunately, these CAA programs are not: part of an overall strategy that encompasses both environmental and energy policy considerations (Reitze, 2002). According to Reitze (2002) the proposed four-pollutant bill, which includes controls on carbon dioxide emissions, does not appear to have given adequate consideration to either costs or its effect on the use of coal to generate electricity. The new source review program still has not developed a workable definition of “repair,” and the program to get old facilities to meet the emission standard of new sources is dependent on the vagaries of an enforcement program. Moreover, the Bush administration may terminate aggressive enforcement of the NSR program. Further, after more than thirty years of experience with the CAA, emissions standards are still based on the amount of fuel used rather than electricity generated, which gives a competitive advantage to dirty, inefficient coal-burning plants. Such an approach is in conflict with the recent efforts to control carbon dioxide emissions. It is clear that decisions concerning the CAA will have major ramifications in determining how electricity will be generated in the coming years (Reitze, 2002). But, because of the lack of any overall energy or environmental policy, the decisions concerning how and where electricity is generated will be made by the utilities seeking to avoid risk and meet their obligations to shareholders (Reitze, 2002). A significant factor in the private sector’s decision-making process will be CAA requirements. At this time, the federal government has largely failed to develop an energy policy consistent with the need to protect air quality, and it has failed to develop CAA requirements that encourage efficient use of energy (Reitze, 2002). It is now widely acknowledged that the depletion of geological stocks of fossil hydrocarbons will eventually force the global economy to shift to an alternative energy technology (England, 1994).This would be true even if the Earth were a solid piece of coal. Several transitional strategies have been proposed to facilitate the historic shift from fossil fuels to their eventual replacement(s). The World Resources Institute 11992, 22!, for example, emphasizes the immediate potential for increased energy efficiency. According to England (1994) these transitional strategies offers a permanent solution to emerging energy and environmental dilemmas. Investments in more energy-efficient artifacts would certainly help to lower the ratio of energy use to gross output for the economy as a whole. However, if the aggregate economy continued to rely primarily on oil, coal, and natural gas deposits for its energy inputs, then depletion of fossil fuels would continue, albeit at a less frantic pace.            A shift to natural gas use from the other fossil fuels would certainly help to reduce current emissions of carbon and sulfur into the atmosphere but with the consequence of accelerated depletion of remaining natural gas deposits. Hence, neither strategy by itself could deliver from fossil fuel dependence in a sustainable manner. As Cassedy and Grossman [1990, 213 cited in England 1994] point out, however, many alternative energy technologies are currently being considered. These include photovoltaics, cogeneration, superconducting electric transmission, nuclear fusion, and both uranium and thorium breeder reactors, to name just a few. Hence, there are a significant number of alternative technological trajectories that might be pursued as we prepare to exit the age of fossil fuels. The crucial theoretical point is that this set of alternative energy technologies does not yet exist in final form, simply awaiting optimal technical choices by rational and informed investors (England, 1994). Rather, each technical option is currently in the midst of a sequence of stages of technological evolution, ranging from basic scientific research through widespread commercial adoption.   Methodology This part will outline the methods to be used in gathering data: the respondents of the study, the sampling technique, the instrument to be used, the validation of the instrument, the administration of the instrument and the statistical treatment of the data that will be gathered, and how this data will be analyzed qualitatively.    Methods of Research This proposed study will use the qualitative in the analysis of material from both in-depth interviews and group discussions. This approach suits well for the study, which involves summarizing and classifying data within a thematic framework. The purpose is to describe the situation as observed by the researcher. The study will determine whether environmental impacts of the use fossil fuel as source of energy of the United States and evaluate the programs of the Environmental Protection Agency (EPA) that can resolve environmental problems posed by this system. The primary source of data would be a researcher-constructed questionnaire to be given to the assigned officials of the EPA, environmental analyst, and environmental action groups.  Some key persons will also be interviewed to comment on the environmental impact of fossil fuel plants. The secondary source of data would include articles from newspapers, studies from statistics from key government offices like the EPA and the Department of Energy, published articles from journals, theses and related studies on fossil plants and its effect on the environment.   Conclusion             This proposed study on the idea that the burning of fossil fuels, such as oil, coal, peat, petroleum, and natural gas have allowed human to develop many different technologies to improve life.  The industrial revolution that changed the world was fuel by this resource.  Today, fossil fuels power our cars, heat our homes, and run the factories that manufacture everything we use in our lives.  However, recent science has suggested that the use of fossil fuels has damaged the environment, and many groups are pushing for cleaner forms of energy.  The Middle East is a major producer of fossil fuels, while the industrialized nations in Europe and North. We have become a very energy greedy generation and our demands for electricity are very high. As far as reducing these harmful affects, we must first reduce our demand. Science may be able to find alternative, healthier sources, although not ones that meet the required supply. These types of horrendous impacts are felt globally and should not be considered one countries problem. Sometimes social limitations and/or economic stability can make the process of change very difficult. One thing is for sure, that by being more energy efficient and conservative, we will be helping to alleviate the toll on environmental and human health.   References: Borowitz, Sidney, Farewell Fossil Fuels: Reviewing America’s Energy Policy, Plenum, 1999 England, Richard, Three reasons for investing now in fossil fuel conservation: technological lock-in, institutional inertia, and oil wars, Journal of Economic Issues, Vol. 28, 1994 Heart, Jhoanna, (2000), Environmental Crisis:  Coal-Use Management, Jacques, Mark (2001), Vission 21 : A Review , CSUN Mayer, Michael, (2000), Fossil Fuel Impact 2000 , Dean Unpublished manuscript. California State University, Northridge. McDonald, Stephen, The Leasing of Federal Lands for Fossil Fuels Production, Resources for the Future, 1979 Reitze, Arnold, State and federal command-and-control regulation of emissions from fossil-fuel electric power generating plants, Environmental Law, Vol. 32, 2002                                           Credit:ivythesis.typepad.com

Research proposal on Environmental impact of fossil fuel plants and what’s the US Environmental Protection Agency (EPA) doing to protect the environment.

Environmental impact of fossil fuel plants and what’s the US Environmental Protection Agency (EPA) doing to protect the environment. ...