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Research DesignFor your initial discussion post, address the following:Identify and share with your peers the type of research design (such as teacher research, experimental, case study, qualitative, quantitative, and so forth) that was used in your chosen study for the Action Research Project, drawing from your textbook readings for this unit to support your statements.Why might the researchers have chosen this research design for this study?Describe how the data was collected in your chosen study and how it was used.Text book: Action Research by Ernest Stringer5THINKReflection and AnalysisIn their day-to-day lives in work and community settings people act and behave according to well-established routines and recipes that have emerged from their socialization or professional development. In organizational and agency settings these taken-for-granted procedures and processes are usually incorporated into common practices based on particular ways of thinking about activities in that setting—care plans, lesson plans, interview procedures, meeting procedures, administrative arrangements, and the many other ways that people structure and organize their professional or community activities. These are often so deeply ingrained in people’s experience that they are not conscious that the very forms of organizing and implementing activity may themselves be part of the problem they wish to investigate.Action research processes are designed not to take these procedures for granted but to include them as necessarily part of the investigation. They need to “re-search,” look again, at things they have never seen as problematic, making them subject to investigation and analysis and ultimately as potentially in need of change. Rather than being assumed to be an immutable part of the context, the taken-for-granted becomes available for inspection and analysis. People need to be able to think about all aspects of the situation, to critically examine all features of the setting so they are able to fashion effective solutions to the problems they confront. The following processes therefore provide the means by which people can “re-theorize” the situation, to look past the taken-for-granted theories and explanations for events that are embedded in their everyday work, professional, and community lives.The purpose of the Think phase is to sift through the accumulating body of information that emerges from the Look phase—identifying significant features and elements that seem to have a significant influence on events. These are then organized into a framework of ideas or concepts that enables participants to better understand problematic features of the situation. These systematic processes of analysis provide the means for a deeper or more extended understanding of the situation that lead to a more effective and sustainable resolution of the problem or issue investigated.I sometimes work with people who indicate that “I’d like to be able to do that, but it’s too time consuming. I’m just too busy to do that.” In these circumstances they continue to implement practices that are a part of their professional “stock of knowledge,” experiencing frustration and irritation when, despite their best attempts to devise better ways of doing the job, they fail to accomplish their objectives. I’ve seen teachers who continue to be frustrated when children in their class continue to achieve poorly and remain “turned off” and fractious; social workers angry at clients who fail to achieve “targets” to which they have agreed; health professionals whose patients’ health continues to decline because they fail to make changes to a lifestyle that is the nominal cause of their problems; and so on. Often they are held in place by mandated requirements of their organization or agency to apply particular procedures to client, student, or patient problems. These cases emphasize the need to include all stakeholders at all levels of a system and all relevant aspects of the situation if effective resolution to problematic events is to be achieved.INTERPRETATION: DEVELOPING UNDERSTANDINGDenzin (1989) has written of the need to make the problematic, lived experience of ordinary people directly available to policy makers, welfare workers, and other service professionals, so that programs and services can be made more relevant to people’s lives. He suggests that an interpretive perspective identifies different definitions of the situation, the assumptions held by interested parties, and appropriate points of intervention:Research of this order can produce meaningful descriptions and interpretations of social process. It can offer explanations of how certain conditions came into existence and persist. Interpretive research can also furnish the basis for realistic proposals concerning the improvement or removal of certain events, or problems. (p. 23)The task of the research facilitator in this phase of the research process is to interpret and render understandable the problematic experiences being considered. Interpretation builds on description through conceptual frameworks—definitions and meaning—that enable participants to make better sense of their experiences. It uses experience-near concepts—terms people use to describe events in their day-to-day lives (rather than, e.g., theoretical concepts from the behavioral sciences)—to clarify and untangle meanings and to help people illuminate and organize their experiences. The researcher must provide the opportunity, in other words, for participants to understand their own experiences in terms that make sense to them.Interpretive activity exposes the conceptual structures and pragmatic working theories that people use to explain their conduct. The researcher’s task is to assist participants in revealing those taken-for-granted meanings and reformulating them into “constructions [that are] improved, matured, expanded, and elaborated” and that enhance their conscious experiencing of the world (Guba & Lincoln, 1989). These new ways of interpreting the situation are not intended as merely intellectualized, rational explanations; rather, they are real-life constructs-in-use that assist people in reshaping actions and behaviors that affect their lives.“Interpretation is a clarification of meaning. Understanding is the process of interpreting, knowing, and comprehending the meaning that is felt, intended, and expressed by another” (Denzin, 1989, p. 120). The purpose of interpretive work, therefore, is to help participants to “take the attitude of the other” (Mead, 1934), not in a superficial, mechanistic sense but in a way that enables them to understand empathetically the complex and deeply rooted forces that move their lives.In some instances, initial interpretive work provides the basis for immediate action. Some problems, however, are more intransigent and require extended processes of exploration, analysis, and theorizing. The form of analysis should be appropriate to the problem at hand. Complex or highly abstract theories, when applied to small, localized issues, are likely to drain people’s energy and inhibit action. Explanations and interpretations produced in action research processes should be framed in terms that participants use in their everyday lives, rather than those derived from the academic disciplines or professional practices. The use of experience-near concepts does not eliminate the need for rigorous inquiry. Restricted or cursory analyses that produce superficial solutions to deep-seated and complex problems are unlikely to be effective. Researchers and facilitators can ensure that explanatory frameworks are sufficiently rigorous to move people past stereotypical or simplistic interpretations of their situations, but these frameworks must be grounded in the reality of their everyday lives. They must acknowledge the experiences and perspectives of those to whom programs and services are directed, rather than of those who deliver those services.ANALYSIS AND INTERPRETATION PHASE I: DISTILLING THE DATATwo major processes provide the means to distill the data that emerge from the ongoing processes of investigation. The first is a categorizing and coding procedure that identifies units of meaning (experience, perception) within the data and organizes them into a set of categories that typify or summarize the experiences and perspectives of participants. The second data analysis process selects key experiences or transformational moments and “unpacks” them to identify the elements that compose them, thus illuminating the nature of those experiences. Researchers may use either or both of these techniques of data analysis as they seek to acquire clarity and understanding by distilling and organizing the information they have gathered.Categorizing and CodingThe major task of this procedure is to identify the significant features and elements that make up the experience and perception of the people involved in the study (stakeholders). All analysis is an act of interpretation, but the major aim in analysis is to identify information that clearly represents the perspective and experience of the stakeholding participants. Those involved in data analysis must “bracket” their own understandings, intuitions, or interpretations as much as possible and focus on the meanings inherent in the world of participants. This difficult task requires some practice and feedback to identify the ways in which we tend to view events through our own perspectives, and it points to the need to ground our analysis in participant terms, concepts, and meanings. This is tricky ground, especially when we come to coding procedures, where we must use a term or heading to represent the data within a category:Maria Hines, a member of a city neighborhood collective, is most explicit about her experience of analyzing data in a project in which she participated. With a slight frown she describes how “I never knew how difficult it was not to put my own words and meanings in. We had to really concentrate to make sure we used what people had actually said and not put it in our own words. It was hard.” (Stringer, 2004)To minimize the propensity to conceptualize events through their own interpretive lenses, researchers should, wherever possible, apply the verbatim principle, using terms and concepts drawn from the words of the participants themselves. By doing so they are more likely to capture the meanings inherent in people’s experience.Because stakeholders are likely to have different experiences and perspectives on any issue, analysis of each stakeholding group should initially be kept separate and more general categories developed at later stages of a project. Thus initial analysis will keep, for example, teacher, student, and parent perspectives separate to identify ways that these stakeholders see the situation. Even within these groups, however, there will be groups and individuals who describe and interpret events in different ways. Analysis should identify these diverse perspectives in ways that enable research participants to understand the elements their perspectives have in common and the ways in which they diverge. Likewise, city planners, businesspeople, and residents may have differing perceptions of a neighborhood development project that all need to be acknowledged and incorporated into planning procedures. Managers, professional staff, administrative staff, and customers or clients may differ in the way they describe their experience, affecting the way a business or agency operates.Procedures for this form of analysis involve Reviewing the data Unitizing the data Categorizing and coding Identifying themes Organizing a category system Developing a report frameworkReviewing the DataCommence this phase by first reviewing the issue on which the study is focused and any associated research questions. The purpose of analysis is to identify data (information) pertinent to these issues and questions. As data analysis continues, there may be considerable amounts of data that are either irrelevant or peripherally relevant, so that choices need to be made about which data to incorporate into processes of analysis.Researchers should first review transcripts or records of interviews, reading them to familiarize themselves with the contents and to get a feel for the views and ideas expressed. Other types of information will be incorporated in further cycles of analysis.Unitizing the DataAs people talk about their experience and perspective, their narrative is composed of a wide range of related and interconnected ideas, activities, and events. They will often change direction or focus on the many parts of the story that compose the interrelated aspects of everyday experience. The next phase is to identify the discrete ideas, concepts, events, and experiences incorporated into their description to isolate the elements of which their experience is composed.Using a photocopy of the original data, block out each separate item of information using a pencil to identify units of meaning. A unit of meaning may be a word, phrase, sentence, or sequence of sentences. You can then literally cut out each of these pieces and paste it onto a card, labeling the card to indicate the origin of that unit—the interview from which it was drawn. When pasting units onto a card, extra information may need to be added to make the meaning clear. For example, to the unit “Some parents refused to consider this,” researchers would need to add in brackets “starting a Parent Teacher Association.” The intent is to identify units of meaning—statements that have discrete meaning when isolated from other information.Categorizing and CodingOnce the data has been unitized, the units of meaning must be sorted into related groups or categories. The previous boxed example provides information about parent activities, experiences, and perspectives about a PTA. It provides the basis for a category that may be identified (coded) as “Parents’ perspectives on a PTA.” Information from other interviews could be added and the category resorted to identify different dimensions of their perspective. Each pile of cards, or category, could then be labeled to identify the particular dimension; for example, an initial set of categories based on the previously discussed data might be “Starting a PTA,” “Parents with good ideas,” or “Parents with interest and enthusiasm.” As data from other interviews are included, however, these categories might be seen as inappropriate and the code revised.As the data are analyzed, categories might emerge that enable a large number of activities to be included under a relatively small number of headings. For instance, analysis of interviews that focus on PTAs might reveal the following categories: “Organizing a PTA,” “The structure of a PTA,” “Parent activities,” “Improving the school,” and so on. This is a natural way of organizing information. Many people would include oranges, apples, pears, and peaches within a category called “fruit.” Likewise, shirts, shorts, slacks, and sweaters might be categorized as “clothing.”Identifying ThemesWhen the categories associated with each stakeholding group have been placed in a system of categories it may be possible to identify themes held in common across stakeholder groups. Within a school we may see that teachers, students, and parents are concerned about “results,” even though their concerns are expressed differently. Neighborhood stakeholders, similarly, may be concerned about the effect of a new roadway, though they may see that effect in either positive or negative ways. All perspectives would need to be incorporated under the overarching theme “Effect of a new roadway.”Research participants therefore need to identify themes—issues, experiences, or perspectives that people have in common—by comparing categories and subcategories across stakeholding groups.Organizing a Category SystemThe category system must then be recorded in some rational form, providing a clear picture of the categories and subcategories of information related to the topic investigated. A manager of a service agency engaged in a project to investigate the operations of one of the agency’s services. The analysis identified the key features emerging from analysis of interviews with agency staff, clients, and client parents and the elements comprising each of those features:(attached pic of the words)Developing a Report FrameworkThis type of category system provides a framework for reports or presentations that communicates the outcomes of this phase of the research to relevant stakeholders. Themes, categories, and subcategories provide the headings and subheadings for this purpose but may be preceded by an introduction that provides contextual information and the purpose of the report and followed by a conclusion that presents the outcomes of the investigation.Analyzing Key Experiences, Epiphanic Events, or Critical IncidentsThe purpose of this approach to analysis is to focus on events that seem to have a marked impact on the experience of major stakeholders. Denzin (1989) talks of moments of crisis, or turning-point experiences that have a significant impact on people. Such events may appear as moments of crisis, triumph, anger, confrontation, love, warmth, or despair that have a lasting impact on people. They may result in a “lightbulb” or “a-ha” experience that provides people with greater clarity about puzzling events or phenomena or leaves them with deep-seated feelings of alienation, distrust, anger, or hopelessness. Key experiences or epiphanic events, however, can be moments of joy and triumph, wonderful experiences that affect people’s lives in positive ways. Analysis of events where people overcome great obstacles to achieve something momentous, or when they work exceedingly hard to accomplish something important, can provide great insight into the underlying dynamics of people’s lives.The analysis of critical incidents has an extended history in the human service professions, for as Tripp (1993) indicates, this enables teachers to acquire the means to self-monitor their techniques and routines in order to increase the power of their professional judgment. Analysis of critical incidents now extends to a wide range of areas, including education, counseling (Juhnke & Kelly, 2005; Tyson, Perusse, & Whitledge, 2004), and management (Hinkin, 2005).As we interview people systematically over an extended period they are likely to focus on events that have special significance for them. By unpacking these events we can learn the features that make them so meaningful, and in the process we extend our understanding of the way the issues affect their lives. This may require ongoing cycles of investigation with participants to explore the significance of the identified events or incidents. This type of analysis requires researchers toReview the DataReview the data as suggested in the Categorizing and Coding section.Identify Key ExperiencesFor each participant, identify events or experiences that appear to be particularly significant or to have an especially meaningful impact on them.Identify Main Features of Each ExperienceFor each significant event or experience, identify the features that seem to be a major part of that experience.Identify the Elements That Compose the ExperienceFor each feature, identify the elements that compose the detailed aspects of that experience.Identify ThemesList experiences, features, and elements for each participant. Compare lists to identify experiences and features of experience common to groups of participants. List these as themes.Case Example: Facilitating WorkshopsThis example demonstrates how a piece of data can be analyzed and the category system used as the basis for a report on workshop facilitation. The analysis commences with a piece of raw data and identifies a key experience and its associated features and elements.Key ExperienceExperiencing an effective workshopFeatures and Elements(attached second picture)This example provides the key features of Anxiety, Careful Planning, Identifying Learning Tasks, Flexible Processes, and Accomplishing Purposes. The elements composing details of the first and last features are drawn from the previous data. A following interview revealed the elements composing Careful Planning and Flexible Processes. These features and elements provide the basis for a report that enables agency administration to understand how the team had presented an effective workshop.ANALYSIS AND INTERPRETATION PHASE II: ENRICHING THE ANALYSISThe first cycles of an action research process enable researchers to refine their focus of investigation and to understand the ways in which primary stakeholders experience and interpret emerging issues. In following cycles other information is incorporated that further clarifies or extends participants’ understanding by adding information from other stakeholders and data sources. In a school research process, the perspectives of parents might be added to those of students and teachers, and school or student records or the research literature might provide relevant information. In a health program, patient and health professional perspectives might be complemented by evidence-based information from the professional literature.The purpose for this activity is to provide the means for achieving a holistic analysis that incorporates all factors likely to have an impact on achieving an effective solution to the problem investigated. Thus the part that each major stakeholder plays will be taken into account, as well as the substantial information from policy and program documents and the research literature.

This content is ONLY from your readings  from Lessons 1 and 2.
Read and watch video from the lessons. One page should be from each lesson
and put into one paper for submission. I have attached information from the lessons below.
Reading: Lesson 1
CONSUMER BEHAVIOR is considered the PSYCHOLOGY OF MARKETING.
The study of consumers helps firms and organizations improve their marketing strategies by understanding issues such as how

The psychology of how consumers think, feel, reason, and select between different alternatives (e.g., brands, products, and retailers);
The psychology of how the consumer is influenced by his or her environment (e.g., culture, family, signs, media);
The behavior of consumers while shopping or making other marketing decisions;
Limitations in consumer knowledge or information processing abilities influence decisions and marketing outcome; 
How consumer motivation and decision strategies differ between products that differ in their level of importance or interest that they entail for the consumer; and
How marketers can adapt and improve their marketing campaigns and marketing strategies to more effectively reach the consumer.

Consumer behavior involves the study of how people–either individually or in groups–acquire, use, experience, discard, and make decisions about goods, services, or even lifestyle practices such as socially responsible and healthy eating. As an evolving phenomenon, one should not be overly dogmatic about this definition. Numerous alternatives, each taking a slightly different angle and emphasizing different aspects. However, the scope presented here suggests that:

The behavior occurs either for the individual, or in the context of a group (e.g., friends influence what kinds of clothes a person wears, or family tradition influences which brand of laundry detergent is bought).
Consumer behavior involves the use and disposal of products as well as the study of how they are purchased. Product use is often of great interest to the marketer, because this may influence how a product is best positioned or how we can encourage increased consumption. Since many environmental problems result from product disposal (e.g., motor oil being sent into sewage systems to save the recycling fee, or garbage piling up at landfills) this is also an area of interest.
Consumer behavior involves services and ideas as well as tangible products.
The impact of consumer behavior on society is also of relevance. For example, aggressive marketing of high fat foods, or aggressive marketing of easy credit, may have serious repercussions for the national health and economy.

selfLearn-en. (2019, May 17). understanding consumer behavior, consumer behavior definition, basics, and best practices [Video]. YouTube.https://www.youtube.com/watch?v=jP3XVgrSNsM (Links to an external site.)
There are four main applications of consumer behavior:

The most obvious is for marketing strategy—i.e., for making better marketing campaigns. For example, by understanding that consumers are more receptive to food advertising when they are hungry, we learn to schedule snack advertisements late in the afternoon. By understanding that new products are usually initially adopted by a few consumers and only spread later, and then only gradually, to the rest of the population, we learn that (1) companies that introduce new products must be well financed so that they can stay afloat until their products become a commercial success and (2) it is important to please initial customers, since they will in turn influence many subsequent customers’ brand choices.
Social marketing involves getting ideas across to consumers rather than selling something. Marty Fishbein, a marketing professor, went on sabbatical to work for the Centers for Disease Control trying to reduce the incidence of transmission of diseases through illegal drug use. The best solution, obviously, would be if we could get illegal drug users to stop. This, however, was deemed to be infeasible. It was also determined that the practice of sharing needles was too ingrained in the drug culture to be stopped. As a result, using knowledge of consumer attitudes, Dr. Fishbein created a campaign that encouraged the cleaning of needles in bleach before sharing them, a goal that was believed to be more realistic.
As a final benefit, studying consumer behavior should make us better consumers. Common sense suggests, for example, that if you buy a 64 liquid ounce bottle of laundry detergent, you should pay less per ounce than if you bought two 32-ounce bottles. In practice, however, you often pay a size premium by buying the larger quantity. In other words, in this case, knowing this fact will sensitize you to the need to check the unit cost labels to determine if you are really getting a bargain.

There are several units in the market that can be analyzed. Our main thrust in this course is the consumer. However, we will also need to analyze our own firm’s strengths and weaknesses and those of competing firms. Suppose, for example, that we make a product aimed at older consumers, a growing segment. A competing firm that targets babies, a shrinking market, is likely to consider repositioning toward our market. To assess a competing firm’s potential threat, we need to examine its assets (e.g., technology, patents, market knowledge, awareness of its brands) against pressures it faces from the market. Finally, we need to assess conditions (the marketing environment). For example, although we may have developed a product that offers great appeal for consumers, a recession may cut demand dramatically.
CBS News. (2015, November 27). Retail tricks: How stores make you spend more (CBC Marketplace) [Video]. YouTube.https://www.youtube.com/watch?v=zVplgl3-pRM (Links to an external site.)
Reading: Lesson 2
Difference Between a Buyer and a Consumer
By: Louise Balle
Updated September 26, 2017
When you formulate a business and marketing plan you must take the time to identify your ideal target market. The target market is the group of people most likely to patronize the business. As a business owner or operator, you should understand the difference between a buyer and a consumer so that you know how to properly market your products and services to the public.
Buyer
A buyer is a customer—he is an individual or business that makes a purchase from a seller. Regardless of the scenario, the buyer is the party that gives or transfers money to the seller to secure a product. A teenager getting a video game from a store at the mall is a buyer as is a distribution company that purchases raw materials from a manufacturer on credit.
Consumer
On the other hand, a consumer is a person who uses a product or service. The consumer is often called an “end user” because he is the last stop and does not usually transfer or sell the item to another party. A buyer can be a consumer, as in the example of a teenager buying and using a video game. At the same time, a consumer is not necessarily the buyer—for instance, if a mother purchases cereal for herself and her family, each family member is a consumer of the product.
B2C vs B2B
The difference between a buyer and consumer comes into play when a company is evaluating its overall business plan. A company usually falls into one, or both, of two categories—B2B (business to business) or B2C (business to consumer). As the name “business to business” suggests, this is a scenario where two commercial entities enter into a purchasing agreement. The purchasing business is simply a buyer when it plans to resell the items purchased, but it is a consumer when it uses them (as in the case of buying office supplies). A business to consumer arrangement is between a commercial entity and the end user.
Considerations
When marketing a product or service a company has to identify the needs of both the buyer and the consumer. For example, a publisher who sells textbooks must market to both the distributor who will sell the textbooks and the professors who will order them for class. The requirements of a buyer may be different from the consumer, if they are two separate people, but in many cases the buyer’s decision is strongly influenced by the consumer’s needs.
What Is the Difference Between a Customer and a Consumer?
By: Chelsea Levinson
Reviewed by: Jayne Thompson, LLB, LLM
Updated November 02, 2018
The words “customer” and “consumer” are often used interchangeably. However, there are subtle distinctions between the two. As a business owner, you’ll be selling your products and services to a customer – the person who buys your goods. Understanding who this customer is can help you properly focus your marketing efforts, so they have the maximum effect.
A customer purchases goods while a consumer uses or consumes goods.
What Is the Difference Between Consumer and Customer?
The difference between a consumer and customer is subtle yet important to understand. Essentially, a consumer is a user of goods. Every person is a consumer of goods at some level. If you eat food and wear clothing, you’re consuming goods. A customer, on the other hand, is a buyer of goods. For example, say you purchase a bottle of juice from a convenience store. You arrive at work and give the juice to your office manager to drink. In this instance, you are the customer, and your office manager is the consumer.
Another key point in the consumer vs customer discussion is that customers can be businesses that buy and then resell products. In this regard, they are customers but not consumers of the products they purchase. They are reselling for another consumer to finally use the product.
What’s a Consumer?
A consumer is a person who uses or consumes a product. Everyone who participates in the economy is a consumer of goods. For example, say you go to a grocery store and buy a week’s worth of groceries for your family. You are the customer, purchasing goods from the grocery store. You go home and feed your family the groceries. Everyone in your family is a consumer of the products you purchased. However, you are the only customer, since you did the buying.
What’s a Business Customer?
A business customer is defined by the fact that she makes a purchase. Marketing activities are almost always geared towards customers, not just consumers. A business’s main objective is attracting customers to spend money on goods and services. Most businesses – outside of behemoths like Coca-Cola – can’t possibly market to every consumer on the planet. This means choosing who to spend marketing money on.
Marketing efforts are typically directed at customers and potential customers. If you own a beer company, it doesn’t make sense to market to consumers who don’t drink alcohol as they’re unlikely to be customers. Even the cleverest advertising probably won’t turn a teetotaler consumer into a beer-drinking customer. Resources should instead be utilized on attracting and retaining likely customers. Note also that a business customer can ultimately be a reseller or wholesaler, turning around and selling products for resale to other consumers. A consumer, on the other hand, only consumes products.
What Is the Role of the Consumer in Marketing?
By: Louise Balle
Updated September 26, 2017
Although the company is the main catalyst in the marketing of its own products and services, consumers also play a role in the marketing process. When developing your plan, remember that the consumer is the central element of all decisions related to marketing. Understand the roles consumers play so you can maximize the effectiveness of your marketing plan.
Who Is the Consumer?
Before you examine the role of the consumer in your marketing plan, make sure you understand exactly who the consumer is. People sometimes use the two terms interchangeably, but the term “consumer” has a more distinct definition compared to “customer.” A customer is simply a buyer, while a consumer is the individual who both buys and uses the product or service. A consumer is a customer, but a customer isn’t always a consumer in a business transaction. A consumer also is called the end user.
Marketing Research
Consumers play a major role in marketing research before a product or service is released to the public. Once you identify your target consumers, you can invite these people to participate in focus groups or send them surveys to quiz them on key elements of your marketing plan. Questioning them about the right price to charge and what marketing message appeals to them as a consumer can help guide your entire plan, particularly when releasing a new product or service.
Product Feedback
The consumer also plays a role in the feedback-gathering process after a company’s offering hits the market. After implementing your marketing plan and releasing the product or service, you need to track results and continually monitor consumer needs so you can improve on the offering in the future. For instance, software developers seek feedback from consumers regularly to help them develop new and improved versions of programs.
Bring in New Consumers
Consumers also can act as agents to further the effects of your marketing plan. With word-of-mouth marketing, consumers who have used your product review it both offline and online and can refer other consumers to the product. This marketing is free and very effective, as individuals tend to trust the word of people they know when it comes to trying new products and services.
https://bizfluent.com (Links to an external site.)
TEDx Talks. (2014, November 25). How stores track your shopping behavior | Ray Burke | TEDxIndianapolis [Video]. YouTube.https://www.youtube.com/watch?v=jeQ7C4JLpug (Links to an external site.)
Bridging the Gap between Buyers and Suppliers
To help facilitate successful U.S. sourcing manufacturers must: • Bridge the gap between buyers and U.S. suppliers. • Forge strategic relationships. • Collaborate to solve design and production issues.
Robert Moakler (Links to an external site.)
Dec 05, 2014
Many companies are considering expanding U.S. sourcing or reshoring production back to the U.S. in an effort to be located closer to customers. Some of the benefits of sourcing locally include increased flexibility to adapt to variable demand, lead time, time to market, eliminating higher shipping expenses and minimizing supply chain disruptions.
As companies consider new locations and production strategies they must first decide what areas they want to invest in and where they want to rely on suppliers. In a recent article in MIT Sloan Management Review by Willy C. Shih (“What it Takes to Reshore Manufacturing Successfully (Links to an external site.)”) a manager from Appliance Park was quoted as saying, “Pick where you want to invest in core competencies, and acknowledge where you want to have strategic suppliers—where you aren’t going to make the deep investment yourselves.”
Next, buyers need to find strategic U.S. suppliers with the right capabilities, capacity and quality performance needed for the job. However, due to years of offshoring, the U.S. supplier network has incurred some structural damage and new U.S. supply chains must be rebuilt and managed.
As manufacturers are rethinking production locations and supply chain options, rebuilding and mapping the American supplier network is becoming increasingly important. To help facilitate successful U.S. sourcing we must:

Bridge the gap between buyers and U.S. suppliers.
Forge strategic relationships.
Collaborate to solve design and production issues.

Bridging the Gap
Creating high performance, collaborative alliances between buyers and U.S. suppliers will ensure rebuilding a strong and sustainable American supply chain. However, as cited by The Milstein Commission on New Manufacturing (Links to an external site.), Co-Chaired by Haley Barbour, Former Governor, Mississippi and Evan Bayh, Former Governor and U.S. Senator, Indiana, many small and medium companies do not possess the know-how to locate the suppliers needed to move beyond the design stage. They simply do not have the resources to fully leverage the U.S. supply chain. In turn, potential U.S. suppliers lose out on opportunities.
Streamlining Supplier Discovery
Partnering with an E-sourcing company can streamline supplier discovery.
BUYERS

An e-sourcing platform can save buyers time so they can concentrate on their core income-generating business responsibilities.
E-sourcing can streamline the sourcing process and locate the U.S.-based suppliers with the expertise and the machine assets needed for the job.
Buyers can quickly receive quotes and easily compare and identify the best match.
E-sourcing can help managers (Links to an external site.) make better decisions (Links to an external site.) in terms (Links to an external site.) of costs (Links to an external site.) and quality (Links to an external site.).

SUPPLIERS

Suppliers can get in front of live RFQ opportunities at the time when buyers need their custom services.
An e-sourcing platform is a powerful business development tool that can promote the suppliers’ capabilities and services and boost machine uptime by getting in front of a greater number of opportunities.
Suppliers can review engineering documentation and CAD files and respond to RFQs effectively and in a timely manner.

E-sourcing technology can be a fundamental component in connecting buyers with U.S. suppliers, as well as an efficient way to facilitate a level of collaboration to build and sustain solid relationships.
Forging Strategic Partnerships
One new model for building strategic partnerships between buyers and suppliers incorporates a cooperative relationship of “co-innovation” that includes information sharing and collaboration to solve design and production issues – buyers and suppliers should be collaborating and innovating together.
Adopt a strategic view of buyer/supplier relationships
BUYERS

Collaborate with your supplier network to maintain optimum productivity and profitability for your manufacturing operation.
Be sure to communicate clear and specific details about the job to receive an accurate quote.
Effective communication with suppliers will optimize efficiency, accuracy and profitability.
Remain positive to an open exchange of communication, information and suggestions to solve problems and create better processes.

SUPPLIERS

Communicate with customers and potential customers to forge strong relationships and build trust.
Provide quality performance and good customer service to create repeat customers who will in turn become advocates for your company and services.
Stay engaged with customers to keep in front of potential problems.

The success of revitalizing the U.S. manufacturing base lies in delivering efficient communication and coordination to the buyer/suppler relationship.
The Technology Connection
As global competitors invest in technology for their own domestic supply chains, companies in the U.S. may like to consider implementing new technology, processes and automation as well as take advantage of the close proximity of product design and manufacturing to promote innovation. Lean manufacturing, new technology and collaboration between buyers and suppliers can eliminate unnecessary parts and processes resulting in significant cost savings. Considering these methods early on in the product development and reevaluating design from a manufacturing standpoint many times leads to better design decisions that reduce costs.
Examine and consider new technology and processes
BUYERS and SUPPLIERS

When manufacturing is moved next to design and design engineers are working closely with manufacturers, they can improve the design, eliminate waste, improve quality, increase productivity and make the product more easily and efficiently.
Lean manufacturing practices, automation and innovation are critical elements in rapid customization, reducing costs, shorter lead times and more rapid product cycles.
Embracing new technology, training and methods can build competitiveness, expand capabilities, increase efficiency and possibly add to your bottom line.
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Considering these concepts may lead to opportunities that can be crucial to the growth, success and sustainability of your business. Lean processes and automation are tools that can boost productivity, and when productivity is increased, it reduces the total cost vs. offshore and drives U.S. competitiveness. Streamlined supplier discovery, communication and collaboration and reevaluation of product design will help create a focused strategy for growing domestic manufacturing and facilitating successful U.S. sourcing to rebuild a sustainable American supplier network.

Robert Moakler is COO of Fabricating.com (Links to an external site.), an online marketplace exclusively developed for the American manufacturing industry. The company connects U.S. buyers with U.S. suppliers through an online platform for sourcing custom metal and plastic parts in over 250 manufacturing disciplines.
Mike Moore. (2012, October 26). What Consumers Want [Video]. YouTube.https://www.youtube.com/watch?v=VUmra4stA3c

Reply 1)    Angela Bryan 
Angela Bryan- main post- Steven Jeong
          Adolescent development is impacted by several biological, social, and environmental factors that can often lead to risky behaviors, which the presence of protective factors can resolve over time or the lack of protective factors can lead to a risky lifestyle. 
           Adolescence is the time of puberty, bringing with it dramatic hormonal changes, growth spurts, maturation of the brain, and HPA axis, which impact the sleep patterns, mood, cognitive abilities, sexual activity, and overall behaviors of the adolescent (Broderick & Blewitt, 2020). It is a pivotal time for identity formation and autonomy development, which do not follow a linear sequence but are marked by exploration and crises concerning gender, culture, ethnicity, belonging, work and behavioral patterns, etc. In healthy development, these explorations and crises resolve towards a commitment to an identity over time. These profound physical, cognitive, and social changes cause phases of instability and can feel overwhelming and chaotic to the adolescent and his caretakers. As a mental health counselor understanding the many factors that contribute to adolescent development and the impact those have on the behaviors of the adolescent and their family system is essential to provide effective therapeutic support and interventions.
Presenting Issues
          Steven Jeong, a 17-year-old high school student, was brought to counseling by his mother, who is concerned about him engaging in risky behaviors, specifically drinking alcohol and taking unidentified pills secretly (Walden University, 2021). One-on-one with the counselor, Steven admitted to sometimes drinking after first denying it and guided the conversation to the distress he feels around his relationship with his parents and his loss of his social support after the recent break up from his girlfriend. His parents have been divorced for six years. Steven stated that there is a lot of drama in the house. He feels burdened by being in the middle of it and needing to keep the peace. Steven does not get along with his father, whom he blames for the divorce. He does not regularly see the father anymore, and Steven feels like his father does not care about him or his siblings.  Steven gets along with his sister, age 12, and brother, Joey, age 10, who has autism. For the most part, he gets along with his mother but mostly keeps things secret from her. He is distressed by the breakup from his girlfriend, who cheated on him with his best friend, which led Steven to leave his baseball team that they both played on. He seems to be burdened, lonely, and overwhelmed. He stated that he needs an escape and that he is careful when using substances. The family is of Korean descent, with close extended family ties, but describes themselves as very “Americanized.”
Possible purpose of Steven’s risk-taking behaviors from a developmental perspective
Steven identifies the reason for his risk-taking behavior of secret substance use. He stated that he is using alcohol (and possibly other substances; more sessions would be needed to clarify the extent of his substance use) as an escape from the inner distress and pressure he feels at home and in his social life. During adolescence the brain goes through uneven development, resulting in the HPA axis being more sensitive to stress, causing the person to have stronger physiological reactions to all stress-related measures (Broderick & Blewitt, 2020). Therefore the stressors of his conflict-rich family life and recently broken peer relationships are amplified for Steven, causing him to seek quick relief, which alcohol and other substances provide readily. Longitudinal studies have found three common predictors that motivate drinking alcohol at this age: being male, coping with stress and boredom, and being surrounded by alcohol-using peers (Windle & Windle, 2018). Steven aligns with two out of those three markers. Additionally, depression was found to be another factor that can lead to increased alcohol use in adolescence. Steven carried an air of sadness and loneliness during the one-on-one session and therefore may also align with this risk factor. As his counselor, I would have to use more diagnostic testing and evaluation to confirm the impression that Steven may suffer from acute depression.
Steven feels in control of his alcohol use, which leads me to believe that he does not consider his behavior as risky and therefore does not have any barriers to use substances for relief.  His lack of judgment is also a byproduct of biological development during adolescence. While overall executive functioning will sharpen and evolve during adolescence, this brain development occurs in an unbalanced manner, causing young people to engage in thrill-seeking activities and may impair their judgment periodically (Broderick & Blewitt, 2020).
Lastly, Arnett theorized that reckless and risk-taking behaviors, such as alcohol and substance use is more likely to happen in broad socialization (high levels of individual freedom) over narrow socialization (more controlling, non-industrialized societies). While of Korean heritage, Steven was born and raised in the USA, and his mother stated that they are very Americanized. Steven’s turn to alcohol to relieve stress and pressure is therefore also a result of the influence of the US-American society he is raised in (Broderick & Blewitt, 2020).
Protective factors in Steven’s life
          Risky behaviors such as alcohol use are often part of the adolescent years, as explained above. However, the presence or lack of protective factors in an adolescent’s life can lead to the risky behavior either turning into long-term adult behavioral patterns or only being temporary in their intensity. In the presence of protective factors, risky behaviors are more likely to eventually subside and not get integrated with the young person’s identity (Broderick & Blewitt, 2020). Understanding those protective factors is therefore essential for the successful work of a mental health counselor.
Quality of the parent-adolescent relationship
          Research studies point towards parental warmth attuned support, and safe emotional connection between the parent and adolescent, especially the mother, as a protective factor from long-term risky behaviors. Those attributes in the relationship lead to the adolescent being less likely to lie and hid things, allowing parents to have a supportive role in the young person’s life and limiting future drinking risk (Broderick & Blewitt, 2020). While Steven is hiding his substance use from his mother currently, he also states that he gets along with her. I see great opportunity with the guidance and education through counseling to move their relationship to a level of more warmth, support, and trust. His mother cares about him and can become a protective factor over time.  
Societal belonging to groups
Siegle and Scovil (2020) have found that when societies provide productive communal outlets for adolescent energy, such as belonging to affiliated groups, risky behaviors can be reduced. This explains why the loss of Steven’s belonging to the baseball team put him at risk for unsafe behaviors. Belonging to a group is a protective factor. With counseling guidance, Steven can find a way to either re-join the baseball team or open himself up to explore new affiliations with a group. Additionally, I see his extended family, which was stated to be involved and connected, as a long-term protective factor by creating a strong sense of belonging and identity. 
Engaging in counseling and interventions
         Steven’s mother is bringing him to counseling, and Steven already started to open up about his inner struggle and emotions, leading me to be hopeful about successful counseling intervention. Engaging in counseling serves as a protective factor from his alcohol and possible other substance abuse turning into long-term habits. One possible therapy to use would be Brief Strategic Family Therapy (BSFT). BSFT understands the family as the center of the child’s world. It assists the family to change maladaptive behavior patterns towards interactions that provide the support and connection families need to heal and thrive, serving as a protective factor against risky behaviors during adolescence, specifically drug and alcohol use (Szapocznik & Hervi,2020).
Impact
          Steven is using current alcohol use and possible other substance use to relieve his stress, feelings of loneliness, and unbearable social pressure. The lack of different coping strategies and his feeling that he cannot trust his parents could lead to a downward spiral of negative identity formation and long-term mental health issues. There is a difference between risk-taking behaviors and a risky lifestyle (Broderick & Blewitt, 2020). Risk-taking behaviors are part of the developmental phase of exploration, and crises, eventually leading to identity achievement in later adulthood. Dr. Crook pointed out that risky behaviors that adults label as rebellious, much as Steven’s mother does with her son’s behaviors, are in fact just a sign of the adolescent seeking validation and understanding. When an adolescent does not find that validation and understanding in his family relationships, he will look for it in other places (Laureate Education, Producer, 2019). Steven is in the phase of what Erickson and Marcia describe as Moratorium, an adolescent who is actively exploring but has not committed to an identity yet (Broderick & Blewitt, 2020). It is during this phase that the young person is most anxious and is looking for coping strategies. The negative coping behaviors have an impact on the adolescent’s behaviors and identity. With guidance and support, the impact can either lead to the risky behaviors being temporary or, in the absence of protective factors, the risky behaviors can lead to more risky behaviors, impacting mental health and long-term unhealthy patterns, resulting in a risky lifestyle as an adult (Albert et al. 2019).
          Steven’s behavior of alcohol and possible other substance abuse, lying about it, and not trusting his mother with the things he struggles with, negatively impact the family system. Suppose these behaviors are not resolved or changed in the long term. In that case, Steven will be a negative role model for his siblings, leading to possible strive between them, conflict, and aggression.  They may cause his sibling to engage in similar activities. Additionally, Steven’s behaviors impact the mother’s reactions in the way she responds to her son. She interprets her son’s behaviors as rebellious, and instead of validation and connection, she is seeking exposure and consequences in her attempt to stop the risky behaviors.  It is a fear-based response creating more stress for Steven, instead of offering the warmth, connection, and validation he needs to have his stress relieved. However, Steven’s mother brings him to counseling which shows her desire for connection and openness to a new way of handling the situation. Finding the right balance of parental behavioral monitoring without exercising excessive control is needed for the best outcomes. Parental supervision cannot be ridged or inflexible but needs to be marked by warmth, support, and connection (Broderick & Blewitt, 2020). The adolescent years are marked by exploration, crises, and much turbulence due to all the biological and environmental developmental factors impacting the young person’s behaviors. While things feel so out of control during this time, it is paramount that the parents stay calm and control their emotional responses. That way, they become the steady foundation, the safe base from which their adolescent son or daughter can explore, have strong roots, and is given wings simultaneously. 
Summary
          At age 17, Steven is in the Moratorium and ruminative exploration phase, struggling with family and peer stressors, loneliness, and sadness from a recent romantic breakup and the loss of being part of his baseball team. His risky behaviors of alcohol and possible other substance use, keeping them a secret from his mother and lying about it, is a result of the impact of biological changes on his stress response system, his cognitive development, his lack of support and connection in his family relationships and his need to find a quick relief from the burdening emotions and stress he is experiencing. Understanding the complex interaction of all these factors and how they impact Steven’s behaviors and long-term identity formation will help me as a counselor to build rapport with Steven and his family and engage his mother and family in restorative family systems intervention. Validating Steven, giving him a voice, offering alternative coping strategies, educating his mother, and possibly father about what is happening developmentally during adolescence, opening-up communication and building a more trusting, attuned, safe relationship between Steven and his mother and maybe even his father, by using therapy models such as BSFT can make the difference between long -term substance abuse and mental health struggles for Steven, or him successfully resolving his Moratorium phase towards the commitment to an identity and reaching the status of identity achievement. 
2)  RE: Week 6 – Expressive Arts Intervention
Expressive arts is very vast and I believe can cover all children and adolescents, even adults. One intervention may not work for all clients but because of the broad interventions of expressive art therapy counselors can always find one that works. I believe understanding a bit about all the interventions is key but for this assignment I would like to focus on art therapy. I am choosing art therapy because, 1) I’ve seen it work and 2) it resonates with me.

Expressive Arts Intervention
Art therapy is a great way for adolescents to communicate without using words. As Malchiodi (2020) states, art therapy allows the client a way to communicate “aspects of their personality, perceptions, and developmental and cognitive characteristics”. This is very beneficial for both the client and the counselor as they both gain insight to what is going on inside the adolescent client. By utilizing paint, dry media, paper, cutting materials, collage materials, adhesives, and miscellaneous items (Moon, 2006) a counselor is freeing the client to create in any manner they connect to. I love that art allows someone to express themselves without being verbal.
As I stated earlier, there were 2 reasons I chose art therapy. The first reason was because I have seen it work. A couple of years ago I was facilitating a group and one of the adolescent females was not participating in a productive manner. After brainstorming with another colleague I started the next group with mandala coloring pages and crayons on the tables. To my surprise by the end of the session the girl had begun joining the discussion, never looking up from her coloring and only very short responses but it was progress. It was working! The second reason I chose art therapy is because, as I said it resonates with me. I like the idea of being able to express myself without being verbal, especially when I was younger. I have worked very hard to verbally express my feelings but to this day still have trouble with it. I love the idea of being able to express myself and talk only if I feel like it.
Benefits and Challenges
As with any intervention there are benefits and challenges and art therapy is no different. Being able to express oneself with art has many benefits as it allows a client to communicate without being verbal. This can cover clients that refuse to talk and clients that may not be verbal. It also allows for a verbal talking point for the client and counselor ( Malchiodi, 2020). This allows for progress, connection and trust in the therapeutic alliance. As sessions continue, art therapy, according to Coholic et al. (2020) allows adolescent clients to learn to connect with others, express themselves, and develop a sense of awareness. By accomplishing these milestones the client is progressing in their program thanks to the benefits of art therapy. 
Even though art therapy can be very beneficial it may be challenging to get started. As Coholic et al. (2020), shared, most of the youths in their study were “initially nervous about participating”. Many adolescent youths may feel as if they cannot be creative, which can be the biggest barrier (Malchiodi, 2020). Another challenge is building the therapeutic alliance with the adolescent client so that they feel safe to express themselves. If trauma is involved it may take longer to accomplish this alliance (Malchiodi, 2020). With both these challenges, time and patience will be key to build a safe space for the adolescent client to be able to express themselves using art therapy intervention. But it will be worth the wait.
Expressive Arts Resource
Continued education as a counselor is a big piece of being an effective counselor. Theories and interventions are always evolving and it is our responsibility to evolve as a counselor as well. One way to accomplish this is by attending workshops for not only art therapy but for all the expressive arts interventions. This can be accomplished online through eventbrite.com. There are many in person and online workshops available. For example, there is an online event, Information Session – Art Therapy & Counseling (Eventbrite.com, n.d.). It looks very interesting and informative. We have so many resources at our fingertips with the internet, as a counselor there is no reason why we can not continue our education.  
3) Carrol Martin 
RE: Week 6 – Expressive Arts Intervention
Expressive Arts Intervention
An expressive arts intervention I would like to use with an adolescent student is sand tray therapy. According to Chibbaro et al. (2012), sand play is a symbolic method of self-expression in which the client represents themselves and the world around them using a base of sand and miniature figurines. Although sand play is helpful for all ages, sand play can help children and adolescence play through what most adults talk through. 
The Benefits and Challenges
There are both benefits and challenges to the sand tray intervention. To begin, there are a couple of benefits in utilizing sand play with adolescents. In the middle school years specifically, students are adjusting and transitioning from childhood to adulthood. Along with the physical and emotional changes that occur, distressing events occur as well. The sand tray technique allows students to portray persons and events in their lives without actually having to divulge too much information to the school counselor (Chibbaro et al., 2012). Another benefit of sand play is the amount of control the student has. In the research done by Chibbaro et al. (012), the sand tray gives the student the power to control their sand environment, which can be freeing for students who have little control over their life circumstances. Finally, the sand tray is beneficial mainly due to their diversity of use with students of any age and allow for the expression of cultural and societal differences (Chibarro et al., 2012). In terms of challenges, sand play may not be beneficial when working with students who resist counseling or are experiencing severe emotional or mental challenges (Chibarro et al., 2012). Ultimately, in cases like these, it is of utmost importance that school counselors help within their scope of practice and refer the student for further professional assistance. 
Opportunity for Growth
There are many opportunities to learn more about how to use sand play therapy effectively. The internet has a wealth of information, from articles to videos. More specifically, examples of helpful resources include Sandplay Therapists of America (www.sandplay.org) and the Association for Play Therapy (www.a4pt.org). In addition, a local university in my state of Virginia offers the pathway to becoming a School-Based Registered Play Therapist (SB-RPT), which is something I am beginning to explore. This is especially exciting to me, as this is a credential I can earn while I am working on my Master’s degree.

You will create six detailed entries for your “Strategy Playbook for Extraordinary Results.” Each entry will be a situation analysis, similar to the situation analyses you completed in your SF005 Assessment.Note: For each entry, be sure to review the analyses and responses you completed for the CMBA SF005 Assessment. You are expected to apply lessons from the case studies, reference appropriate and relevant readings you identify from the “Walden MBA Capstone Bibliography,” and from other appropriate frameworks and analytic tools into your playbook entry.Playbook Entry 1: Evaluation of Mission, Vision, & Values—The Soulful Purpose in ActionIn your first analysis entry for your strategy playbook for your chosen Capstone organization, evaluate what Wolfe calls the “Context Field”, or level of analysis, for the company you selected. As Wolfe explains (2011, pp. 81–84):“Within organizations, the Context field is often incorrectly referred to as the culture of the organization. It is this but is also much more. Culture is part of Context but not all of it.Context is certainly much more than the “do’s and don’ts” associated with the word culture in our society. It’s even more than the mores and shared values we spend so much time dissecting and diagramming. It’s the sum total of all our shared stories, the mythology we make up to explain our world to ourselves and to others.As such, it is not something that can be easily observed or measured, but it literally defines “how we do things around here.” An organization and the individuals within it cannot behave or operate in ways that are contrary to the Context framework defining the organization. . .The Context Field contains energy associated with meaning and purpose. It is the energy that drives what is known in today’s business environment as engagement.”In traditional strategy terms, evaluating the “Context Field” of an organization is related to the evaluation of the organization’s stated, and lived, mission, vision, and values (if they have them stated). The analysis of the Context Field derives from developing answers to a probing set of questions that are intended to help you better understand the goals, ambitions, value, and long-term soulful purpose of the organization. Understanding these issues sets the context and lens from which to better understand how to shape your strategy playbook. It also affords you the opportunity to recommend ways in which these important context elements (mission, vision, and values) could be improved. This entry’s focus question for your strategy playbook is: What is your winning aspiration? (What do you stand for and believe deeply in?)Reference: Wolfe, N. (2011). The living organization: Transforming business to create extraordinary results. Irvine, CA: Quantum Leaders Publishing.To prepare for this playbook entry:Review “James Houghton and Signature Theater,” and any notes you prepared for your Assessment of that case in your SF005 Assessment responses. With this information in mind, consider what you learned that you can apply to your chosen organization.Identify and review relevant readings from the “Walden MBA Capstone Bibliography,” as well as other relevant readings you deem relevant.Locate and maintain access to publicly available information about the organization’s mission, vision, and values. This information should be available in the organization’s annual reports and official website.Analyze the company’s mission, vision, and values by considering the following:What is the fundamental purpose of the organization (beyond “making money”), why does it exist, and what problems does it solve in the world? (See Wolfe, 2009, pp. 121–128.)Would the world be a better place if this organization no longer existed? Why, or why not? (See Wolfe, 2009, pp. 121–128.)Has the company been consistent and true towards achieving its purpose and vision over the years? Is it still consistent now? How? What could it do better?Are organization-wide goals stated merely in terms of market growth or financial outcomes for a year or two? Are there any more broad, stakeholder related goals or “balanced scorecard” goals? How should they improve in this area (what goals should they have and why)?Do the stated mission and/or vision statements address all of the fundamental stakeholders explicitly? (At an absolute minimum, this should include employees, customers, and shareholders.)Are the organization’s fundamental (soulful) purpose, mission, vision, and values aligned explicitly with one another—and with the actions of the organization?Write Playbook Entry 1Write a polished and synthesized evaluation of your chosen organization’s stated mission, vision, and values statements and include it as Entry 1 in your strategy playbook document. In writing your evaluation, be sure to address the following:Do the stated mission, vision, and values provide a strong foundation from which to clearly understand the organization’s soulful purpose? How, and why?What are the strengths and weaknesses of the stated mission, vision, and values? Why?What revisions would you make to strengthen them (if necessary), and why? If you do not have recommendations, explain why you think the current stated mission, vision, and values are appropriate without revision and what criteria you suggest that organization use to evaluate those periodically so it can ensure that they remain relevant.Be sure to back your evaluation with evidence and references to best practices from the case study, required readings, and relevant readings from the “Walden MBA Capstone Bibliography.”Title this entry “Mission, Vision, and Values Analysis for [Insert Organization Name].”This entry should be approximately 700 words, single spaced, excluding a title page and references.Notes:If the organization you are studying does not have formal statements on the items listed above, create them based on the application of your research. Then, explain why your version makes sense.As a best practice, you should plan to review and revise your playbook throughout this Assessment as you continue to build your components. You may find that you have new ideas and items that could further improve your work, and you should revise earlier sections (apply iterative writing).Playbook Entry 2: Core Skills, Competencies, and CapabilitiesFor your second entry into your playbook, you will apply lessons learned from your Trader Joe’s case analysis and discussion about internal resource assessment, appropriate and relevant readings you identify from the “Walden MBA Capstone Bibliography,” and other appropriate frameworks and analytic tools into your playbook entry. The critical question in this section’s analysis is: Which capabilities must be in place (for my capstone organization to win)?To prepare for this entry:Review the “Trader Joe’s” document, and the analysis you prepared for this case in your SF005 Assessment.Identify and review relevant readings from the “Walden MBA Capstone Bibliography,” as well as from other relevant readings that you identify.Locate and maintain access to publicly available information about your organization.Write Playbook Entry 2Write a polished and synthesized analysis of the company’s resources and include it as Entry 2 in your strategy playbook. Be sure to address the following:What did you learn from the Trader Joe’s case analysis and from other relevant resources?What context differences are important between the case example and your organization? What assumptions do you need to make in order to use the concepts appropriately?Given your chosen organization, what concepts, tools, and readings from the “Walden MBA Capstone Bibliography” and other self-selected resources are most relevant to helping guide how you might recommend improving the company? Why and how are they relevant?Based on the case analysis and other resources you have reviewed, what are some specific organizational actions, metrics, and general recommendations that you would add to, or make for your strategy playbook?Title this section: Internal Resource Analysis for [Insert Organization Name].Entry 2 should be approximately 700 words, single spaced, excluding a title page and references.Note: As a best practice, you should plan to review and revise your playbook throughout this Assessment, as you continue to build your components. You may find that you have new ideas and items that could further improve your work, and you should revise earlier sections (apply iterative writing).Playbook Entry 3: Stakeholder and General Force AnalysisFor your third entry into your playbook, you will apply lessons learned from your Tesla Motors analysis and discussion about stakeholder assessment and its relationship to P.E.S.T. analysis; appropriate and relevant readings you identify from the “Walden MBA Capstone Bibliography;” and other appropriate frameworks and analytic tools into your playbook entry. The critical question in this section’s analysis is: Where will you play? (Who will you serve, and who will either help or compete against you?)To Prepare for this Entry:Review the “Tesla Motors” document and your analysis of that case in the SF005 Assessment.Identify and review relevant readings from the “Walden MBA Capstone Bibliography,” as well as other relevant readings that you identify.Locate and maintain access to publicly available information about your organization.Write Playbook Entry 3Write a polished and synthesized analysis of the stakeholders and general force, related to your selected company, and include it as Entry 3 in your strategy playbook. Be sure to address the following:What did you learn from your Tesla Motors case analyses that you can apply to your strategy playbook for your chosen organization?What context differences are important between the case example and your organization? What assumptions do you need to make in order to use the concepts appropriately?Given your chosen organization, what concepts, tools, and readings from the “Walden MBA Capstone Bibliography” and from other self-selected resources are most relevant to helping guide how you might recommend improving the company? Why and how are they relevant?Based on the case analysis and other resources that you have reviewed, what are some specific organizational actions, metrics, and general recommendations that you would add to or make for your strategy playbook?Title this section “Stakeholder Analyses for [Insert Organization Name].”Entry 3 should be approximately 700 words, single spaced, excluding a title page and references.Note: As a best practice you should plan to review and revise your playbook throughout this Assessment, as you continue to build your components. You may find that you have new ideas and items that could further improve your work, and you should revise earlier sections (apply iterative writing).Strategy Playbook Entry 4: Five-Forces and Blue Ocean Strategy AnalysisFor your fourth entry into your playbook, you will apply lessons learned from your Apple, Inc. case analysis (about competitive force assessment), appropriate and relevant readings you identify from the “Walden MBA Capstone Bibliography,” and other appropriate frameworks and analytic tools into your Playbook entry. The critical question in this section’s analysis is: How will you win? (How will you create unique value?).To prepare for this entry:Review the “Apple, Inc.” document and any notes you prepared for your analysis of that case in your SF005 Assessment.Identify and review relevant readings from the “Walden MBA Capstone Bibliography,” as well as from other relevant readings that you identify.Locate and maintain access to publicly available information about your organization.Write Playbook Entry 4Write a polished and synthesized analysis of your selected company based on the Five-Forces and Blue Ocean Strategy. Include this as Entry 4 of your Strategy Playbook. Be sure to address the following:What did you learn from your Apple, Inc. (in 2013) case analysis that you can apply to your strategy playbook for your chosen organization.What context differences are important between the case example and your organization; what assumptions do you need to make in order to use the concepts appropriately?Given your chosen organization, what concepts, tools, and readings from the “Walden MBA Capstone Bibliography” and other relevant resources are most relevant to helping guide how you might recommend improving the company? Why and how are they relevant?Based on the case analysis and other resources you have reviewed, what are some specific organizational actions, metrics, and general recommendations that you would add to or make for your strategy playbook?Title this section “Competitive Force Analysis for [Insert Organization Name].”This portion of your strategy playbook should be approximately 700 words, single spaced, excluding a title page and references.Note: As a best practice you should plan to review and revise your playbook throughout this Assessment, as you continue to build your components. You may find that you have new ideas and items that could further improve your work, and you should revise earlier sections (apply iterative writing).Strategy Playbook Entry 5: KSF Analysis & Potential Strategic PathwaysFor your fifth entry into your playbook, you will apply lessons learned from your second key success factor (KSF) analysis of Trader Joe’s, that focused on key success factors; and you will apply lessons from appropriate and relevant readings you identify from the “Walden MBA Capstone Bibliography,” and other appropriate frameworks and analytic tools, and will add to your playbook. The critical questions in this section’s analysis are: How will you win? (How will you create unique value now and in the future?) Which capabilities must be in place (to win in the future)? What skills, competencies, and capabilities do you need now and in the future?To prepare for this entry:Review again the “Trader Joe’s” document and your analysis of that case from your SF005 Assessment.Identify and review relevant readings from the “Walden MBA Capstone Bibliography,” as well as from other relevant readings that you identify.Locate and maintain access to publicly available information about your organization.Write Playbook Entry 5Write a polished and synthesized entry into your “Strategy Playbook for Extraordinary Results.” Be sure to address the following:What did you learn from this week’s resources, and the “Trader Joe’s” (revisited) and the “U.S. Food Retailing” case analyses that you can apply to your strategy playbook for your chosen organization?What context differences are important between the case example and your organization; what assumptions do you need to make in order to use the concepts appropriately?Given your chosen organization, what concepts, tools, and readings from the “Walden MBA Capstone Bibliography” and self-identified resources are most relevant to helping guide how you might recommend improving the company? Why and how are they relevant?Based on the case analysis, and other resources you have reviewed, what are some specific organizational actions, metrics, and general recommendations that you would add to, or make for your strategy playbook?Title this section “Key Success Factor Analysis for [Insert Organization Name].”Playbook Entry 5 should be approximately 700 words, single spaced, excluding a title page and references.Note: As a best practice, you should plan to review and revise your playbook throughout this Assessment as you continue to build your components. You may find that you have new ideas and items that could further improve your work, and you should revise earlier sections (apply iterative writing).Strategy Playbook Entry 6: What is the Strategy that Your Playbook is Designed to Support?For your sixth entry into your playbook, you will apply lessons learned from you’re “The Weather Company” case analysis (about strategy evaluation), appropriate and relevant readings you identify from the “Walden MBA Capstone Bibliography,” and other appropriate frameworks and analytic tools and will add to your strategy playbook. The critical question in this section’s analysis is: Which capabilities must be in place (for my capstone organization to win)?To prepare for this entry:Review “The Weather Company” document and any notes you prepared for your analysis of that case in your SF005 Assessment responses.Identify and review relevant readings from the “Walden MBA Capstone Bibliography.”Write Playbook Entry 6Write a polished and synthesized entry into your “Strategy Playbook for Extraordinary Results.” At minimum you should address:What did you learn from this week’s resources, and The Weather Company case analysis that you can apply to your strategy playbook for your chosen organization?What context differences are important between the case example and your organization; what assumptions do you need to make in order to use the concepts appropriately?Given your chosen organization, what concepts, tools, and readings from the “Walden MBA Capstone Bibliography” and self-selected resources are most relevant to helping guide how you might recommend improving the company? How and why are these resources relevant?Based on the case analysis and other resources you have reviewed, what are some specific organizational actions, metrics, and general recommendations that you would add to, or make for your strategy playbook?Title this section “Strategy Evaluation Analysis for [Insert Organization Name].”This portion of your Strategy Playbook should be approximately 700 words, single spaced, excluding a title page and references.Note: As a best practice you should plan to review your playbook one last time.Final Entry: Completing Your Strategy Playbook & Summary DiagramYou are now ready to finalize a polished and synthesized “Strategy Playbook for Extraordinary Results.” It represents what can be thought of as a form of “Due Diligence Analysis”—where you are trying to step into the role of either a consultant to a senior leadership team or are a member of that team—and where you are preparing a “forward-looking,” “crisp,” “impactful” analysis about where you think the company ought to be going for the next 5 years or so, and how it might get there.Elements of the Completed PlaybookThe full playbook will be composed of three elements:Written Executive Summary (that provides key highlights of your playbook)Strategy Map (or other playbook summary diagram)Appendix (containing the synthesized, integrated compilation of your six analysis playbook entries—with complete references and citations included for the entire work)General FormatAll sections should be single spaced. Start with a cover page, then start page numbering with the Executive Summary, continue it through the very end (appendix included). References should be included after the appendix and follow APA 6th edition format.Note: Your playbook should have a cover page with a title for the recommended strategy that describes the strategy, like “Maru-C” (“Encircle Caterpillar”), which was a large scale strategy that Komatsu strove for in the 1980s.Prepare your Final DraftReview “Capstone Strategy Playbook for Exceptional Results” for details on how to complete each element and review the Assessment Rubric for additional details. Also, review “A Playbook for Strategy: The Five Essential Questions at the Heart of Any Winning Strategy” and “Mapping, Measurement and Alignment of Strategy Using the Balanced Scorecard: The Tata Steel Case.” Then, complete all sections, edit, and review the entire paper. Finally, submit for assessment.

Jasmine JRE: Unit 6.1 DB: Sampling ProceduresIn this discussion, this writer will be discussing the sampling procedure for qualitative research, quantitative research, and action research as well as including how this writer can implement it into her current profession. Pyrczak and Tcherni-Buzzeo (2019) express how quantitative researchers reduce information to statistics such as averages, percentages, etc. while qualitative researchers identify their research as qualitative in the introductions and throughout the report.Those who conduct quantitative research should have a specific hypothesis and/or purpose, select random sampling, use a large sample or participants, make observations with measurements, and describe results using statistics and/or graphs (Pyrczak & Tcherni-Buzzeo, 2019). On the other hand, those who conduct qualitative research should begin with a general question or problem, select a purposive sample rather than a random one, use relatively small samples, and make observations with unstructured measures such as interviews, surveys, or open-ended questions (Pyrczak & Tcherni-Buzzeo, 2019).Action research enables stakeholders to participate in identifying questions, answering and making decisions about action, gather data about their own questions, work in a collaborative less hierarchical way, that shares power with all stakeholders, take responsibility for their own critical analysis, evaluation and management, and learn progressively and publicly by testing ideas as well as making mistakes along the way (Crane, 2006).Furthermore, there are some researchers who prefer to study purposive samples which means the researcher has a special interest because the individuals in a sample have characteristics that make them rich sources of information (Pyrczak & Tcherni-Buzzeo, 2019). This writer could implement these methods in her current profession by having sessions on mental illness and self-esteem (qualitative research through direct interviews), mental illness and substance abuse (quantitative research using a case study). Stringer (2013) states it is important to be aware of the difference between more passive (static) and more active (dynamic) actions.References:Crane, P. R. (2006) Action research in social programs. Proceedings Action Learning, Action Research and Process Management Conversation, pp. 1-16.Pyrczak, F. & Tcherni-Buzzeo, M. (2019). Evaluating research in academic journals: A practical guide to realistic evaluation (7th ed.). Pyrczak Publishing.Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.Sheila HRE: Unit 6.1 DB: Sampling ProceduresThe sampling procedures used in an action research design are significantly different from those used in quantitative research design. Quantitative research design often uses random selection of participants or subjects (Stringer, 2013). Significance testing is also used to evaluate the part of chance errors due to sampling errors (Pyrczak & Tcherni-Buzzeo, 2019). If an entire population is tested, then there is no need for significance testing because there can be no sampling errors as there can be in random samples (Pyrczak & Tcherni-Buzzeo, 2019). It’s important to note the absolute size (substantive significance) of any differences, as well as the practical significance of the results when evaluating research (Pyrczak & Tcherni-Buzzeo, 2019).Qualitative research and action research frequently use purposeful sampling, which is when researchers consciously select participants based on a particular set of attributes (Stringer, 2013). Action researchers select a group or individual based on how they are affected by or influence the problem or issue being researched (Stringer, 2013). Oftentimes a case study will be performed that investigates an individual, group, event or problem, and the case is chosen specifically because it is of interest to the researchers (Ridder, 2017). For within-case and across-case analyses, the emphasis in data collection is on interviews, archives, and participant observation (Ridder, 2017).One professional experience of action research implemented in my current profession as a teacher was a contract position through Hunter College, CUNY, that dealt with social justice engagement and creativity for students in New York City, as part of the Gear Up Project (About MGI/GEAR UP, 2009). I helped create action-based research projects in the form of workshops; I designed workshops for high school youth in after-school programs such as Writing From Life and Yoga and the Creative Process. The Arts have always been an effective learning tool for public education (Hanley, 2011). The use of creative arts in counseling and public education can also be used to spread social justice ideals through public workshops and seminars offered in local communities; the possibilities are unlimited to what methods, presentations and messages can be focused on and to every population imaginable.After designing the workshops, the student sample was recruited through guidance counselors, teachers, and staff from a select group of high schools. We taught them the following semester and conducted action research during the teaching by observing, taking notes, and having the students fill out questionnaires at the beginning and end of the workshop series to learn what their experience was like and how improvements could be made. Part of our sampling procedure also included inviting feedback from the students’ teachers on what they observed in their students in regular classes. It was during the teaching of the workshops that I conducted this action research and had the opportunity to rewrite and refine the curriculum I had created. For my project titled, Writing from Life: The Personal Essay/Poetry, participant selection was: Students will be recruited in classes and on lunchtime. Students will demonstrate a sincere interest and curiosity in writing and a desire to create and revise work. Students will be expected to have a desire to commit to seeing the project through. An initial interview will be done to gauge the students’ interest and dedication.A quantitative research design example of participant selection using probability sampling techniques for a similar arts-related project is an investigation into the extent to which arts engagement is perceived to be linked with feelings of social connectedness and how (Perkins et al., 2021). Randomness is important in the selection of people for quantitative study because randomness ensures that people within the study group are truly representative of the population form which they are drawn and helps eliminate selection bias (Ellis, 2020). The participants for this current study were recruited through an online data collection platform, Qualtrics, over 6 months, for a total of 11,861 respondents who started the survey. 1623 did not consent to participate in the survey, and a further 3219 respondents were excluded for sociodemographic quotas being met, and 969 were excluded because they sped through the survey or gave abusive answers. From the remaining 6050 participants, the 5892 who answered the following question became the randomized sample: Does your engagement with the arts and cultural activities you have told us about today help you to feel connected with other people? (Ellis, 2020). The large sample matched to key demographic characteristics of the UK population, which allowed this study’s results to be generalizable, unlike the action research arts-based research I performed with Gear Up (Ellis, 2020).ReferencesAbout MGI/GEAR UP. (2009). MGI/GEAR UP @ Hunter College. https://mgihunter.wordpress.com/Ellis, P. (2020). Sampling in quantitative research (1). Wounds UK, 16(2), 102–103.Hanley, M. S. (2011). You better recognize!: The arts as social justice for African American students. Equity & Excellence in Education, 44(3), 420–444. https://doi-org.postu.idm.oclc.org/10.1080/10665684.2011.589763Perkins, R., Mason-Bertrand, A., Tymoszuk, U., Spiro, N., Gee, K., & Williamon, A. (2021). Arts engagement supports social connectedness in adulthood: Findings from the HEartS Survey. BMC Public Health, 21(1), 1–15. https://doi-org.postu.idm.oclc.org/10.1186/s12889-…Pyrczak, F. & Tcherni-Buzzeo, M. (2019). Evaluating research in academic journals: A practical guide to realistic evaluation (7th ed.). Pyrczak Publishing.Ridder, H.-G. (2017). The theory contribution of case study research designs. Business Research, 10(2), 281–305. https://doi-org.postu.idm.oclc.org/10.1007/s40685-…Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.Rebecca GRE: Unit 6.2 DB: Data Collection MethodsQualitative research uses non-measurable sources of data and relies mostly on observation techniques to gain insights. It is mostly used to answer questions beginning with “why?” and how?”. Examples of qualitative data collection methods include focus groups, observation, written records, and individual interviews. Quantitative data tells us what respondents’ choices are and qualitative tells us why they made those choices (Paradis, O’Brien, Nimmon, & Martimianakis, 2016). As quantitative observation uses numerical measurement, its results are more accurate than qualitative observation methods, which cannot be measured. Researchers use methods such as experiments, observations recorded in number values, and surveys with closed ended questions (Paradis, O’Brien, Nimmon, & Martimianakis, 2016). To ensure accuracy and consistency, an appropriate sample size needs to be determined for quantitative research. A sample should include enough respondents to make general observations that are most reflective of the whole population. The more credible the sample size, the more meaningful the insights that the market researcher can draw during the analysis process (Paradis, O’Brien, Nimmon, & Martimianakis, 2016). In this week’s first discussion post, this writer explained how she would conduct a quantitative research study to find out what percentage of marijuana users belong to minority groups. This writer used a survey with closed-ended questions that allowed her to gain to statistical analysis in order to establish results that could be explained in numerical values. If this writer were to perform the same study as qualitative data, she would oversee a survey with open-ended questions that would allow her to explain the research using words. This writer found a research study conducted by Department of Psychiatry and Behavioral Sciences, Duke University Medical Center (2016) that used quantitative data to show the differences in marijuana use among the different ethnic groups. The researchers found that report showed that cannabis was the most commonly identified primary illicit drug for treatment among blacks (29%), Hispanics (22%), and Asians/Pacific Islanders (21%);while the most commonly identified drug other than alcohol among whites was opiates (34%), followed by cannabis (12%) (Wu, HeZhu, & MarvinS.Swartz, 2016). Also according this study it was found that mixed-race population, especially children/adolescents, is the fastest growing population in the United States; and it is projected to increase from 8 million (2.5%) to 26 million (6.2% of the U.S. population)between 2014 and 2060, reflecting an increase of 228% compared with an increase of 26% for the single-race population (Paradis, O’Brien, Nimmon, & Martimianakis, 2016). ReferencesParadis, E., O’Brien, B., Nimmon, L., & Martimianakis, G. B. (2016). Design: Selection of Data Collection Methods. Paradis, E., O’Brien, B., Nimmon, L., Bandiera, G., & Martimianakis, M. A. (2016). Design: Selection of Data Collection Methods. Journal of graduate medical education, 8(20, 263–264. https://doi.org/10.4300/JGME-D-16-00098.1.Wu, L.-T., HeZhu, & MarvinS.Swartz. (2016). Trends in cannabis use disorders among racial/ethnic populationgroups in the United States. Drug and Alcohol Dependence, 181-190.Jasmine JRE: Unit 6.2 DB: Data Collection MethodsAllen-Meares and Lane (1990) states recent debates over quantitative and qualitative paradigms of research and whether newer designs to evaluate clinical practice compromise quality too much further magnify this problem for practitioners. Quantitative and qualitative scientific inquiry both have roles to play in theorizing and can be used in supplementary or complementary forms (Elswick, 2016). There are several methods that can be used to collect data. When applying qualitative research, the goal is to explore the idea. Some qualitative methods are surveys, interviews, open-ended questions, discussion and debate, etc.; however, questionnaires appear to be the most receptive and popular method. Although surveys are like questionnaires, they don’t not provide an in-depth capture for researchers. According to Phillips and Stawarski (2008), questionnaires are much more flexible, capturing a wide range of data from attitudes to specific improvement statistics.The quantitative paradigm influence many social workers to view research as only empirical, objective data collection associated with experimental and quasi experimental knowledge (Allen-Meares & Lane, 1990). The goal of a quantitative research is to test the theory, hypothesis, question, etc. to gather results to allow researchers and its audience to have a better understanding of its purpose. Some quantitative methods are direct observations, tests, routine records, statistical analysis, etc.As addressed in the initial discussion post for this week, this writer discussed how she would conduct a research on mental illness and self-esteem for a qualitative research and mental illness and substance abuse for a quantitative research. Using skills and knowledge as well as methods such as questionnaires, open-ended questions, graphs, and tables will enable readers to get a better understanding of the detailed and precise information this writer is discussing. The participants this writer would like to use would be a population of adults varying between the age of 18 to 50 to grasp a full effect on how the present is compared to his or her past.References:Allen-Meares, P., & Lane, B. A. (1990). Social Work Practice: Integrating Qualitative and Quantitative Data Collection Techniques. Social Work, 35(5), 452–458.Elswick, S. E. (2016). Data Collection: Methods, Ethical Issues and Future Directions. Nova Science Publishers, Inc.Phillips, P. P., & Stawarski, C. A. (2008). Data Collection: Planning for and Collecting All Types of Data. Pfeiffer.Jasmine JRE: Unit 6.3 DB: Ethical FrameworkParsons et al. (2008) explains to its audience action research (AR) is social research carried out by a team encompassing a professional action researcher and members of an organization or community seeking to improve their situation. In addition, AR promotes broad participation in the research process and supports action leading to a more just or satisfying situation for the stakeholders (Parsons et al., 2008). Doing research with and for people rather than on people requires articulation of a model that is more inclusive (Campbell, 2016). Together, the professional researcher and the stakeholders define the problems to be examined, cogenerate relevant knowledge about them, learn and execute social research techniques, take actions, and interpret the results of actions based on what they have learned (Parsons et al., 2008). Focusing specifically on ethics, codifying norms and expectations for right and wrong conduct into an ethical framework is done through a variety of mechanisms (Campbell, 2016). Stringer (2013) states ethical procedures are an important part of all research along with rules and regulations covering the conduct of research. Campbell (2016) reminds human services professionals should be mindful of sticky situations in community psychology will invoke matters of morals, ethics, and values—these are certainly interrelated concepts, but they are distinct, and that distinctiveness matters. It is ethical to avoid overstepping and mislabeling a person. Therefore, specific steps must be taken to ensure participants come to no harm as a result in the research project (Stringer, 2013).References:Campbell, R. (2016). “It’s the Way That You Do It”: Developing an Ethical Framework for Community Psychology Research and Action. American Journal of Community Psychology, 58(3–4), 294–302. https://doi-org.postu.idm.oclc.org/10.1002/ajcp.12…Parsons, M. L., Robichaux C., & Warner-Robbins C. (2008). Empowered caring: an ethical framework for participatory action research. International Journal for Human Caring, 12(3), 74–78.Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.Rebecca GRE: Unit 6.3 DB: Ethical FrameworkResearch ethics involve requirements on daily work, the protection of dignity of subjects and the publication of the information in the research. According to Stringer (2013) ethical procedures are an important part of research and all agencies and organizations have rules and procedures defining ethical frameworks for performing research. Respecting a participant’s autonomy and ensuring their welfare requires that researchers protect the participants confidentiality. Since action research is used by teachers on children confidentiality is extremely important and must follow ethical guidelines within their research design (Zeni, 1998).Action researchers should introduce themselves in a way to avoid harming or threatening the social space of those they will be observing before starting their research (Stringer, 2013). Unlike qualitive data, where researchers are working with and observing in their natural setting like a classroom, it’s not as much as a concern in quantitative research because data is often gathered from anonymous participants through surveys and questionnaires. This possess an ethical dilemma because the children that are being observed in their natural setting yet do not sign a waiver to be researcher or observed. Therefore, the information obtained in the research needs to be protected by ethical frameworks. An action research project must conform to local school policy (Zeni, 1998). Researchers must get informed consent from those they will be researching. This way participants know that the purpose of the study is and that they can withdraw from the study at any time, and can refuse their permission to participate, thus protecting their personal privacy (Stringer, 2013).Researchers also work to minimize potential conflicts of interest and make sure a study is ethically acceptable before it even starts, an independent review panel with no vested interest in the particular study should review the proposal and ask important questions, such as, are those conducting the trial sufficiently free of bias? Is the study doing all it can to protect research volunteers? Has the trial been ethically designed and is the risk–benefit ratio favorable? (Stringer, 2013). Ethical dilemmas are an intrinsic part of action research, precisely on account of its collaborative nature and of the diverse motivations, perspectives, and institutional roles held by its participants.ReferencesStringer, E. T. (2013). Action Research (4th) ed.SAGE Publications.Zeni, J. (1998). A Guide to Ethical Issues. Educational Action Research, 9-19.