Fluent Essays

A case analysis is application of the readings to the questions at the end of the case presented. Learners are expected to follow the case format using the questions to draw material from the case and the text chapter(s) and outside sources to complete each section of the analysis. General Format Issue: state the problem 1 Sentence! Related facts and Assumptions: the clues to the problem/solution--these support the problem statement as being logical and obvious Identify each segment as either fact or assumption. Analysis: use the questions posed at the end of the case Here is where you write a logical narrative explaining how the facts and assumptions highlight the issue (problem) by answering the case questions. Recommendations: what do you think are possible/optimal solutions to the problem State at least three (3) alternatives. Support each one of your recommendations using the chapter material, your experience, and or outside sources (cite). Explain the anticipated consequences of the recommended course of action. Conclusion: summarize what you have said Of your three courses of action, choose one that you believe to be most logical given the analysis, facts, assumptions, and the problem. The Case Analysis 1. Opening Quotation: This gets the readers attention and makes him want to read the case to find the answer and understand what the solution to the problem should be. 2. Table of Contents: an index to make it easy to find the different sections of the case. 3. Statement of the Problem: A short, concise 2 to 3 sentence summary of the problem and its likely cause. 4. Facts bearing on the case: These should be in historical order and numbered. 5. Assumptions: This deals with the future and how events will likely progress. 6. Alternative Courses of Action: Possible decisions which can be made are listed together with his reasons for doing so. 7. Recommendation: The personal opinion of the author as to the best path to follow together with his reasons for doing so. 8. Questions answered: Common questions and answers are given. 9. Footnotes: Any citations in the text are able to be found by referring to the appropriate footnote. 10. Bibliography: A listing of all sources used in the preparation of the case. 11. Closing Quote: A one-sentence summary of the problem and the authors solution to it. PHASE OF A CASE ANALYSIS Phase 1: Obtain an overview What kind of business is this? What decisions must be made? Who will make them? Why is the decision important? What are the potential consequences? Phase 2: Situation analysis Categorize case facts Analyze case data Distinguish symptoms from problems Establish a list of problems Phase 3: Identify and assess alternatives Identify alternative courses of action Consider positive and negative aspects of each alternative Assess risks associated with each alternative Phase 4: Recommendation Select a course of action Clarify key assumptions Present action plan COMPONENTS OF A SITUATION ANALYSIS FOR A CASE 1. Corporate-level situation analysis Corporate mission and objectives Resources and competencies Environmental problems and opportunities: Demographic Social-cultural Economic Technological Legal and regulatory Competition Portfolio analysis 2. Product-level situation analysis Market analysis Describe the product market structure Find out who buys Assess why buyers buy Determine how buyers make choices Determine bases for market segmentation identify potential target markets Competitive analysis Identify direct competitors Assess likelihood of new competitors Determine stage in product life cycle Assess pioneer advantages Assess intensity of competition Determine competitors advantages and disadvantages Market measurement Estimate market potential Determine relative potential of each geographic area Track industry sales trends Assess company or brand trends in sales and market share Make forecasts Profitability and productivity analysis Determine the cost structure Identify cost-volume-profit relationships perform break-even and target profit analyses make projections of sales or market share impact of marketing expenditures 3. Summary Assess performance (identification of symptoms) Define problems and opportunities. 1 6 Case Study on Management and Organizational Behavior Fesseha B. Mulugeta PUB-7008 V1: Public Administration Dr. Brian Bridgeforth October 3, 2021 Case Study on Management and Organizational Behavior The Cincinnati Enquirer has published the article, The Cincinnati areas biggest stories in 2018, with several incidents on the page. There are around ten events in the article focusing on different events in the area. These incidents are various, ranging from the acts of violence to the fights at Cincinnati City Hall. The latter is the case of the highlight that gave rise to the inauguration of the city charter. The problem of the city hall started with the introduction of three new members in the re-election of the mayor. However, there were many fights as the members were fighting with each other, and there was the city managers resignation. The reasons behind the resignation were linked to all the other cases presented in the article, including retaliation against the black community, overtime abuse by police, and police brutality (Cameron et al., 2018). There seem to be internal wars in the city council. Internal wars refer to conflicts in the same country pitting one part of the population against another (they are sometimes qualified as civil wars ). Everyone sees in his enemy, and even in the one who would like to remain neutral, a traitor with whom it is no longer possible to cohabit and with whom no territorial compromise is possible (as would be possible with a foreign enemy). This is why the only envisaged outcome is very often the destruction of the other and his real or potential allies (including women and children), with the use of terror, making these wars murderous and ruthless. Problems It is not wrong to say that all the problems focus was their injustice and abuse of power by the Police Department of Cincinnati. As described above, the main or direct problem was the fights in the City Hall with the city managers resignation, which was indirectly related to the problems within the Police Department. These problems were probably due to the power of the police force and no control or checkup. The other incidents, like the acts of violence and the childs death due to the delay of help by 911, were related to the budget cuts as the police department did not have the proper equipment, and the acts of violence were not monitored regularly. However, police officers have been taking overtime. Overall, the police department was the cause of the problem while they were supposed to protect the people. Comment by B. W. Bridgeforth: The police department is to blame. Who is responsible? Who allowed the police department to go unmanaged/unchecked? Possible solutions. The possible three solutions to the problems could have been: · Effective communication between all the departments with regular checkups on the resource allocations. Comment by B. W. Bridgeforth: What about it? Is this before or after? · The cooperation between the mayor and city manager could have been a better solution than resigning the manager to cause trouble in the office. Comment by B. W. Bridgeforth: This reads as things might not have happened if . . . How is such a constructive solution to the present situation? · There is need to establish moral leadership in the police department. There must be a rReplacement of the deputy or head of the police department. Institute with proper follow-ups. There is need to establish moral leadership in the police department. Comment by B. W. Bridgeforth: Be more assertive and definitive with your recommendations. There is need to establish moral leadership in the police department. Replace the deputy or head of the police department. Institute proper follow-ups. This one is good. This one is on point. Impact The major focus of the problems seems to be from the police department. But behind is the resource and public management with the lack of communication. Communication in public organizations is a necessity, a requirement, a means, and a difficulty. Necessary, because it is a main component in the democratic system, it supports the principles of transparency and control and the legitimization of actions. Communication is a requirement for disseminating information to consumers. Communication is a means of carrying out public policies, modifying behavior, raising awareness, and encouraging. But it also represents a difficulty because the communication with the objectives mentioned above generates costs related to advertising and visibility, aiming to achieve the targets (Boyd, & Nowell, 2020). Comment by B. W. Bridgeforth: Is this all from one source? If no, as indicated by where you placed the citation, then you must cite sources for this information. It may be accurate. It is more credible when you provide sources. If yes, place the citation at the beginning of the first sentence. The difference is that when placing the citation at the end of sentence the citation is associated with that sentence only. When placed at the beginning of a sentence, the citation can apply to the following two/three sentences depending on how the sentences are written. According to Boyd and Nowell (2020), communication in public organizations is a necessity, a requirement, a means, and a difficulty. Necessary, because it is a main component in the democratic system, it supports the principles of transparency and control and the legitimization of actions. Communication is a requirement for disseminating information to consumers. Communication is a means of carrying out public policies, modifying behavior, raising awareness, and encouraging. But it also represents a difficulty because the communication with the objectives mentioned above generates costs related to advertising and visibility, aiming to achieve the targets. For the public authorities, the city manager is an administrative center that must ensure cohesion by the imposition of guidelines and rules of the game, by-laws, and regulations (Perry, Hondeghem, & Wise, 2010). To maintain and increase the density of its population, it actively participates in economic development that creates jobs. And this will be favored by a strong image of the city (Perry, and & Robert, 2015). While some communication theorists (e.g., source, source, source) discuss the phenomenon of the globalization of information and electronic highways, that advertising uses, from one end of the world to the other, the same concepts, that electoral issues are organized around marketing strategies adopted all over the world, the citizen is, first and foremost, a solitary being who lives in a family unit, who lives in an apartment, a house, in the street, in a neighborhood, in a city and it is from there that the concrete meaning of its existence is organized (McGuire, 2006) (Gil-Garcia et al., 2018). Comment by B. W. Bridgeforth: I am unclear as to what you are attempting to accomplish here. If you relied on and are paraphrasing two sources in one citation then, (Gil-Garcia et al., 2018; McGuire, 2006) The animation of local communities revolves around the individuals primary needs: his safety, tranquility, and quality of life. The municipality is also for him a service center: cultural or sporting activities, household waste removal, street lighting, road maintenance, childrens education. It offers him recreational, sporting, or cultural activities. And above all, it offers him a living environment. Moreover, the establishment of moral leadership is required. Moral leadership provides the grounds for the best practices to reduce the abuse of power (Caldwell, 2012) (Rainey, 2009). Comment by B. W. Bridgeforth: Do not use gender identifying pronouns in formal writing (See APA Pub Manual). Comment by B. W. Bridgeforth: I am unclear how you got to this conclusion from the animation of local communities. There is no logical connection here. The perfect solution would be creating a committee that would be a liaison between the city hall, city manager, and the police department so that everybody does their job right, doesnt abuse power, and allows the city to be run smoothly. Communication and efficient public management are the keys to the problems. Conclusion The effect of clear and transparent communication is that many factors can help the people in the government. All the case studies have important news pointing to the incidents that could have been avoided with the help of proactive thinking and strategic planning. The lack of proper strategic planning and communication between the mayor and the government were the main causes of most of these events. The case shows that effective communication between both parties and effective public management could have been the solution to the problems. The city manager would have worked with the mayors office and proposed a better solution than his resignation, which made trouble for the rest of the members. The city manager could have taken on the initiative to fight against police brutality and overtime abuse. The administrative policies could have been better, and police management should have been changed in the light. The moral leadership of police department, effective communication and efficient public management are the better policies. Comment by B. W. Bridgeforth: How do you know? Comment by B. W. Bridgeforth: Could have but why didn’t? Comment by B. W. Bridgeforth: Run-on sentence (two independent ideas in a single sentence). References Boyd, N. M., & Nowell, B. (2020). Sense of community, sense of community responsibility, organizational commitment and identification, and public service motivation: a simultaneous test of affective states on employee well-being and engagement in a public service work context. Public Management Review, 22(7), 1024-1050. Caldwell, C. (2012). Moral leadership: A transformative model for tomorrows leaders. Business Expert Press. Cameron, K., Scott, W., Hannah, S., Randy, T., Max. L., (2018). The Cincinnati areas biggest stories in 2018. Cincinnati Enquirer. Cincinnati, Ohio. Gil-Garcia, J. R., Dawes, S. S., & Pardo, T. A. (2018). Digital government and public management research: finding the crossroads. McGuire, M. (2006). Collaborative public management: Assessing what we know and how we know it. Public administration review, 66, 33-43. Perry, L., and & Robert K.C. (2015). Handbook of Public Administration, John Wiley & Sons, Incorporated. ProQuest Ebook Central. Perry, J. L., Hondeghem, A., & Wise, L. R. (2010). Revisiting the motivational bases of public service: Twenty years of research and an agenda for the future. Public administration review, 70(5), 681-690. Rainey, H. G. (2009). Understanding and managing public organizations. John Wiley & Sons. Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA Yuliya V. Grecu, EdD August 18, 2021 Author: Biography, expertise, and contribution Brian W. Bridgeforth, PhD, MBA, MA: Dr Bridgeforth, the primary author of this work, has supervised or contributed to 200+ dissertations and theses. The instructions are written based on stated experience, the most common feedback and the lessons learned working with a broad base of personalities and intellectual interests through course work, application to candidacy through the prospectus, and dissertation candidacy through defense, and post publication. Yuliya V. Grecu, EdD: Dr. Grecu recently completed and defended her dissertation. Recent experience and fresh memory were contributory to substance and finalizing the text as well as providing examples. Given professional background in teaching English, she was the primary editor and ensured APA compliance confirmation. Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 ii Table of Contents Introduction .................................................................................................................................................. 1 Beneficial and Recommended Resources ..................................................................................................... 1 Instructions, Recipes, and Examples ............................................................................................................. 2 I. Define scope.................................................................................................................................. 2 II. Create outline/mind map ............................................................................................................. 2 III. Search for literature ...................................................................................................................... 4 IV. Write to an ignorant audience .................................................................................................... 11 V. Follow the writing recipe ............................................................................................................ 11 VI. Write with scholarly style ........................................................................................................... 11 VII. Write and cite with stylistic variation ......................................................................................... 22 VIII. Proofread! ................................................................................................................................... 25 Front Matter, Format, and Style ................................................................................................................. 27 Appendix A: Working with MS WORD as Editor ......................................................................................... 28 I. WORD-Identifying Authors by Track Changes ............................................................................ 30 II. Labelling (Captioning) Tables & Figures ...................................................................................... 32 III. Inserting a Callout to a Figure or Table in the Body Text ............................................................ 34 IV. Updating the TOC, Lists of Tables/Figures, & Callouts ................................................................ 35 Appendix B: Grammarly As Editing Tool ..................................................................................................... 36 Appendix C: Blooms Taxonomy ................................................................................................................. 40 Appendix D: Embedded Writing Rubric ...................................................................................................... 42 Index............................................................................................................................................................ 44 Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 1 Scholarly writing balances continuity1 and flow2 with conciseness and clarity. . . Present ideas in a logical order to improve the readability of your paper (American Psychological Association [APA], 2020, p. 111). Introduction A scholar’s recognition of producing scholarly work or scholarship is an acknowledgement of a level of proficiency with language and competent knowledge of a body of literature. Proficiency and competence are relative to the achievement level of education pursued. Specifically, terminal level education has a higher standard of expectation than graduate, which is more rigorous than undergraduate. This notion of progression is premised on mastery of a common set of expectations or standards. This document provides guidance on formal writing in terms of recommended procedure, exposition of particulars to a specific recommendation, examples, and identification of resources, strategies, and tactics. It highlights particulars of APA style 7th edition but is not intended to substitute the publication manual. Learners, especially at the graduate/doctoral level, are encouraged to purchase a wire bound copy of the manual (https://apastyle.apa.org/products/publication-manual-7th-edition). Writing is an opportunity to learn the literature, hone one’s writing, and practice a citation style. The following material is provided as an instructive resource. Learners are encouraged to read and apply the advice herein. Beneficial and Recommended Resources A Collegiate Dictionary A Collegiate Thesaurus A discipline/profession-specific dictionary American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Washington, D.C.: American Psychological Association (APA). https://doi.org/10.1037/0000165-000. Baranick, J. (2014). Kiss my asterisk: A feisty guide to punctuation and grammar. New York, NY: Skyhorse Publishing. Strunk, W., Jr. & White, E. B. The elements of style. Available: https://faculty.washington.edu/heagerty/Courses/b572/public/StrunkWhite.pdf Appendices: A Collection of How-To Instruction Sets for Working with A. A Collection of How-To Instruction Sets Working with MS WORD I. An Editing Tool 1 Continuity –the logical consistency of expression throughout a written work (p. 111). 2 Flow—the smooth cadence of words and sentences (p. 111) https://apastyle.apa.org/products/publication-manual-7th-edition https://doi.org/10.1037/0000165-000 https://faculty.washington.edu/heagerty/Courses/b572/public/StrunkWhite.pdf Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 2 II. Track Changes III. Labeling Tables and Figures IV. Inserting a Callout to a Figure or Table in the Body Text V. Updating the TOC, Lists of Tables/Figures, and Callouts B. Grammarly: An Editing Tool C. Blooms Taxonomy D. Embedded Writing Rubric E. Embedded Literature Search Strategy Primer Instructions, Recipes, and Examples I. Define scope What is the deliverable as defined by the assignment instructions? ❖ Identify which element of Bloom’s Taxonomy is being emphasized (See Appendix C for sample action verbs under each category)? ❖ Read the rubric associated with the instructions (double click the icon to view an example writing rubric). ❖ Choose one perspective, theory, or conceptual basis to explore, examine, describe, interpret, or recommend and write a logical analytical argument explained and supported by authoritative literature. Determine what commonality is underlying the questions or the information? II. Create outline/mind map In terms of completing an academic assignment, dissect the instruction set by answering the following questions: ❖ What result (content, format: e.g., paper, case-study, interview analysis, PPT while synoptic visual is also a coherent essay) is expected to be produced? ❖ What are the key topics, concepts, or ideas mentioned? ❖ What are the relationships between concepts and or materials directed to consider? ❖ What is the instructed structure or organization required to deliver information? Discern topic, theme, and subtopic through either linear format of an outline—I. A. 1. a. (see example page 3) or diagram the connections via mind map, in which topics and subtopics are identified not linearly but in relation to one another (see Figures 1 & 2 for examples). Both outcomes will contain the same details. The variation is presentation style. The deciding question is: which is easier to follow? Use a tool, of personal preference, to organize the essay/paper in terms of sections, paragraphs, and sentence order. Doing so will help with structure and flow. Microsoft Word Document Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 3 It is necessary and worthwhile to note that an instruction set will establish a starter outline. The more comprehensive and exhaustive the body of literature relied upon, the fuller or more complete the outline is. Example: The following is a redacted sample of an informal outline about the topic of leadership. I. The P.O.W. of leadership A. Origins B. Culture war roots C. Word usage II. The standard model A. Typology 1. Observation 2. Normative 3. Prescriptive B. Four assumptions C. Role and relationship 1. 12 conversations 2. Societal structure 3. Followership a. Constituency b. Citizenship c. Participation III. The antipodal model 1. Thirteenth (13) conversation 2. Antinomies A mind map is a way to simultaneously comprehend the macro, micro, and meta scales of a topic, problem, and establish/derive evidence-based knowledge or support a solution. The mind map concept can help as an organizing tool to synthesize the literature that founds, contextualizes, informs, and persuades logically and objectively by connecting topics by history, shared connections, thematic and progressive commonalities, and relationships. One identifies the topic and all possible subtopics as with an outline. As topics are added, consider the possible logical connections among the ideas to develop an outline or a mind map. The broad or umbrella topic is at the center of the display space. Each notation is marked by text, image, symbol, character, color, or other and in user designated combinations. Connections are relationships, convergence, commonalities, divergence illustrated or symbolized. A legend may be necessary or prove beneficial to memory. All disciplines and topics share common categories—historical precedent, theorists, theories, and ethical theory and practice. The outline example (see outline above) is translated into a mind map for illustrative purposes (see Figure 1). Leadership is the central topic. Each Roman numeral indicator is a noted branch off the central topic. The capital English letter indicator is a branch and notation off the first noted branch. The Arabic numeral notation is a subsequent branch off the former branch. The common categories are the substance and links between the capital English letter indicators (e.g., the typology (Tplgy), Four assumptions (4 A’s), and inform and enlighten the conversations comprising the role and relationships (R & R). Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 4 III. Search for literature We live in a time of exhaustive knowledge with an exponential growth rate of accumulation and a plethora of options to search for literature on any given topic. This section offers a review of the questions why, where, what, and when. Questions about who and which are discipline, topic, and/or focus dependent. The question how is introduced last. Keep in mind that in research, one standard is that it be replicable. That is, any other researcher should be able to follow your literature search and repeat it exactly as you did. Keep detailed record of your search! This includes how you acquired the literature that informed you and aided in your constructing your research. Why search? Searching for literature is arguably multi-purpose—awareness, acquisition, edification, establishment, proposition, substantiation. The commonality is, to ask and answer learner/researcher stimulated questions. Command of the literature establishes and conveys credibility as an authority. What to search? The use of scholarly sources demonstrates a relative command of the empirical literature. A scholar seeks out important and relevant authors, theories, concepts, topics, issues. Scholarly literature is more than double blind peer-reviewed journal articles. Additional to journal articles are books, edited works, monographs, grey literature, and secondary sources. Some labels characterize these works as significant in a discipline (i.e., seminal and classic). In particular, theory, concept, and method should be sourced from original authors and seminal works. Each is briefly described. ❖ Journal articles [double blind peer-reviewed/scholarly] ❖ Seminal sources (first pieces by originating authors, landmark studies—books and journal articles). There is incalculable value in appreciating and assimilating a construct, concept, or theory by the originating author. First-hand knowledge anchors the academic history of a topic Figure 1. Outline Translated to mind map. Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 5 and more accurately informs morphology. Interpretations are convenient, particularly when the interpretation is commonly accepted and taught as fact. Interpretations are also generally flawed in one or more ways—details lost in translation, misrepresentation of the original author’s meaning, and or, but not limited to, alteration of focus. Examples of seminal works suffering from misinterpretation: * Machiavelli’s (1513) The prince [Machiavelli did not rationalize the ends justify the means, rather, he proposed a set and series of questions about how to maintain rule and minimize threat.] * Maslow’s (1943) A theory of human motivation [Maslow did not describe needs as a hierarchy premised on a must be satisfied first order rather, as deficiency-based prioritization.] * Lewin’s (1951) 3-Step Model [Lewin wrote “(if necessary)” after Unfreeze in the original (p. 228); it was eliminated in a later interpretation. The dropped parenthetical cut the link to the other three parts of Lewin’s change model (Force-Field Analysis, Group Dynamics, & Action Research) which are neither mentioned nor taught as parts of it.] * MacGregor Burns (1978) Leadership [Burns is errantly credited with originating the theory of transformational leadership. Rather, he proposed a conceptualization he labeled “transforming leadership” through his examination of moral politics.] ❖ The classics (books and journal articles) in a discipline. Classics are seminal, and iconoclastic (pivotal)—establish the paradigms of the thought and theory of a discipline. Classics recognize and establish timeless principles about human existence and or human experience. Classics are most often written by major theorists (so called either by previously established reputation or the work establishes reputation. Classics are identifiable by common acceptance, recognition by scholars, and prominence of citation by other authors. Examples: * Campbell, H. (1949). The hero with a thousand faces [Also known as the hero’s journey. Campbell discovered and substantiated the hero myth is universal across human culture and history. This ancient recipe is still used in story telling today (e.g., Star Wars.)] * Maslow’s (1943) A theory of human motivation [cited in >35,500 published works] * Jung, C. G. (1952, 1959) Theories of the collective unconscious and archetypes. [Established a paradigm in psychiatry and psychology.] * Gemmill, G., & Oakley, J. (1992). Leadership: An alienating social myth? Human Relations [An iconoclastic work that questions the validity of the social construct.] ❖ Scholarly books—written by researchers and scholar-practitioners for researchers and practitioners. ❖ Monographs—an extended coherent presentation of a topic, allegorically: an exhaustive literature review. Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 6 Example: * House, R. J. & Aditya, R. N. (1997). The social scientific study of leadership: Quo vadis? Journal of Management, 23, 409-473. ❖ Edited works—a compilation volume of contributions from separate authors on different aspects of a single topic. ❖ Grey literature (URLs ending with “.edu”, “.org”, and “.gov”) incorporate data and evaluations not controlled by publishers. Reference to grey literature often allows the researcher to eradicate bias, balance the findings by presenting neutral and undesirable outcomes, and utilize the most recent results. Searching grey literature databases, OpenGrey, Wonder, and SCOPUS, along with EBSCOhost, provides access to various references from grey literature. EBSCOhost also makes the government statistic reports available to the researchers. Besides, exploring government and educational agencys websites, for example, the Alabama State Department of Education websites, National Center for Education Statistics, can assist the researcher in obtaining numerical data to enhance the comprehensiveness of the findings. Similarly, news periodicals may be acceptable as part of research for supplying context, historical information, or reference to secondary/archived data. Example: * Vargas, T. (March 1, 2018) She coined the term ‘glass ceiling.’ She fears it will outlive her. Washington Post. (https://www.washingtonpost.com/news/retropolis/wp/2018/03/01/she- coined-the-phrase-glass-ceiling-she-didnt-expect-it-to-outlive-her/) ❖ Commercial sites (e.g., .com, .biz. .net), wikis, blogs, podcasts, social media, newsletters, as well as the Bible, Koran, and similar religious texts are NOT scholarly (i.e., peer reviewed or empirical) sources. An exception to this guideline would be a blog, podcast, etcetera posted by a seminal author sharing personal (first-hand) historical context or experience. Example: * Revisiting the Glass Ceiling by Marilyn Loden (http://www.loden.com/Site/Site/Articles\%20- \%20Videos\%20-\%20Survey/C615CFE8-A70C-4E3A-9F81-8EACB0E087D0.html) Where to search? ❖ Bibliographies/reference lists of published articles, monographs, and books [Author Index] to identify the sources others have referenced. ❖ Electronic databases (e.g., EBSCO, PsycInfo, SocAbstracts, ERIC, Proquest Dissertations). ❖ Internet search engines (in order of recommendation): • Google Scholar (google.scholar.com)—earch scholarly papers, search authors, article titles • Google Books (http://books.google.com/)--Search the “worlds most comprehensive index of full text of books”. Review the book index for the topic(s)/subject(s) pertinent to the research project and read those specific pages. https://www.washingtonpost.com/news/retropolis/wp/2018/03/01/she-coined-the-phrase-glass-ceiling-she-didnt-expect-it-to-outlive-her/ https://www.washingtonpost.com/news/retropolis/wp/2018/03/01/she-coined-the-phrase-glass-ceiling-she-didnt-expect-it-to-outlive-her/ http://www.loden.com/Site/Site/Articles\%20-\%20Videos\%20-\%20Survey/C615CFE8-A70C-4E3A-9F81-8EACB0E087D0.html http://www.loden.com/Site/Site/Articles\%20-\%20Videos\%20-\%20Survey/C615CFE8-A70C-4E3A-9F81-8EACB0E087D0.html http://scholar.google.com/ file:///C:/Brian/Schools/Dissertion\%20Research/Active\%20Distribution/Google\%20Books http://books.google.com/)--p Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 7 • Google custom Search (add “site:.edu”, “site:.org”, and similar to a search string to limit (narrow) the search to a specific type of source). • Project Gutenberg (https://www.gutenberg.org/) - a library of over 60,000 free eBooks in epub and Kindle eBooks format to download or read online. • Universities (http://www.google.com/options/universities.html)—Search a specific schools website. • U.S. Government (http://www.google.com/ig/usgov) —Search all U.S. federal, state and local government sites (Excellent for secondary sources) • Cengage (www.accessmylibrary.com) -- Site claims to offer searching of information that librarians trust. It is a no-cost access service. • The Library of Congress (http://www.loc.gov/)—The worlds largest library. Everything printed is catalogued here. This library is open to all U.S. citizens. • Google News archive search (http://news.google.com/archivesearch)—Search historical news. ❖ Public and state community college, college, and university library systems. Many offer access and check out to state residents. All that is required is proof of residency and maybe a small fee. ❖ Online sources of new and used books at the fraction of the cost of retail (in order of recommendation): • BookFinder: http://www.bookfinder.com • Used Book Central: http://www.usedbookcentral.com/ • FetchbookInfo: http://www.fetchbook.info/index.jsp?camid=bmu When to search? History is more than the misleading blanket rule (misconception or misdirected limited application) of the last three (3) to five (5) years of a topic. Currency is relevant to the discipline under focus. The rate of change in some fields like data science, artificial intelligence, and information technologies justifies this guideline given the pace of obsolescence demonstrated. However, the rate of change in philosophy, ethics, and the social sciences is glacial by comparison. Criteria: The standards used to select the literature used. ✓ Accuracy (is the information error free?) ✓ Authority (who is supplying the information and are they qualified to do so? e.g., peer-reviewed) ✓ Objectivity (is the information bias free?) ✓ Currency (is the currency of the information appropriate for your field or topic?) ✓ Coverage (are all aspects and details of the subject covered?) How: ❖ Library Electronic databases: Subject Terms (“SU”)—(author supplied and part of the database index), Review the subject terms a.k.a. subjects listed under the journal articles that appear relevant for terms you have not http://www.google.com/ https://www.gutenberg.org/ file:///C:/Brian/Schools/Dissertion\%20Research/CH\%202/Universities http://www.google.com/options/universities.html http://www.google.com/ig/usgov http://www.google.com/ig/usgov http://www.accessmylibrary.com/ http://www.accessmylibrary.com/ file:///C:/Brian/Schools/Dissertion\%20Research/CH\%202/The\%20Library\%20of\%20Congress http://www.loc.gov/ http://news.google.com/archivesearch http://news.google.com/archivesearch http://www.bookfinder.com/ http://www.usedbookcentral.com/ http://www.fetchbook.info/index.jsp?camid=bmu Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 8 thought of. Key words (“Select a Field”, “TX All Text”)—candidate determined, topic or theme relevant Author Name (“AU”)—search for all articles by a specific theorist or expert listed in the database(s) accessed. Journal (“SO”)—search for articles published a specific journal or for journal titles containing one or more words Article titles (“TI”)—search for a specific title or words in an article title Combinations—This may be any combination of the aforementioned items OR previous searches (Search History). • Using subject terms will yield a smaller set of results, however, they will be more relevant to your work. Key words will yield a larger number of results however, it will require reading abstracts to determine relevance. ❖ Google Scholar (google.scholar.com): Basic, self-explanatory. Type search string. 10 results by page. Order may be limited or customized by time year or range, relevance or date, include or exclude citations/patents. Subsequent and more detailed searches by each listed source are offered through: * Cited by ____ Will link to a search list that will reveal all authors and sources that sited a specific piece of scholarly literature. * Related articlesCompletes a search of articles similar in topic to the piece selected. * All (count) versions—This is the listing of all Internet sites that offer a copy of the item. Suggested Related searches is offered. Related searches are topic synonyms or associated. ❖ Google Books (http://books.google.com/): Basic, self-explanatory. Type search string. Customize settings (3; options for each displayed) * Any view—Any View—Preview and Full View—Full View * Any document—Any Document—Books—Magazines—Newspapers * Any time—Any Time --—21st Century—20th Century—19th Century—Custom Range Click on “Tools” to switch from search options to result count. ❖ Google: Customize a search by site type (add “site:.edu”, “site:.org”, and similar to a search string to limit (narrow) the search to a specific type of source). Customize the search using “advanced search” available under settings http://scholar.google.com/ file:///C:/Brian/Schools/Dissertion\%20Research/Active\%20Distribution/Google\%20Books http://books.google.com/ http://www.google.com/ Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 9 Results: ❖ Library Electronic databases & Search Engines It is recommended that a simple table is used to record the information. Table 1 Search Record is a recommended format. For use, copy and paste the table into a new document or duplicate column headings in a spreadsheet. Table 1. Search Record Database/Search Engine Search String Database Query Type # of items retrieved # of relevant items Identify the specific electronic database (e.g., EBSCO, PsycInfo, SocAbstracts, ERIC, Proquest Dissertations & Theses) OR Search engine (e.g., Google Scholar, Google Books, Library of Congress) What exactly was typed in the search box of the database of the search engine? Subject Terms (“SU”) Key words (“Select a Field”, “TX All Text”) Author Name (“AU”) Journal (“SO”) Article titles (“TI”) Combination This is the raw result count provided by the database or search engine. This is the number of items that met the specific search criteria for possible use in the research endeavor. ❖ Annotated Bibliography Writing a synopsis of each source is recommended for memory retention, organizing sources, and recall. * Books and chapters of edited books: write one to two paragraphs about the content, author, relevance to the research (by chapter and section), and note specific pages * Journal articles, and monographs: follow the Writing an Annotated Bibliography guidelines (next page). * Grey literature, commercial sites, and news organizations: write one to two paragraphs about the topic, origin, author, speaker, relevance, significant details, statistics, and or quotes. Essentials of Scholarly Writing Brian W. Bridgeforth, PhD, MBA, MA & Yuliya Grecu, EdD Last Revised: 08/18/2021 10 Annotated Bibliography Traditionally, an annotated bibliography is a format of source citation followed by a 300-350-word (1 page) synopsis with details authored by the reviewer. As an academic exercise, the purpose of the annotated bibliography is two-fold. First, it is practice at authoring an abstract. Second, the annotated bibliography is resource to the research in its entirety and fodder, primarily, for the literature review. These purposes are served through the suggested dissection and details recorded. General (About, article as a whole; literature review of the article): ✓ Bibliographic details of the piece. ✓ Code to identify research component contributes to by chapter, section, topic, topic-subtopic. ✓ Topics/Key words/Themes ✓ The work’s origin, extension or duplication of previous effort(s). ✓ Significant authors …