doing a proposal thesis #1

this is an  attachment of the topic of the research and what I did in doing the  objective and the methodology of the research, I need you to add some ideas on them. also, I attached an IRB sample which is a form of how should I submit the proposal thesis paper to the professor . please do it the same but in brief. See the steps of how doing the form.

 

in addition,  I need you to post the resources that you will need in doing the research..  

  

Title:

The Impact of Welfare Programs on Excluded Employees from Family Friendly Workplace Act

Objective:

According to the FMLA “grants up to twelve weeks of unpaid leave for workers both male and females that can care for newborn or critically ill family member” “the company must have at least fifty employees and the worker must have been employed for at least one year” under the legislation of the act the goal of the research is to be a guideline for employees in the middle-class and poor who need to get benefit of FMLA by welfare programs. The research will describe the challenges of many single-women whose families who cannot afford to miss 12 weeks of income. Also, the research will explain the role of welfare programs to provide the assistance for needy employees in emergency time including child care.

Methodology:

The study will be qualitative research method. the researcher will include the facts of the Family and Medical Leave Act, role of the welfare programs and its policy in providing the assistance . The research will include also case studies show the suffering of lack of welfare programs’ role in providing the assistance.

————————————————————–

How the welfare programs impact single mother in case if they are excluded from FMLA.. so the research will explain the difficulties of getting eligibility of FMLA in some cases and then examine how welfare programs impact single mothers and provide the assistance

CALIFORNIA LUTHERAN UNIVERSITY

INSTITUTIONAL REVIEW BOARD

APPLICATION TO USE HUMAN PARTICIPANTS IN RESEARCH

Before completing this application, please review Procedures for Obtaining Institutional Approval for the Use of Human Participants, available at
http://www.callutheran.edu/irb/

Instructions: Complete all sections below. Incomplete applications will be returned. Be sure to
attach all relevant material
, including informed consent documents, instruments, interview protocols, and letters of approval from sites, as applicable.

1. Investigator’s Name Nina Kuzniak

Department School of Management MPPA Program

Phone 702.

3

32.3606 Email nkuzniak@callutheran.edu

IRB Training Certificate Number & Date 02/20/12
#872431

Students

: Application must be submitted by your faculty sponsor.

Faculty Sponsor’s Name Dr. Haco Hoang

Department Global Studies

Phone 805.493.3433
Email hhoang@callutheran.edu

2. Project Title Analyzing the effectiveness of current K-12 sex education curriculum at meeting the needs of diverse sexual identities

3. Category of Research (check one):

· Institutional Research, Intended for Possible Publication

· Proposal Already Approved by Another Institution (attach documentation)

· Modification of a Proposal Already Approved by CLU IRB

· All-inclusive Application* for Research Conducted by Students in a Graduate Course
NOT
to include Masters theses or Doctoral dissertations (specify title)________________________________

· All-inclusive Application* for Research Conducted by Students in an Undergraduate Course (title)__________________________________

· Doctoral Dissertation

· Master’s Thesis, Honors Thesis, or Capstone Project

· Student Individualized (Independent) Study Project

· Action Research Project

· Other____________________________________________________

*Instructor must collect Class Project Approval Form from each student for his/her records.

4. Review Category Requested

___Exempt Status ___Expedited Review ___Full Board Review

Include justification for Exempt Status or Expedited Review. (See Procedures for Obtaining Institutional Approval for Research, available at

http://www.callutheran.edu/irb/

, for a discussion of the criteria for each category).

5. Methodology and Research Objectives

Describe and justify the proposed methodology: Sections should include; Background: cite related literature that roots the study in unanswered conceptual, theoretical, or practical issues; Research objectives: describe what you hope to accomplish with this study; Methods: describe the proposed methodology. Be sure that the methodology will permit the research/educational objectives to be met.

DO NOT paste elements of a thesis proposal. This section should be brief but clear, allowing the committee to understand the why, what, and how of your project.

Sex education has been a topic of interest in political agendas for the better part of the 20th century, experiencing deep investment from advocacy groups with ties to polarizing political parties. Sex education is folded into school curriculum that has been funded, created, and mandated at the federal, state, and county levels. The implementation of such school-based instruction desires such results as decreased teenage pregnancy rates, decreased rates of sexually transmitted infection (STI) occurrence and transmission, delayed sexual debut, and the foundation of a greater knowledge base. Often, however, the scope of such programs spills into a conversation on morality, reinforcing cultural and societal expectations of gender roles and stereotypical binaries. The binaries associated with dichotomies of whiteness and blackness, and womanhood and masculinity, experience a long history in the United States (Solinger 2000). Current sex education curricula reinforce such black-and-white definitions, even though current research suggests that most topics relating to sexuality, sex, and gender exist on a spectrum (Fonow 1992). The goal of this research is to analyze the effectiveness of current K-12 sex-education curriculum at meeting the needs of diverse sexual identities.

Because of the heterosexual assumptions so routinely made by sex education curricula, and for the purpose of this research, diverse sexual identities encompass those of the Lesbian, Gay, Bisexual, Trans*, Queer, Intersex, and Asexual (LGBTQIA) population. Even without considering needs based on sexual identity, current sex-education is negligent in addressing such widespread issues as: family structure (changing and conventional), non-conforming gender roles, class systems, pleasure, and non-reproductive sexuality (Levenstein 2000, Fields 2008). When the system is considered through the lens of a LGBTQIA person or ally, it is glaringly obvious that the power structure established on heterosexist, masculine-dominating, patriarchal assumptions denies LGBTQIA youth access to accurate educational resources, adult and peer support, and curriculum that would promote their well-being and health in a way that legitimizes their existence and sexuality (Duberstein Lindberg, Santelli, and Singh 2006; Kosciw and Diaz 2006). Already vulnerable to day-to-day harassment and violence in schools (Savin-Williams 1997), the five percent of high school aged youth who self-identify as lesbian, gay, bisexual, and queer contend with abstinence-only education that denies them a sense of legitimacy and belonging in their schools and communities (Fields 2008). Considering trans* youth, the rate of bullying is incrementally higher, creating a hostile school environment that inspires absenteeism and lowers education aspiration and academic achievement (Harvard LBTGQ Policy Journal 2011). These populations are proving that they don’t fall within the boundaries of the gendered dualistic approach to sex-education in classrooms today.

Sex education curricula can attempt to address the needs of the youth population in two ways: through comprehensive sex education and through abstinence-only sex education (sometimes called Abstinence Until Marriage). Despite having a long history in American classrooms, abstinence-only education is problematic at best, and describes that sexual abstinence is “the expected standard for all school-age children,” and mutually faithful, monogamous marriage is “the expected standard of sexual activity” for all people (US Congress 1996). Despite extensive funding for abstinence-based education, the United States continues to have the highest teen pregnancy rate of all industrialized nations (Guttmacher 2001).

The Title V abstinence-only program initiated the funding stream dedicated to abstinence education in 1996 through Title V, Section 510 of the Social Security Act. Title V funds are distributed to states willing to match federal funding. Community-Based Abstinence Education (CBAE) funds originate from the Administration for Children and Families’ Family and Youth Services Bureau and are granted to community organizations and schools with no prerequisite for matched funding. Prior to Fiscal Year 2010, the federal government had not dedicated any federal funding to comprehensive sex education. Since, there has been allocation through the Teen Pregnancy Prevention Initiative ($110 million per FY), the Personal Responsibility Education Program (PREP) ($75 million per FY), and designated funding through the CDC (>$40 million per FY) (SIECUS 2013). All of the money distributed through these new federal initiatives necessitates a more comprehensive approach to sex education and the programs dedicated to the prevention of unintended pregnancy, HIV, and STIs.

Many of the abstinence-only sex education programs impart false information about the effectiveness of contraceptives, false information about the risks of abortion, the presentation of religious views and society-based morality as scientific fact, the solidification of dangerous and typecasting stereotypes, and scientific errors (2007 Committee on Government Reform). Such education is dangerous in its refusal to administer medically accurate and unbiased information, but also establishes a hierarchy of worth out of the population it teaches. How we define and express our sexuality has significant political implications, and the intolerance of diverse sexual identities is reflected in our judicial system. Court cases dealing with issues of sexual agency, autonomy over body, and reproductive rights have too often resulted in restriction and censorship of sexuality. There exists, then, a relationship between “the learning of human reproduction and the reproduction of social relations” (Sears 1992). If the classroom is an environment that prepares students adequately for the socialization, identities, and expectations of the real world, the classroom must be a place in which honest, inclusive conversations can happen.

Adolescent relationships have been recognized as important by researchers (Davila et. al 2004) and necessary for identity formation (Furman and Shaffer 2003).

Regardless of the details of individual curriculum, the problem lies in the general attitude toward sexuality and the accompanying education that is necessary to inform, empower, and protect youth of any sexual identity. “Sex education exists only because the situation with youth is so dire as to require it, and not because of a commitment to what sex education might positively accomplish.” (Fields 2008) Our community has chosen to react to an epidemic of unintended pregnancy and STI transmission instead of choosing to arm students with information about their body, the bodies of their peers, and the wide spectrum that encompasses a multitude of identities and orientations. Researchers have an obligation to fearlessly “suspend the givens of adolescent sexuality” when analyzing the effectiveness of the education system and meeting the needs of the adolescent populations (McClelland and Fine 2008). This includes a challenge to multiple assumptions: abstinence is the most desirable and sought-after outcome in young people’s sexual lives; young people are naturally and best heterosexual; girls are passive in their heterosexual relationships, except in their efforts to control aggressive male sexuality; and school-based sex education’s promise and effects lie primarily in preventing pregnancy and disease and delaying sexual initiation (Field 2008). Only once such assumptions are dismantled can there be room to discuss issues pertinent to diverse sexual identities.

[Trans*- denotes an umbrella term, encompassing multiple identities including genderqueer identities, female-to-male (FTM) identities, female-to-male (MTF) identities (Vaden Health Center, Stanford University 2013)]

Through this analysis, the ways in which current sex-education is affecting youth with diverse sexual identities will be examined. By considering the needs of the LGBTQIA community and understanding the platform of current sex-education curricula, any discrepancies can be illuminated. This will serve as a platform from which conclusions can be drawn regarding the most effective way to communicate medically accurate, unbiased, comprehensive, holistic information to LGBT youth. The dangers of misinforming youth, both sexually active and non-sexually active, is putting an entire population at risk for spreading inaccurate information, as well as making decisions regarding personal sexual activity under misinformed pretenses.

This project, utilizing qualitative research methods (e.g. semi-structured interviews and site visits), will provide insight into the sex education needs of the LGBTQIA population and the ways in which these needs are being served or neglected. Interviews will be conducted to gain a deeper understanding of the quality and types of information being disseminated to students, as well as the manner in which it is being imparted. Interviewees will include community health educators and individuals who self-identify as LGBTQIA and who are over 18 years old. I will conduct site visits to public community forums that address public health, specifically those related to sexual health.

Sollinger, Rickie. 2000[1992]. Wake Up Little Susie: Single Pregnancy Before Roe V. Wade. New York: Routledge.

Fonow, Margaret Mary. 1992. Sexuality and the Curriculum: The Politics and Practices of Sexuality Education. New York. Teachers College Press.

Levenstein, Lisa. 2000. “From Innocent Children to Unwanted Migrants and Unwed Moms: Two Chapters in the Public Discourse on Welfare in the United States, 1960-1961.” Journal of Women’s History 11(4):10-33.

Fields, Jessica. 2008. Risky Lessons: Sex Education and Social Inequality. New York. Rutgers University Press

Lindberg, Laura Duberstein. 1997. “Age Differences between Minors Who Gave Birth and Their Adult Partners.” Family Planning Perspectives 29(2):61-66.

Kosciw, Joseph G., and Elizabeth M. Diaz. 2006. The 2005 National School Climate Survey. The Experiences of Lesbian, Gay, Bisexual, and Transgender Youth in Our Nation’s Schools. New York: Gay, Lesbian, and Straight Education Network.

Savin-Williams, RItch C. 1997. . . . And Then I Became Gay: Young Men’s Stories. New York: Routledge.

Harvard Kennedy School LGBTQ Policy Journal. 2011. “Shutting LGBT Students Out: How Current Anti-Bullying Policies Fail America’s Youth.”

U.S. Congress. 1996. Personal Responsibility and Work Opportunity Reconciliation Act.

Alan Guttmacher Institute, Teenager’s Sexual and Reproductive Health, 2001, New York: Alan Guttmacher Institute, http://www.agi-usa.org/pubs/fb_teens.html

Davila, J., Steinberg, G. J., Kachadourian, L., Cobb, R., & Fincham, F. (2004). Romantic involvement and depressive symptoms in early and late adolescence: The role of preoccupied relational style. Personal Relationships, 11. 161-178

Furman, W., & Shaffer, L. (2003). The role of romantic relationships in adolescent development. In P. Florsheim (Ed.), Adolescent romantic relations and sexual behavior: Theory, research, and practical implications. (pp 3-22). Mahwah, NJ: Erlbaum.

McClelland, Sara L., and Michelle Fine. 2007. “Rescuing a Theory of Adolescent Sexual Excess: Young Women and Wanting.” In The Post-Feminist, Post-Subculture Reader, edited by Anita Harris, 83-102. London: Routledge.

Sears, James. (1992) Sexuality and the Curriculum: The Politics and Practices of Sexuality Education. New York. Teachers College Press.

In addition, please respond to the following questions:

a. Minimal risk means that “the risks of harm anticipated in the proposed research are not greater, considering probability and magnitude, than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.” In your opinion, does the research involve more than minimal risk to participants?

___yes X no

If yes, indicate the form the risk(s) will take, a justification for its necessity, and the procedures you will take to ensure the protection of participants.

b. Are any emergencies or adverse reactions (physical, psychological, social, legal, or emotional) foreseeable as a result of the research?

___yes X no

If yes, identify and explain how they will be handled.

6. Description of Participants

Age range: Over 18

Sample size: 5-10

Sample source(s):

CLU students

CLU faculty or staff

X Other (describe) Community members and non-CLU college students

Describe your relationship with subjects, if any, i.e. teacher, colleague, etc.

The interviewees will be identified through personal and professional contacts based on previous research and work on health issues. I may know some of the interviewees on a personal or professional level, but will keep all information disclosed in interviews confidential. Interviewees may include individuals who self-identify as LGBT, community health educators, and policy makers.

a. Vulnerable populations include minors, elderly, physically or mentally disabled, economically or educationally disadvantaged, victims, institutionalized people, or those who can easily be victimized. Will any vulnerable populations be included in your study?

X yes ___no

The subject matter of this study includes information about sexuality and sex education. The interview questions were drafted purposefully and carefully as to avoid extraneous discomfort. I anticipate that responses will shed light on the education system utilizing your classroom experience working with sex-education curricula and a population of diverse sexual identities. I hope that this will serve as a barometer of both the sex-education needs and any voids that may currently exist in serving those needs.

7. Procedures for Recruitment of Participants

Clearly explain how participants will be identified, selected and recruited? Attach samples of any advertisements that will be posted for recruitment.

I will identify and recruit participants through personal and professional contacts based on previous research and work on health issues.

8. Informed Consent

a. Attach a copy of the proposed Informed Consent form(s). See
Elements of Informed Consent
, available at http://www.callutheran.edu/irb/, for the necessary elements for informed consent. Where participants are minors, informed consent must be obtained from their legal guardians and “assent” should be obtained from the minor on a separate form.

Where participants are sampled from agencies or other schools, letters of informed consent from these sites must also be attached. Any requests for waiver of these requirements must be justified.

b. Clearly describe the process of obtaining informed consent (i.e. when, where and how consent will be obtained). This is an ESSENTIAL element of review. Do not leave blank.

Potential participants will be provided a copy of the informed consent form at the time of the interview. The lead investigator will inform the participant of the purpose of the study and all the procedures involved. The investigator will answer any questions that a participant may have before or after the interview. Once all questions prior to the interview have been answered to the participant’s satisfaction, both the participant and the investigator will sign the informed consent form. Participants will be recruited on a voluntary basis. It is the interviewee’s decision to participate in this study. If they decide to revoke participation, all information collected will be destroyed and they will be removed from the study completely. Additionally, participants may refuse to answer certain questions they are uncomfortable answering. All participants will select or be assigned a pseudonym that will be employed throughout the research.

9. Debriefing Procedure

Will any deception be used in your study and/or in its description to participants?

___yes X no

If yes, describe and explain why the deception is necessary.

How will a summary of the study’s findings be made available to participants?

Participants can contact me or my faculty advisor Haco Hoang through the contact information given to them at the time of the interview (and on the informed consent form).

Who will participants be told to contact for more information regarding the study or its findings?

Participants can contact me or my faculty advisor Haco Hoang through the contact information given to them at the time of the interview (and on the informed consent form).

10. Procedures for Ensuring Confidentiality of Data

How will confidentiality of data be ensured? Give specific information on how this will be done. You should include a statement of how long and where data will be kept following completion of the study. Federal guidelines require data and informed consent documents to be retained for at least three years.

In order to maintain confidentiality, no one will have access to the interview notes except me and my faculty advisor. The participants will be identified using only generic demographic information (age, gender/sex, race/ethnicity, occupation) and fake names to ensure their real identity is not disclosed. All notes will be kept in a password protected computer file.

11. Analysis of Risk/Benefit Ratio

Describe any benefits to participants and/or the field, etc. anticipated from your study.

Describe any short-term or long-term risks to participants that could be anticipated by participating in the study. Describe how such risks, if any, will be minimized and precautions taken to protect participants. These are ESSENTIAL elements of the review. Do not leave blank.

There are several potential benefits for the participants of this study. Interviewees will benefit from the opportunity to tell their story about their lives, experiences, and challenges, especially if because their input will benefit others. The data collected can be used to provide insight into and potentially improve current sex education curricula. Failing to meet the needs of a disenfranchised individual results in a multiplicity of misinformation, and as these individuals spread misinformation and feelings of being neglected by the system charged with empowering them through education, the divide grows even deeper and the population experiences even greater risks. By choosing to be a part of this study, interviewees are choosing to be a testament to the reality of sex-education today in hopes of moving toward a system that meets all needs.

12. Hazardous Materials

Will drugs or hazardous substances be used as a part of this study?

___yes X no

If yes, please read and complete the Hazardous Materials Use Form from the Federal Government and attach with this application.

13. Project Materials

Attach copies of all materials (e.g., surveys) used in this study and information about the sources of these instruments (e.g., who developed the instruments, reference for where additional information about the instrument’s reliability and validity can be found, etc.).

14. Certification for Research or Teaching

I certify that to the best of my knowledge the information provided above is complete and accurate. I agree to obtain approval from the IRB for any modifications of the above protocol as described.

I accept responsibility for ensuring that the rights, welfare, and dignity of the participants in this study have been protected and are in accordance with applicable federal/state laws and regulations and the University’s Institutional Guidelines for the Treatment of Human Participants in Research (see Procedures for Obtaining Institutional Approval for Research, available at
http://www.callutheran.edu/irb/
).

I certify that this research or instruction does not unnecessarily duplicate research already published or previous student instruction. I ensure that all personnel conducting the work of this protocol have or will receive appropriate training in the use of human participants in experimentation.

I accept responsibility for submitting a Continuing Review form, if the study continues longer than one year from the date of approval, and/or a Final Report form, at the completion of the study.

Signature_______________________________________ Date_______________

(Principal Investigator)

Signature_______________________________________ Date_______________

(Faculty Sponsor, if different from above)

Revised 5-11

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