Best Writer

Explain how each gender uses social media differently and which ways each gender believes what social media could be used for in the future.

Write a summary of the President’s Letter (it should be included in the Annual Report) and compare/contrast the President’s letter to the analyst opinion you downloaded from http://finance.yahoo.com (Links to an external site.). Find out if the President’s view of the future and analyst opinion differ substantially.
You will continue researching this company. additional reach on the articles.
Article 1: https://www.cnbc.com/2021/10/28/facebook-changes-company-name-to-meta.html
Article 2: https://www.wsj.com/articles/facebooks-cryptocurrency-venture-to-wind-down-sell-assets-11643248799

2. Describe Peloton’s current business strategy using evidence to support

3. Using the Balanced Scorecard information from your textbook (Chapter 2, Figure 2.5), please characterize/analyze Peloton’s current situation:
o Financial Measures: Current ratio, Debt to equity, Net Income
o Customer Measures
o Internal Business Process Measures
o Learning and Growth Measures

4. Conclusion – summary of key points made

5. As always, use the APA format. Cite your work properly and make sure to record your references.
Peloton Form 10K:

Describe Naval Architecture Knowledge.

Edit and add writers to the left and the right
Right party
Booker T Washington
WEB DUBOIS THE SOULS OF THE BLACK MAN
THE LEFT FDR
BETTY FRIEDAN
how were they persuasive in there writings compare it to the left and vice versa
This is what I have so far:
comparing the thinking of the writers. Just do all the readings for either the left or right. Group them, then compare the writers thoughts and whether they were persuasive. I have attached the prompt
This is what I have so far.

Part 1: Broadly on the Left
This essay aims to illustrate America’s political thought and how the political landscape works under ideological standings. From Right-Wing to Left-Wing politics, there are multiple dimensions of how politics work. Considerable difference in political left and right shows how political parties stand on their ideologies. Political programs are easy to understand if defined on the political lines. Economic agenda and social programs are all defined under special programs given by political parties.
Moreover, left-wing agenda politics shows a need for social perspective, and the government needs to spend more on public spending. Certain essentials of political agenda show that politics may work on socialist lines. Here one can discuss the differences in political lines developed after the Cold War era. Now left, wing politics is based not only on socialist agendas but also on government spending rather than on socialism.

Furthermore, it is seen that Marxist politics don’t define the lone of American political thought. There are a lot of differences among those who define American politics under the lines based on these agendas. Marxist politics defines gender and race from different perspectives on women’s issues, and race issues are different as radical feminists believe that certain issues don’t clearly define gender and race. American political thought defines the ideas of how it works under certain conditions.

To conclude, political thought defines it in a different way that persuades the audience that approximately provides transparent conditions. Under these cultural differences, attitudes define it differently in Leftist and Rights way of politics. Conservative and liberal politics are defined under something that makes democracy more on ideological lines. Ideological position defines the American political system differently in American politics.

Arguments of writers who refer to themselves as broadly on the left are persuasive because they are specific, repetitive, and use comparisons to convince their audiences. Repetition is an essential tool for persuasive writing, and Marxists and radical feminists utilize the technique to convince readers. They repeat gender, racial, and class inequalities several times in various passages to make people get what they are saying and understand that these inequities are fundamental challenges. Besides, their arguments are persuasive as they use comparisons to enable readers to understand the way various phenomena differ. For instance, Marxists assert that gender and racial inequalities reduced significantly in the 1800s, whereas class inequities increased during the gilded age (American Political Thought: The Center-Left, n.d.). Radical feminists also stress that female individuals received 67% earnings of what their male counterparts obtained in the 1980s, and the figure increased to 93% in 2020 (American Political Thought: Voices on the Left, n.d.). The assertions indicate that class, gender, and racial inequalities have increased. Furthermore, Betty Friedan is specific and includes an example of her effort for persuasion. In her book, The Feminine Mystique, Friedan writes about the dissatisfaction with women in American society after World War II. During this time, women were seen as only housewives, these women were based on the assumption that they were content providing and caring for there household. However, through testimonies of women affected by the “feminine mystique,” Friedan’s argument was most persuasive because it reflected the truth of how women really felt during this time frame. Friedan would eventually help establish the National Organization for Women based on gender inequalities, making readers understand what she is saying. Therefore, these writers provide persuasive arguments through different techniques. Arguments of these writers have proved lastingly beneficial by showing specific individuals and laws that tried to eliminate class, gender, and racial inequalities. The authors emphasize that prominent figures supported the continuity of the Progressive Movement to enhance racial, class, and gender equalities (American Political Thought: The Central-Left, n.d.). They also ascertain that the Equal Pay Act, the Voting Rights Act, and the Civil Rights Act of 1963, 1965, and 1964 introduced provisions that minimized gender, racial, and class discriminations (American Political Thought: Voices on the Left, n.d.). Hence, these authors’ arguments make people acknowledge legendary figures and acts that attempted to bring gender, racial, and class equality.

Part 2: Broadly on the Right
In Walter Lipperman’s 1925 book, The Phantom Public, Lipperman writes of his lack of faith in the democratic system. Throughout his book, Lipperman compares public opinion as a “phantom” and non-existent. He argues that democracy is unattainable because of the way that people behave. Walter Lippmann’s arguments are more persuasive than John Dewey’s opinions on what undermines the justification for democracy because the former uses straightforward language and remain more authoritative than the latter. Lippmann utilizes simple language that a reader without technical knowledge can understand what he is saying about democracy. For instance, Lippmann uses simple language to explain that ordinary people know that democracy is fiction because they live in a globe where individuals do not provide direction (American Political Thought: Philosophers and Progressives, n.d.). Additionally, being authoritative is one quality that helps writers persuade their audiences, and Lippmann employs the technique appropriately by providing examples and being transparent and honest. Specifically, the writer reveals that democracy cannot be justified due to ignorance that prevents people from coming to the limelight to be bold and say that individuals cannot govern even through representatives because they know that it cannot happen. Lippmann is authoritative as he incorporates ignorance as an example of a factor that undermines democracy justification. Although Dewey also uses simple language to present his arguments, he does not persuade the way Lippmann does. He does not remain authoritative to offer examples and proof to validate his view of democracy. Dewey does not provide adequate evidence to substantiate why he refuses that people cannot involve in political affairs through representation or democracy. Thus, Lippmann’s arguments convince readers more than Dewey’s claims based on democracy. Aside from persuasion, Lippmann’s arguments are more beneficial than Dewey’s. Lippmann raises fundamental questions about democracy to help people engage in heated debates and discussions to brainstorm answers and increase knowledge. For instance, the writer asks whether democracy can allow people to make informed decisions regarding railway and subway construction. Such questions are beneficial as they subject readers to intensive learning and research to determine the importance of democracy among individuals. However, Dewey does not offer such scenarios to enable readers to participate in discussions to expand knowledge. Overall, Lippmann’s arguments outperform Dewey’s claims to a great extent.

A FICTIONAL Zoonotic organism (a fungus, bacteria, virus, etc) that you make up! BE CREATIVEThe pathway of transmissionThe Reservoir (where it comes from)The Vector(s) (how it spreads)The Final Host and DiseaseTHEN:In 200-300 words with In-text citations (APA Style):Describe how humans impacted the spread of this pathogen and relate it to other similar diseases.Develop a proposed solution to the pathogen, focus on protection/prevention, treatment, and how the solution can be applied (HOW do we get people to do it?).Use 3-5 scientifically relevant and valid sources (Peer reviewed books, journal articles, government documents/pages, etc.) to support your idea.Format References in APA styleSubmit as a single Word Document, or PDF file

* This is assignment 1
Instructions
INTL 501 Research Proposal Instructions

In INTL 501, the student is required to design a case study on a topic relevant to this course. The syllabus and weekly lessons offer the following list of topics that you can use to generate topic ideas.

Overview & Structure of the National Intelligence Organizations
The Intelligence Cycle
History of the Intelligence Community
Intelligence Oversight
Law and Ethics
Public and Private Partnership in Intelligence
Future Challenges within the IC
Throughout this project, the student will use the concepts discussed in this course. The research project will be carried out in three stages:

Assignment 1: Research Proposal (4-5 pages) – worth 20% of your course grade
Assignment 2: Literature Review (5-6 pages) – worth 25% of your course grade
Assignment 3: Research Paper (10-15 pages) – worth 35% of your course grade
Each assignment will be evaluated by the iRubric for the assignment.
As the student works through each of the assignment, s/he will find that parts of Assignments 1 and 2 can be incorporated into the final research paper. Be sure to respond to instructor feedback received and incorporate any recommended changes/revisions.
Assignment 1: Research Proposal

The goal of the first assignment is to present a clear research project. The research proposal must be 4-5 pages (do not exceed 5 pages of text) in length not including title page, abstract, and reference list. The research proposal must be submitted as a Word document through the Assignments section of the classroom by Sunday, 11:55pm EST at the end of Week 2. In the research proposal, the student will:

1) Present the research problem that will be assessed and provide contextual information that helps demonstrate an understanding of the nature of the problem.

2) Clearly state a single SPECIFIC and academically rigorous research question and hypothesis. [Note – ONE academically rich research question].

3) Explain why this case study is important to investigate. What can be learned from this situation? How the knowledge gained through the research will broaden the research community’s understanding of the topic.

4) Provide a preliminary literature review the includes at least 8 preliminary sources, 6 of which must be from peer-reviewed journals. The literature review will discuss the key concepts, theories, and paradigms related to the issue (case study) by grouping the material in relevant categories. The literature review will not be a simple listing of one article and then another article. The student is to use the Chicago citation method. Please note there are two Chicago styles including the author-date style, and bibliography-notes style. Make sure the citation style is consistent throughout the paper.

APUS students have access to the official version of the 17th edition of the Chicago Manual of Style Online (CMOS). To access the full CMOS, use this link: Chicago Manual of Style Online. Go here for the Chicago-Style Citation Quick Guide.
5) Discuss the theoretical framework developed out of the literature review. In this section, the student will summarize/synthesize some of the theories/models and concepts such as Grounded Theory, Rational Choice Theory, or Game Theory to assess the research question.

6) Discuss the research design (methodology) that will be used to assess the central research question. Also, the student will state a clear and concise research hypothesis based on the literature review.

Paper Format: The proposal must include a title page, abstract, introduction, initial literature review, theoretical framework, research design, conclusion, and reference page. The title page, abstract and reference page are not part of the 4-to-5-page length. The paper will have 1-inch borders on all four sides, use a Times New Roman 12-point font, be double line spaced, and not have an extra line spacing between paragraphs (no triple line spacing). The student may need to turn this off function in WORD by going to paragraph settings and select don’t add space between paragraphs of the same style. Since this is an INTL course the student must use the Chicago parenthetical citation style for the references page.

—————————————————————————————————————————————————

This following information has been drawn from the End of Program Manual for Graduate Studies. At the end of the program of study, students selecting the capstone option are required to submit a 5-page research proposal prior to moving forward with the capstone. The research proposal for this class includes sections required in the capstone research proposal and thus the student needs to master this assignment.
The research proposal will be graded using the criteria listed in the INTL Research Proposal Rubric. See the Research Proposal link in the course calendar. The iRubric link is at the end of the research proposal page for Week 2. Click on the highlighted Research Proposal link in blue at the bottom of the page. The research proposal must be a presentation of the student’s best work and must meet the standards of professional writing. The proposal must contain no spelling or grammatical errors, use a scholarly/academic tone (do not use the first person, I, we, our) throughout the paper, include full citations for all sources cited in the literature review, and follow the Chicago style of citation, and incorporate smooth transitions between each section of the paper to include introductory sentences, content sentences, and concluding sentences. When citing sources, state the author’s name and do not use phrasing such as “the article” or “the report”, which are inanimate object and did not write themselves but were written by an author. Do not include the credentials or rank of the author, the place of employment, or the title of an article or book. Cite using the author’s name.

For additional assistance on writing at the Graduate Level, refer to the APUS Trefrey Library Graduate Writing Resources and Service Center. Remember, academic writing has a voice; that is, a formal tone of communication that is professional, clear, and straightforward.

The main text of the paper must be in an essay format. Do not use an outline format or a bullet list format to present the research proposal. The research proposal must include the sections listed below.

Title Page: The title page clearly articulates the purpose of the paper in as few words as possible. See the example below.

(Title of Paper)

Submitted to (Course Instructor)

of

American Public University System

by

(Student Name)

In Partial Fulfillment of the

Requirement for INTL 501 Strategic Intelligence

(Month Year)

American Public University System

Charles Town, WV
Abstract: The abstract conveys the research topic, notes the method in use, and articulates the argument behind the study in 150 words or less.

Introduction. The introduction clearly and concisely conveys the area, topic, and direction of the research. It shows how the study generally fits into the current body of knowledge. The research problem and the statement of significance or research question seeks to clearly establishes the relevance of the case study within intelligence studies. Below are key components of the introduction.

Provide a clear general research question and context leading to a specific, clear, and concise research question.
Provide background and contextual material justifying why the student is studying this research topic.
If the student is having trouble developing a good academically rigorous research question, please review the following pages on from the Trefrey Library link to SAGE Research Methods.
This resource supports graduate research by providing material to guide users through every step of the research process, including video tutorials showing research in action. There are also “Little Green Books” for quantitative research and “Little Blue Books” for qualitative research application. These short books address advanced topics such as Meta-Analysis, Survey Questions, Experimental Design. Interviews, Case Studies, and, Qualitative Data Analysis.

Preliminary Literature Review and Theoretical Framework. The preliminary literature review places the proposed study within the context of the current body of knowledge and justifies the direction the study aims to take. The narrative integrates critical and logical detail from the peer-reviewed literature. The theoretical framework section develops the theories or models to be used in the study. Below are the key components of the preliminary literature review and theoretical framework.

Provide a general discussion that groups the literature identified in relation to the research question to include the central concepts, theories, and paradigms relevant to the research topic.
The literature review is not a simple listing of one article and then another article.
Discuss the any gaps in the literature and how this study will help fill some of those gaps.
Provide a theoretical framework based on the literature review that summarizes/synthesizes some of the theories/models and concepts used to assess the research question.
If you have questions about theoretical frameworks, see the following link: Theoretical Frameworks)
Research Design. The student will discuss the logic by which the study will be carried out in order to answer the research question. A short, non-technical summary of the strategy will be provided. The statement of the research strategy helps to orient the reader and smoothly leads to a descriiption of the design. The design discussion clearly articulates how the strategy is to be implemented. The student will discuss the methods used to study/analysis the central research question. The student will state a clear and concise hypothesis. Additionally, the student will discuss the data (quantitative or qualitative) used to assess the hypothesis, how the independent and dependent variables of the case study are operationalized, how the data will be collected, and analytic methods used to assess the research question, as covered in INTL/SSGS 500. Listed below are the components of the Research Design section.

Non-Technical introduction
Statement of the hypothesis
Identification and operationalization (measurement) of dependent and independent variables.
Sampling plan (i.e., study population and sampling procedures, if appropriate).
Data Collection/Sources (secondary literature, archives, interviews, surveys, etc.).
Summary of analysis procedures (pattern-matching, etc.).
Limitations of study and bias discussion.

Conclusions: The student will summarize the research proposal and include a discussion of the significance of the study and any potential ethical issues involved in the study and how these will be dealt with.
Reference List. The reference list will provide an alphabetical listing of the sources cited in the paper. The student must include a minimum of 8 sources of which 6 must be peer-reviewed. Since this is an INTL course, the prescribed format is Chicago Parenthetical/Reference List format.

Write a paper on American Political Thought.Edit and add writers to the left and the right
Right party
Booker T Washington
WEB DUBOIS THE SOULS OF THE BLACK MAN
THE LEFT FDR
BETTY FRIEDAN
how were they persuasive in there writings compare it to the left and vice versa
This is what I have so far:
comparing the thinking of the writers. Just do all the readings for either the left or right. Group them, then compare the writers thoughts and whether they were persuasive. I have attached the prompt
This is what I have so far.

Part 1: Broadly on the Left
This essay aims to illustrate America’s political thought and how the political landscape works under ideological standings. From Right-Wing to Left-Wing politics, there are multiple dimensions of how politics work. Considerable difference in political left and right shows how political parties stand on their ideologies. Political programs are easy to understand if defined on the political lines. Economic agenda and social programs are all defined under special programs given by political parties.
Moreover, left-wing agenda politics shows a need for social perspective, and the government needs to spend more on public spending. Certain essentials of political agenda show that politics may work on socialist lines. Here one can discuss the differences in political lines developed after the Cold War era. Now left, wing politics is based not only on socialist agendas but also on government spending rather than on socialism.

Furthermore, it is seen that Marxist politics don’t define the lone of American political thought. There are a lot of differences among those who define American politics under the lines based on these agendas. Marxist politics defines gender and race from different perspectives on women’s issues, and race issues are different as radical feminists believe that certain issues don’t clearly define gender and race. American political thought defines the ideas of how it works under certain conditions.

To conclude, political thought defines it in a different way that persuades the audience that approximately provides transparent conditions. Under these cultural differences, attitudes define it differently in Leftist and Rights way of politics. Conservative and liberal politics are defined under something that makes democracy more on ideological lines. Ideological position defines the American political system differently in American politics.

Arguments of writers who refer to themselves as broadly on the left are persuasive because they are specific, repetitive, and use comparisons to convince their audiences. Repetition is an essential tool for persuasive writing, and Marxists and radical feminists utilize the technique to convince readers. They repeat gender, racial, and class inequalities several times in various passages to make people get what they are saying and understand that these inequities are fundamental challenges. Besides, their arguments are persuasive as they use comparisons to enable readers to understand the way various phenomena differ. For instance, Marxists assert that gender and racial inequalities reduced significantly in the 1800s, whereas class inequities increased during the gilded age (American Political Thought: The Center-Left, n.d.). Radical feminists also stress that female individuals received 67% earnings of what their male counterparts obtained in the 1980s, and the figure increased to 93% in 2020 (American Political Thought: Voices on the Left, n.d.). The assertions indicate that class, gender, and racial inequalities have increased. Furthermore, Betty Friedan is specific and includes an example of her effort for persuasion. In her book, The Feminine Mystique, Friedan writes about the dissatisfaction with women in American society after World War II. During this time, women were seen as only housewives, these women were based on the assumption that they were content providing and caring for there household. However, through testimonies of women affected by the “feminine mystique,” Friedan’s argument was most persuasive because it reflected the truth of how women really felt during this time frame. Friedan would eventually help establish the National Organization for Women based on gender inequalities, making readers understand what she is saying. Therefore, these writers provide persuasive arguments through different techniques. Arguments of these writers have proved lastingly beneficial by showing specific individuals and laws that tried to eliminate class, gender, and racial inequalities. The authors emphasize that prominent figures supported the continuity of the Progressive Movement to enhance racial, class, and gender equalities (American Political Thought: The Central-Left, n.d.). They also ascertain that the Equal Pay Act, the Voting Rights Act, and the Civil Rights Act of 1963, 1965, and 1964 introduced provisions that minimized gender, racial, and class discriminations (American Political Thought: Voices on the Left, n.d.). Hence, these authors’ arguments make people acknowledge legendary figures and acts that attempted to bring gender, racial, and class equality.

Part 2: Broadly on the Right
In Walter Lipperman’s 1925 book, The Phantom Public, Lipperman writes of his lack of faith in the democratic system. Throughout his book, Lipperman compares public opinion as a “phantom” and non-existent. He argues that democracy is unattainable because of the way that people behave. Walter Lippmann’s arguments are more persuasive than John Dewey’s opinions on what undermines the justification for democracy because the former uses straightforward language and remain more authoritative than the latter. Lippmann utilizes simple language that a reader without technical knowledge can understand what he is saying about democracy. For instance, Lippmann uses simple language to explain that ordinary people know that democracy is fiction because they live in a globe where individuals do not provide direction (American Political Thought: Philosophers and Progressives, n.d.). Additionally, being authoritative is one quality that helps writers persuade their audiences, and Lippmann employs the technique appropriately by providing examples and being transparent and honest. Specifically, the writer reveals that democracy cannot be justified due to ignorance that prevents people from coming to the limelight to be bold and say that individuals cannot govern even through representatives because they know that it cannot happen. Lippmann is authoritative as he incorporates ignorance as an example of a factor that undermines democracy justification. Although Dewey also uses simple language to present his arguments, he does not persuade the way Lippmann does. He does not remain authoritative to offer examples and proof to validate his view of democracy. Dewey does not provide adequate evidence to substantiate why he refuses that people cannot involve in political affairs through representation or democracy. Thus, Lippmann’s arguments convince readers more than Dewey’s claims based on democracy. Aside from persuasion, Lippmann’s arguments are more beneficial than Dewey’s. Lippmann raises fundamental questions about democracy to help people engage in heated debates and discussions to brainstorm answers and increase knowledge. For instance, the writer asks whether democracy can allow people to make informed decisions regarding railway and subway construction. Such questions are beneficial as they subject readers to intensive learning and research to determine the importance of democracy among individuals. However, Dewey does not offer such scenarios to enable readers to participate in discussions to expand knowledge. Overall, Lippmann’s arguments outperform Dewey’s claims to a great extent.

* This is assignment 1
Instructions
INTL 501 Research Proposal Instructions

In INTL 501, the student is required to design a case study on a topic relevant to this course. The syllabus and weekly lessons offer the following list of topics that you can use to generate topic ideas.

Overview & Structure of the National Intelligence Organizations
The Intelligence Cycle
History of the Intelligence Community
Intelligence Oversight
Law and Ethics
Public and Private Partnership in Intelligence
Future Challenges within the IC
Throughout this project, the student will use the concepts discussed in this course. The research project will be carried out in three stages:

Assignment 1: Research Proposal (4-5 pages) – worth 20% of your course grade
Assignment 2: Literature Review (5-6 pages) – worth 25% of your course grade
Assignment 3: Research Paper (10-15 pages) – worth 35% of your course grade
Each assignment will be evaluated by the iRubric for the assignment.
As the student works through each of the assignment, s/he will find that parts of Assignments 1 and 2 can be incorporated into the final research paper. Be sure to respond to instructor feedback received and incorporate any recommended changes/revisions.
Assignment 1: Research Proposal

The goal of the first assignment is to present a clear research project. The research proposal must be 4-5 pages (do not exceed 5 pages of text) in length not including title page, abstract, and reference list. The research proposal must be submitted as a Word document through the Assignments section of the classroom by Sunday, 11:55pm EST at the end of Week 2. In the research proposal, the student will:

1) Present the research problem that will be assessed and provide contextual information that helps demonstrate an understanding of the nature of the problem.

2) Clearly state a single SPECIFIC and academically rigorous research question and hypothesis. [Note – ONE academically rich research question].

3) Explain why this case study is important to investigate. What can be learned from this situation? How the knowledge gained through the research will broaden the research community’s understanding of the topic.

4) Provide a preliminary literature review the includes at least 8 preliminary sources, 6 of which must be from peer-reviewed journals. The literature review will discuss the key concepts, theories, and paradigms related to the issue (case study) by grouping the material in relevant categories. The literature review will not be a simple listing of one article and then another article. The student is to use the Chicago citation method. Please note there are two Chicago styles including the author-date style, and bibliography-notes style. Make sure the citation style is consistent throughout the paper.

APUS students have access to the official version of the 17th edition of the Chicago Manual of Style Online (CMOS). To access the full CMOS, use this link: Chicago Manual of Style Online. Go here for the Chicago-Style Citation Quick Guide.
5) Discuss the theoretical framework developed out of the literature review. In this section, the student will summarize/synthesize some of the theories/models and concepts such as Grounded Theory, Rational Choice Theory, or Game Theory to assess the research question.

6) Discuss the research design (methodology) that will be used to assess the central research question. Also, the student will state a clear and concise research hypothesis based on the literature review.

Paper Format: The proposal must include a title page, abstract, introduction, initial literature review, theoretical framework, research design, conclusion, and reference page. The title page, abstract and reference page are not part of the 4-to-5-page length. The paper will have 1-inch borders on all four sides, use a Times New Roman 12-point font, be double line spaced, and not have an extra line spacing between paragraphs (no triple line spacing). The student may need to turn this off function in WORD by going to paragraph settings and select don’t add space between paragraphs of the same style. Since this is an INTL course the student must use the Chicago parenthetical citation style for the references page.

—————————————————————————————————————————————————

This following information has been drawn from the End of Program Manual for Graduate Studies. At the end of the program of study, students selecting the capstone option are required to submit a 5-page research proposal prior to moving forward with the capstone. The research proposal for this class includes sections required in the capstone research proposal and thus the student needs to master this assignment.
The research proposal will be graded using the criteria listed in the INTL Research Proposal Rubric. See the Research Proposal link in the course calendar. The iRubric link is at the end of the research proposal page for Week 2. Click on the highlighted Research Proposal link in blue at the bottom of the page. The research proposal must be a presentation of the student’s best work and must meet the standards of professional writing. The proposal must contain no spelling or grammatical errors, use a scholarly/academic tone (do not use the first person, I, we, our) throughout the paper, include full citations for all sources cited in the literature review, and follow the Chicago style of citation, and incorporate smooth transitions between each section of the paper to include introductory sentences, content sentences, and concluding sentences. When citing sources, state the author’s name and do not use phrasing such as “the article” or “the report”, which are inanimate object and did not write themselves but were written by an author. Do not include the credentials or rank of the author, the place of employment, or the title of an article or book. Cite using the author’s name.

For additional assistance on writing at the Graduate Level, refer to the APUS Trefrey Library Graduate Writing Resources and Service Center. Remember, academic writing has a voice; that is, a formal tone of communication that is professional, clear, and straightforward.

The main text of the paper must be in an essay format. Do not use an outline format or a bullet list format to present the research proposal. The research proposal must include the sections listed below.

Title Page: The title page clearly articulates the purpose of the paper in as few words as possible. See the example below.

(Title of Paper)

Submitted to (Course Instructor)

of

American Public University System

by

(Student Name)

In Partial Fulfillment of the

Requirement for INTL 501 Strategic Intelligence

(Month Year)

American Public University System

Charles Town, WV
Abstract: The abstract conveys the research topic, notes the method in use, and articulates the argument behind the study in 150 words or less.

Introduction. The introduction clearly and concisely conveys the area, topic, and direction of the research. It shows how the study generally fits into the current body of knowledge. The research problem and the statement of significance or research question seeks to clearly establishes the relevance of the case study within intelligence studies. Below are key components of the introduction.

Provide a clear general research question and context leading to a specific, clear, and concise research question.
Provide background and contextual material justifying why the student is studying this research topic.
If the student is having trouble developing a good academically rigorous research question, please review the following pages on from the Trefrey Library link to SAGE Research Methods.
This resource supports graduate research by providing material to guide users through every step of the research process, including video tutorials showing research in action. There are also “Little Green Books” for quantitative research and “Little Blue Books” for qualitative research application. These short books address advanced topics such as Meta-Analysis, Survey Questions, Experimental Design. Interviews, Case Studies, and, Qualitative Data Analysis.

Preliminary Literature Review and Theoretical Framework. The preliminary literature review places the proposed study within the context of the current body of knowledge and justifies the direction the study aims to take. The narrative integrates critical and logical detail from the peer-reviewed literature. The theoretical framework section develops the theories or models to be used in the study. Below are the key components of the preliminary literature review and theoretical framework.

Provide a general discussion that groups the literature identified in relation to the research question to include the central concepts, theories, and paradigms relevant to the research topic.
The literature review is not a simple listing of one article and then another article.
Discuss the any gaps in the literature and how this study will help fill some of those gaps.
Provide a theoretical framework based on the literature review that summarizes/synthesizes some of the theories/models and concepts used to assess the research question.
If you have questions about theoretical frameworks, see the following link: Theoretical Frameworks)
Research Design. The student will discuss the logic by which the study will be carried out in order to answer the research question. A short, non-technical summary of the strategy will be provided. The statement of the research strategy helps to orient the reader and smoothly leads to a descriiption of the design. The design discussion clearly articulates how the strategy is to be implemented. The student will discuss the methods used to study/analysis the central research question. The student will state a clear and concise hypothesis. Additionally, the student will discuss the data (quantitative or qualitative) used to assess the hypothesis, how the independent and dependent variables of the case study are operationalized, how the data will be collected, and analytic methods used to assess the research question, as covered in INTL/SSGS 500. Listed below are the components of the Research Design section.

Non-Technical introduction
Statement of the hypothesis
Identification and operationalization (measurement) of dependent and independent variables.
Sampling plan (i.e., study population and sampling procedures, if appropriate).
Data Collection/Sources (secondary literature, archives, interviews, surveys, etc.).
Summary of analysis procedures (pattern-matching, etc.).
Limitations of study and bias discussion.

Conclusions: The student will summarize the research proposal and include a discussion of the significance of the study and any potential ethical issues involved in the study and how these will be dealt with.
Reference List. The reference list will provide an alphabetical listing of the sources cited in the paper. The student must include a minimum of 8 sources of which 6 must be peer-reviewed. Since this is an INTL course, the prescribed format is Chicago Parenthetical/Reference List format.

What is the historical and developmental relationship between Judaism Christianity? How does Christianity differ, theologically, from Judaism? What are the differences in terms of who may become a Christian?

The essay has to answer each of the questions.