OverviewThe purpose of this final assignment is to develop your own subtopic within the broader topic of first-generation college graduates. You will compose a research proposal outline using the resources and any other articles to support your subtopic. You may take either a qualitative or quantitative approach.Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263.Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? Journal of Higher Education, 89(5), 753-781.Olive, T. (2014). Desire for higher education in first-generation Hispanic college students enrolled in a graduate counseling program. Journal of Phenomenological Psychology, 45(1), 72–91.Schelbe, L., Swanbrow Becker, M., Spinelli, C., & McCray, D. (2019). First generation college students perceptions of an academic retention program. Journal of the Scholarship of Teaching and Learning, 19(5), 61–76.Smith, K. J., Emerson, D. J., Haight, T. D., Mauldin, S., & Wood, B. G. (2019). An examination of the psychometric properties of the Connor-Davidson resilience scale - 10 (CD-RISC10) among accounting and business students. Journal of Accounting Education, 47, 48–62.Use one of the following templates to explore the subtopic you are proposing and complete all the research characteristics that are reflected in each of the PPT slides:Final Assignment - Qualitative Template [PPTX].Final Assignment - Quantitative Template [PPTX].Please leave all subheadings in the PowerPoint slides and build your content under those subheadings. Be sure to use cited support throughout the outline. Once completed, this template can serve as a guide for your own research proposal project in the future.InstructionsThis assignment requires that you use your accumulated knowledge about the elements of research. In this final project, you will create a proposal for how you might study the topic of first generation college students either qualitatively or quantitatively. A PowerPoint template has been provided for you to outline your ideas. Each slide has a major heading that focuses on the given research component. The major headings are accompanied by subheadings that signal the main points to be addressed. As this is a PowerPoint presentation, you are not asked to provide a full narrative, but rather clear and concise bullet points demonstrating your understanding or each aspect of the plan.It is important to use the literature provided above, the course text, and any additional scholarly sources you choose to support your proposal. See Program Library Research Guides, Reviewing the Literature, and Library Help for guidance.Competencies MeasuredCompetency 2: Evaluate the characteristics, purposes, benefits, strengths, and weaknesses of research methods.Apply the components of the research introduction for the given topic.Apply the components of the research procedures for the given topic.Competency 4: Evaluate data collection and analysis strategies based on the characteristics of the research design.Explain the expected findings for the given topic.Competency 5: Examine the appropriate application of scientific research methodology.Create a complete and appropriate research proposal outline.Competency 6: Communicate in a manner that is scholarly, professional, and consistent with the expectations for members in the identified field of study.Communicate in a manner that is scholarly, professional, and consistent with the expectations for members of an identified field of study, using APA style and formatting.

Unit 5: Perfume (Natural Born Celebrities)88 unread replies.88 replies.InstructionsPlease choose one of the following questions to answer for this unit by Wednesday at 11:59pm (CST). You should also respond to two of your classmates' postings by Sunday at 11:59pm (CST).Before answering this unit's questions, you should read “The Unbearable Straightness of Violence: Queering Serial Murder in True Crime,” p. 209 in Natural Born Celebrities.Keep in mind, as you read, a few of the questions posted below.RubricOnline discussions will be graded according to the following rubric.Full-bodied entries—of at least ten sentences of writing from you (in addition to quotations from the text)—are more likely to receive full credit. Lesser credit will be assigned to work that is missing, brief, or clearly disengaged or sloppily produced such that miscues interfere with readability.Your responses to other students’ work are also assessed. Students often resist commenting on each others’ work in substantial ways; instead choosing to post simply “good job” or “looks okay to me.” This kind of peer response doesn’t help your own—or your peers’—development as a writer and thinker.Acceptable peer responses will, among other things:Explicitly identify what was learned from someone else’s work.Ask a follow-up question.Offer an alternative interpretation.Offer concrete strategies for improvement.PointsCriteria18-20Discussion posts are completed on-time; they not only thoughtfully respond to and incorporate course readings when appropriate, but they evidence creative thinking and make a significant contribution to peers’ understanding of the course topics. Moreover, follow-up posts/peer responses clarify and extend the class conversation, demonstrating critical thinking. 16-17Discussion posts are essentially complete and incorporate, when appropriate, excerpts from the course readings. Initial post is made by due date, and follow-up posts/peer responses engage others in continued discussion.11-15Discussion posts are incomplete, inaccurate, and/or late. Peer response is present but perfunctory, offering little “back” to enhance peers’ understanding.1-10Posts and peer responses are not made to all topic threads.0No posts are made, or posts are entered after the unit’s discussion has ended.Questions (Natural Born Celebrities)Choose one questions:On p. 209, Schmid argues that one of the ways we can stop audiences from identifying with serial killers is to use their abused or abnormal childhood to separate them from our own experiences. How does this work in Perfume? Relate the material in Schmid's chapter to the film/novel we viewed in this unit?On p. 221, Schmid suggests that most novels/films portray the killers as sexual deviants, but they do so in a way that implies that serial killers are somehow "not normal" in their appetites. This quickly leads to questions of homosexuality or bisexuality as easy targets. If the killers are heterosexual, their sexuality is never mentioned. How does this argument play out in Perfume?Throughout this complex chapter, Schmid argues that often the murderers portray a fear or hatred of women as motive for their killing. How does Perfume alter or complicate Schmid's argument?

What is the difference between a biological and a social view of race? Explain how race is a social construction rather than a biological one. Who has benefitted from the idea of separating people into categories based on their physical appearance, and then distributing resources based on those differences?