Position Paper: Sample Size The Walden University Dissertation Rubric for Chapter 3 includes the following criteria as line item 7: "There is a justification for the number of participants, which is balanced with depth of inquiry---the fewer the participants the deeper the inquiry per individual." Some researchers argue that one can generate meaningful research data only if one has a large sample size. Moreover, a large sample size is required in order to generalize the findings to show the potential for effecting social change. On the other hand, some researchers believe that a small number of participants can generate data that are just as meaningful because the researcher can then plumb the data to greater depths. To prepare for this Application: ·  Read the course text selections on sampling and sample size. ·  Consider the following: Is it better to have a large sample size and not get as in-depth with participants than it is to have a small sample size and go into more depth with participants? ·  Which situation will derive more meaningful data? What are the pros and cons of each choice? Which situation is supported by the literature? ·  Select a position on what sample size is necessary to generate meaningful qualitative data. How would you defend your position? ·  What factors contribute to the sample size you would recommend for your Qualitative Research Plan (Final Project)? What support from the literature would you use to defend your choice? The assignment: ·  Craft a 1- to 2-page position paper in which you defend a position on what sample size is necessary to generate meaningful qualitative data. ·  Conclude your position paper with a proposed sample size and strategy for your Qualitative Research Plan (Final Project). Submit your Application Required Resources ·  Course Text: Qualitative Research Design: An Interactive Approach ·  o  Chapter 5, "Methods: What Will You Actually Do?" This chapter will guide you in conducting your research. It provides information about structured and unstructured approaches, negotiating research designs, site and participant selection, making decisions about data collection and analysis, and analyzing qualitative data. ·  Course Text: Qualitative Data Analysis: A Methods Sourcebook o  Chapter 2, "Research Design and Management," pp. 30 – 37 This excerpt from Chapter 2 describes the importance and process of sampling. ·  Course Text: Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Thousand Oaks, CA: Sage Publications. ·  o  Chapter 5, "Designing Qualitative Studies," pp. 264-272, pp. 311-315  Read the sections "Purposeful Sampling" and "Sample Size" from Chapter 5. These excerpts provide sampling strategies and techniques for qualitative research. Research Toolkit ·  Handouts ·  o  Walden Dissertation Rubric Available from http://researchcenter.waldenu.edu/ The Dissertation Rubric is a Word document linked in the section for PhD Dissertation Process and Documents. o  Walden Qualitative DissertationsThis document directs you to dissertations in the Walden Library that use a variety of qualitative approaches and disciplines. Walden University Qualitative Dissertations The following Walden University dissertations represent a variety of qualitative approaches and disciplines. Dissertation award winners are noted. All dissertations can be found in the Walden Library. Case Study Example (Walden Dissertation Award Winner) Apori-Nkansah, L. (2008). Transitional justice in postconflict contexts: The case of Sierra Leone’s dual accountability mechanism (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3291475). Narrative Example (Walden Dissertation Award Winner) Amaladas, S. M. (2004). A narrative inquiry into the experience of individuals in the midst of organizational change: A shift from systems to stories (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3138845) Grounded Theory Example McGregor Petgrave, D. M. (2006). Professional development strategies for teaching urban biology teachers to use concept maps effectively (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3229903) Phenomenology Example Alcock, M. M. (2009). Phenomenological study of effects of student mobility on middle- and high-socioeconomic high school students (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3366731) Life History Example (A sub-section of Narrative) Stoutmorrill, B. K. (2009). Exploring the intrinsic role of agency and the extrinsic role of social expectations for adults who learn to read: A life history (Doctoral dissertation). Retrieved from the Walden University dissertation database. (Publication Number: AAT 3342441)

Assignment Unintended Consequences Details: To frame the context for this assignment, consider the following questions: Leadership is hard; why? Perhaps the culprit is the tangential difference (disconnect?) between the intellectual, emotional, and inspirational decision relative to the problem. How do effective leaders reconcile the art and the science of decision making with the possibility of unintended consequence?Find a case study on a business, social, or psychological "problem" in which a decision yielded an unintended consequence. In 1,250-1,500 words, analyze the unintended consequence(s) of that decision. Describe the process of decision making that was used in this instance and why that process led to the decision that was made. Despite the unintended consequence(s), were the decisions ethical at the time they were made?Consider the following areas of concentration for effective decision making:Barriers.Cost of indecisiveness.Collaboration: strength and/or weaknesses.Unintended consequence: Inherited feature in the decision-making process.Recommendations or reconciliations to avoid unintended consequences.Example case studies include, but are not limited to:Unintended Consequence: BusinessAthlete-AgentCorporate Governance Reform and CEO CompensationInvasion of IraqThe Affordable Healthcare ActUnintended Consequence: SocialCommunism for Neighborhood RelationsCivil Rights Act of 1964Cuban Missile CrisisEmployer LayoffsEnd-of-Life CareHealth Care ReformImmigration Act of 1965Large-Scale Iron Ocean FertilizationRise of International Criminal LawTransportation Security (TSA) Administration PoliciesYouth Bike Helmet LawsUnintended Consequence: PsychologicalGender Aspects of Conflict Interventions (Bosnia, Somalia, etc.)Women in the WorkforceThe Workforce Investment ActUse three to five scholarly references for evidentiary support.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked. New Attempt Title Attached Documents Turnitin Report Similarity Index Final Submission Click 'New Attempt' to start assignment or attach documents Apply Rubrics Unintended Consequences 1 Unsatisfactory 0.00% 2 Less Than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00% 70.0 %Content 20.0 % Analyze the unintended consequence(s) of the decision made in the case study. Essay is irrelevant, it fails to analyze the unintended consequence(s) of a decision. Essay is somewhat relevant, it is underdeveloped and inadequately analyzes the unintended consequence(s) of a decision. Essay is relevant, it adequately analyzes the unintended consequence(s) of a decision. Essay is relevant, it proficiently analyzes the unintended consequence(s) of a decision. Essay is relevant, it insightfully analyzes the unintended consequence(s) of a decision. 25.0 % Describe the process of decision making that was used in the chosen case study and why that process led to the decision that was made. Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is missing. Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is vague and inconsistent. Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is present and appropriate. Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is present, clear, and makes some connections to research. Description of the decision making process that was used in the chosen case study and why that process led to the decision that was made is clear, concise, and makes connections to current research. 25.0 % Discuss if the decision(s) were ethical at the time they were made, despite the unintended consequence(s). Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is missing. Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is vague and inconsistent. Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is present and appropriate. Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is present, clear, and makes some connections to research. Discussion if the decision(s) were ethical at the time they were made, despite the unintended consequence(s) is clear, concise, and makes connections to current research. 20.0 %Organization and Effectiveness 7.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. 8.0 % Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 10.0 %Format 5.0 % Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Appropriate template is used. Formatting is correct, although some minor errors may be present. Appropriate template is fully used. There are virtually no errors in formatting style. All format elements are correct. 5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 % Total Weightage

Part A:  Polling Exercise Complete the Polling Exercise. Include APA-formatted citations and references Part B:  Disease Model Versus Positive Psychology Worksheet Complete the Disease Model Versus Positive Psychology Worksheet. Include APA-formatted citations and references. Note: Please provide references to the citations (NO Websites that require sign-in and NO Blogs as references) and please provide web links for the references.