Essay on Decision Theory

June 23, 2018 admin

****Request for Writer AWEST*******

This PAPER is about the understanding of theories of applied management and decisionsciences, with an emphasis on attempting to find an effective methodology that contributes to the efficiency of the decision-making process in higher education.
This paper has three parts; Abstract(1 page)+29 pages for first part, 25 pages plus 15 annotated references for second part, and 20 pages for the last part.(Total 90 pages) (Template of the paper is in Appendix B)

The first part, the breadth component, will examine theories of applied management and decision sciences from various theorists; analyze the evolution of managerial decisionmaking from scientific management to the complicated forecasting models used today. Second part, the depth component will evaluate the usefulness of various tools formed to enhance decision making in management, particularly in terms of their applicability to decision making in university circles as well as critically assess recent research which addresses the application of diverse decision methodologies. The third part, application component will utilize the pertinent decision making tools to assess the feasibility of a new program at Zomba University Isoka Campus.

PART 1: The Breadth Component
Objective

The objectives of this part are to:
• Examine the theories of applied management and decision sciences as interpreted by the research of Ducker (1974), Newman (1971), Harrison (1975), and others as listed in the reference section.
• Analyze the historic evolution of decision making from scientific management to modern applications of operations research.
• Examine the decision making process, with a particular emphasis on the importance of values and management judgment.
• Describe, assess, and evaluate various decision evaluation tools included: Matrix analysis, influence diagrams, payoff matrices, sensitivity analysis, decision tree, propabilistic forecasting, and multi-attribute utility analysis.

B. Learning Resources

The materials to be reviewed and interpreted in this part include, but are not limited to, the following resources:
Carter, W. M., & Price, C. C. (2001). Operations research: A practical introduction. Boca Raton, Florida: CRC Press.

Deming, W. E. (1982) Out of the Crisis: Quality, Productivity and Competitive Position. Cambridge University Press, New York.

Drucker, P. (1974). Management: tasks, responsibilities, practices. New York: Harper & Row, Publishers.

Harrison, E. F. (1975). The managerial decision-making process. Boston, USA: Houghton Mifflin Company.

Hogarth, R. M. (1987). Judgment and choice: The psychology of decision. Chichester [West Sussex], New York: John Wiley & Sons, Ltd.

Miller, D. W. & Starr, R. (1967). The structure of human decisions. Englewood Cliffs, NJ: Prentice Hall.

Mintzberg, H. (1994). The rise and fall of strategic planning. New York: The Free Press.

Newman, J. W. (1971). Management Application of Decision Theory. New York: Harper & Row.

Odiorne, G. (1965). Management by Objectives: A system of managerial leadership. New York: Pitman Publishing Company.

Senge, P. (1990). The Fifth Discipline. New York: Doubleday.

Taylor, F. W. (1911/1998). The Principles of Scientific Management. Mineola, NY: Dover Publications, Inc.

Wren, A. D. (2005). The history of management thought. Danvers, MA: John Wiley & Sons, Inc.

C. Criteria for Evaluation
In a paper of approximately 30 pages, first, I will discuss the components of a good decision, as articulated by aforementioned theorists. Second, I will trace the historic evolution of management thought, compare each approach, and critique the implications of each on the management decision making process. Third, I will describe the steps in decision making process, focusing on the importance of values and management judgment. Finally, I will describe various decision evaluation tools and evaluate each tool in terms of its strengths and weaknesses, its relationships to other tools, and its incorporation into management judgment.

PART 2: The Depth Component
A. Objective

The objectives of this part are to:
• Explore and assess recent research-based knowledge concerning the role of quantitative models and tools in higher education decision making. Describe the prevalent models currently used in most universities and judge their relative merits.
• Evaluate the significance of each of the decision-making methods explained in the breadth component for higher education administration. Describe the management fads which have evolved through university administration and critically analyze why each had failed.

B. Learning Resources
The materials to be reviewed and interpreted in this part include, but are not limited to, the following resources:
Begi?evi?, N., Divjak, B., Hunjak, T. (2007). Development of AHP based model for decision making on e-learning. Journal of Information and Organizational Sciences, 31, 1, 13-24.

Birnbaum, R. (2000). Management fads in higher education: Where they come from, what they do, why they fail. San Francisco: Jossey-Bass.

Birnbaum, R. (2000). The life cycle of academic management fads. The journal of Higher Education, 71, 1, 1-16

Cheng, T. (1993). Operations research and higher education administration. Journal of Education Administration, 31, 1, 77-92.

Goho, J., & Webb, D. (2003). Planning for success: Integrating analysis with decisionmaking. Community College Journal of Research and Practice, 27, 5, 377-391.

Harter, E. A., England, M. D. (2002). Using course load matrix analysis to support departmental planning for enrollment expansion. Paper presented at the annual meeting of the Association for Institutional Research, Toronto, Ontario, Canada. (ERIC Document Reproduction Service No. ED474035)

Hoverstad, R. Sylvester, R., Voss, K. E. (2001). The expected monetary value of a student: a model and example. Journal of Marketing for Higher Education, 10, 4, 51-62.

Lewis, D. R., Kallsen, L. A., (1993). Using Multiattribute Evaluation Techniques for Assisting Reallocation Decisions in Higher Education. Paper presented at the annual meeting of the Association for the Study of Higher Education, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED365191)
Schroeder, R. G. (1973). A survey of management science in university operations. Management Science, 19, 8, 895-906.

Shriberg, M. (2002). Institutional assessment tools for sustainability in higher education: strengths, weaknesses, and implications for theory and practice. Higher Education Policy, 15, 13-167.

Thomas, E. H., & Galambos, N. (2004).What satisfies students? Mining student-opinion data with regression and decision tree analysis. Research in Higher Education, 45, 3, 251-269.

Wan Endut, W., Abdullah, M., & Husain, N. (2000). Benchmarking institutions of higher education. Total Quality Management, 11, 4/5&6, 796-799.

C. Criteria for Evaluation
For annotated bibliography, I will critically analyze a minimum of 15 journal articles addressing the application of various decision methodologies to higher education administration. Then, I will write a paper of approximately 25 pages corresponding to the evolution of management techniques in higher education with the evolution of methods used in businesses described in the breadth component.

PART 3: The Application Component
A. Objective
The objectives of this part are to:
• Examine the decision making process used by Zomba University Isoka Campus in launching a new program and apply the decision science theories that will be learned and demonstrated in the preceding components.
• Develop a decision model for analyzing the feasibility of a new program at Zomba University Isoka Campus and make recommendations to the university’s director.

B. Learning Resources
The materials to be reviewed and interpreted in this part include, but are not limited to, the following resources:

Bertsch, T. (2000). Planning for results-oriented higher education in the 21st Century. Advances in Competitiveness Research, 8, 1, 110-120.

Lerner, A. L. (1999). A Strategic Planning Primer for Higher Education. Retrieved on October 1, 2008 from http://www.sonoma.edu/aa/planning/Strategic_Planning_ Primer.pdf

Welsh, J. F., Nunez, W. J., Petrosko, J. (2005). Faculty and administrative support for strategic planning: a comparison of two- and four-year institutions. Community College Review, 32, 4, 20-39.
.

C. Criteria for Evaluation
In the paper of approximately 20 pages, I will first explain the process used by Zomba University Isoka Campus in launching their new program(background of the university is in Appendix A). Using the model analyzed from the Breadth and Depth components with additional relevant materials, I will analyze the decision to launch the new program. After assessing implications of the new program, I will propose the methodology to the university’s director for use as a protocol for evaluating other programs that will be launched in the future.

Appendix A

Background of Zomba University Isoka Campus

In 1998, Zomba University Isoka Campus was established in the Isoka province of northern Zambia. Its mandate is to increase and disperse higher educational opportunities for Zambia students in rural area. By integrating two-way communication videoconference technology and processes with its traditional instructor led classroom delivery system, Zomba University Isoka Campus is able to offer Zambia students undergraduate and graduate level degrees through this approach.
While the university’s strategy has succeeded in providing the university with a large increase in its student population, it has also presented the university with additional challenges.
First, the dramatic growth in student enrolment from 100 in 2003 to 8,056 in 2007 is not accompanied by a corresponding increase in infrastructure. This naturally resulted in overcrowded lecture halls and other facilities. Under such conditions the teaching and learning process is bound to be very ineffective.
Second, staff recruitment is far less than the growth in student enrolment so the staff-student ratio is high at the Zomba University Isoka Campus. This also rendered teaching and the supervision of student research very difficult.
Third, Laboratory equipment is grossly insufficient for the number of students enrolled for such courses. This either resulted in students shifting to other faculties or ineffectiveness in the teaching and learning process.
The last most important is that the programs offered by the university do not correspond to the academic needs of the tens of thousands of students who left secondary school every year. This is because new programs offered each year which should be informed by an objective decision capability is inherently dominated by administrator’s intuition or guess.
These factors affected both the motivation and possibilities of the students and therefore resulted in low academic performance and capacity.
The curricula offered each year do not correspond to the demand of the expanding private sector, market forces and the increasing tendency of the government towards retrenchment and down sizing of the public service manpower. The number of unemployed graduates is growing in the society. This is mostly due to the fact that the skills acquired in the university are highly inadequate for the requirements of the labor market. The general picture of the university community is that of a demoralized and de-motivated academic and non-academic staff. The situation is highly compounded by the following problems:
Lack of an Active Strategic Plan: The University does not have a current Strategic Plan. Although the university has a clear vision and mission statements (attachment 1), they do not transform these statements into Strategies and Time Bound Objectives; i.e., development of strategic plans. Factors such as rapidly changing system priorities, changing university leadership, severe budget reductions, and economic/demographic challenges, have all impeded university planning efforts.

Lack of a Planning Process: The university constituents indicated that the planning initiatives of the past several years seem to be centered upon top level university planning. There is no strategic planning process, planning is uneven, there is a lack of horizontal and vertical coordination among planning groups, planning is not specifically tied back to university priorities and mission, few department heads lead their staffs in strategic planning activities, input is not gathered from all levels of the university, and there is no staff development on how to conduct and organize planning. When planning is selective, not broad-based or systematic, the university’s leadership risks overlooking critical and relevant needs.
Parts of the institution, even basic ones, may be left behind. Priorities and resource allocations set under these conditions may not accurately match the university needs or best interests.

Lack of a Resource Allocation Process Linked to Planning: Most university constituents indicated that they did not believe that there was any linkage between planning and resource allocation. The budget process is top-down and departments give little input on decisions, there is no explanation of resource allocation decisions, there is a lack of goal clarity which makes linkage to resources difficult, faculty have a difficult time understanding or accepting resource allocation decisions, the budget situation rather than programmatic need appears to dictate personnel decisions, and resource allocation information is not readily available. The university budget model is not shared with or explained to campus constituents on a regular basis, and it does not clearly demonstrate linkages to planning efforts.

Lack of Effective Communication: Campus constituents were generally dissatisfied with communications regarding planning, resource allocation, and assessment activities. This is not surprising, for so far the creation of a planning process has concentrated on the upper leadership of the university. Constituents felt that not all administrators communicate or explain planning and resource allocation decisions to unit personnel; the top-level administration does not consistently communicate its actions to departmental chairpersons and staff members; employees do not always understand the relevance of planning efforts to their individual units; most unit heads do not engage in strategic planning; and reciprocal communication needs to be improved. It is evident that personnel cannot be very engaged in the strategic planning process, and that communication, including engagement, requires improvement.

Attachment 1

University Mission
Zomba University Isoka Campus is striving to be upgraded as an autonomous state university specializing in both social science and science and technology in order to produce higher qualified and internationally standardized graduates. The university is also aiming to construct novel body of knowledge by seeming out partnership and to establish academic network domestically and internationally so as to achieve the state of leading academic excellence. In addition, the university will serve as an academic resource for guiding societies and communities and for building up Zambia people’s awareness to perceive the needs of changing of thinking process, attitudes and working system for effective development of the nation. Furthermore, the university will also train its graduates to pursue changes in global societies, be able to utilize knowledge and technology wisely and appropriately and be flexible for any changes. Importantly, students have to well-equipped with good morals also.

University Vision
Zomba University Isoka Campus as a highly recognized and standardized institute is committed to widening access to higher education and create equal educational opportunities for students particularly in the northern part of Zambia. The curriculum is divided into two branches: one is social science studies; the other is science and technology in accordance with the needs of society and the country. Moreover, the university participates in many aspects of community services and has significant aim as follows:
1. Producing graduates
Zomba University Isoka Campus has the main continual mission to develop human resources at all levels with the hope that the human resource development is crucial factor for the sustainable growth of the country and helps move aside from economic stagnation. For these reasons, the university focuses on educating students to be internationally well-trained and well-qualifies for all types of national and international work. Also, to produce both undergraduates and graduates, it is conducts with partnership and establishment of network with prestigious universities locally and internationally in order to upgrade lecturers’ potentials and academic standard. Besides, the university has to adjust itself as a dynamic university with diversities of objectives to develop national manpower at all level continually.
The aims are also to develop students’ skill of work and local wisdom career.Students as national workforce must be equipped with the awareness of human being and being good members of Zambia and global societies. Simultaneously, the prospect of higher education must have diversities to cover those who aiming for and being in labor market.

2. Research
Zomba University Isoka Campus intends to support and develop all kinds of academic research, especially in applied studies, to enhance social development and national economic growth. For example, study of modern technology to improve manufacturing systems relying more on technology than man power or raw materials, study of the sufficient ways to depend on natural resources, restore nature and preserve the environment, study of the management of the public health and the list goes on. Moreover, Zomba University Isoka Campus will focus more on the parallel between fundamental and applied research. In so doing, Zomba University Isoka Campus attempts to integrate several related primary studies as much as possible to create more advanced level of study. The outcome of applied research will not only be practical in university’s classes but also will indicate the national ability to rely on our knowledge in the process of developing the country. Zomba University Isoka Campus also plans to conduct this project by initiating the partnership or networking with other researches in both domestic and international universities to become world-class university.

3. Academic services
Zomba University Isoka Campus will contribute to the society the variety of academic services. Zomba University Isoka Campus, in some cases, to co-operate with the public organizations that have financial support, for example, public company limited and international industry. The university aims to collaborate with the public institutions by offering them academic services, such as the public testing center in various fields. This support will be held in partnership and networking systems in order to promote the university’s reputation as well as to receive public acceptance.

4. Art and Cultural Conservation
Zomba University Isoka Campus realizes that art and cultural heritage will become more and more important in the future. In the globalization world, Zomba University Isoka Campus believes that the Zambia art and cultural awareness bring sustainable development of the nation in the context of cultural assimilation and social domination. The concept of cultural conservation is not simply limited to the national art and culture, but should extend to the true awareness and the pride of being Zambia. This realization helps maintain the cultural identity and enhances the feeling of love and awareness to improve the society. We expect that all the university’s members take pride of being Zambia.

Organizational structure

Degrees Available
a. Bachelor’s Degree
1. Bachelor of Science (B.S)
2. Bachelor of Business Administration (B.B.A.)
3. Bachelor of Accounting (B.Acc.)
4. Bachelor of Communication Arts (B.Com.)
5. Bachelor of Arts (B.A.)
6. Bachelor of Laws (LL.B.)
7. Bachelor of Engineering (B.Eng.)
8. Bachelor of Nursing Science (B.N.S.)
9. Bachelor of Public Health (B.P.H.)
b. Graduate School
1. Master of Science (M.S)
2. Master of Business Administration (M.B.A.)
3. Master of Arts (M.A.)
4. Master of Public Health (M.P.H.)
5. Master of Education (M.Ed.)

Appendix B

PAPER TEMPLATE

ABSTRACT
Breadth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract. Text of Breadth abstract.

ABSTRACT
Depth
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract. Text of Depth abstract.

ABSTRACT
Application
This should not exceed 120 words. Note that APA abstracts are not indented. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract. Text of Application abstract.
TABLE OF CONTENTS
BREADTH 1
Level 1 Head 1
Level 3 Head 1
Another Level 3 Head 2
Another Level 3 Head 3
DEPTH 4
Annotated Bibliography 4
Literature Review Essay 5
Level 3 Head 6
Another Level 3 Head 7
APPLICATION 8
Level 1 Head 8
Level 3 Head 8
Another Level 3 Head 9
Discussion 9
REFERENCES 11

BREADTH

DEPTH

Annotated Bibliography

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53, 27. Retrieved June 28, 2007, from EBSCOhost database.

Each annotation should be a page or page and a half long. This paragraph should contain a summary of the research method and its findings. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a critical assessment of the article. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
This paragraph should be a statement about the value of this article for your research agenda or your profession generally. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
Next annotation reference entry here
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. And so on…
Literature Review Essay

AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
AAA bbb cccccccccccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeeeeeeeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnnnnnnnnn oooooooooooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffffffffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvvvvvvvvv wwww xxxx yyyy zzzz. AAAAAAAAA bbb cccc ddddddddddd eeee ffff ggggggggggggg hhhh iiii jjjjjjjjjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttttttttttt uuuu vvvv wwww xxxx yyyy zzzz.
Another Level 3 Head
AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz. AAA bbb cccc dddd eeee ffff gggg hhhh iiii jjjj kkkk llll mmmm nnnn oooo pppp qqqq rrrr sssss tttt uuuu vvvv wwww xxxx yyyy zzzz.
And so on until the Application . . .

APPLICATION

The discussion should show how the project has been informed by the theories in the Breadth component and/or the research in the Depth component. It should be about 10 pages. aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz aaa bbb ccc ddd eee fff ggg hhh iii jjj kkk lll mmm nnn ooo ppp qqq rrr sss ttt uuu vvv www xxx yyy zzz
And so on to the reference list . . . .

REFERENCES

Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53, 27. doi: 10.3200/CTCH.53.1.27-31

Csikszentmilhalyi, M. (1996). Creativity. New York: Harper Collins.

Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.

Lee, J. (2003). Implementing high standards in urban schools: Problems and solutions. Phi Delta Kappan, 84(6), 449-455.

No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002).

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Restak, R. M. (2001). The secret life of the brain. Thousand Oaks, CA: Richard M. Restak and David Grubin Productions, Inc.

Silver, A. (2003). Missing links: On studying the connection of arts education to the public good. Arts Education Policy Review, 104(3), 21-26.

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