Many middle schools have difficulty managing students during lunch breaks. School officials are not sure what is going on. They want to learn what is occurring during lunch breaks and whether there are any relationships between what occurs during lunch breaks and studentsâ mental, physical, or nutritional health.
You are one of several researchers contacted by the school system and asked to help investigate this issue. Your task is to propose a study that seeks to provide information that will contribute to understanding the problem and eventually to developing interventions.
Since not much is known about this topic, you could choose to propose an exploratory, relational, or explanatory study. No matter what type of study you propose, you must think very carefully about the problem, objective(s), and question. Use Chapter 2 in the textbook as a guide. Ideally, use the problem and question you developed in the Discussion.
Instructions
Develop an observational study proposal to address your research question and objectives about teenagers aged 13â14 and their lunch break at school. Your proposal will address the considerations in the design process discussed in Chapter 2.
Your proposal should include, but not be limited to, the following elements. Your submission should be in essay or proposal format and not in bullet points.
Introduction
Description and explanation of the research problem
The research objective(s)
Your research question and hypothesis
Methods
Describe the type of study design you will conduct.
Explain the units of observation and units of analysis.
Determine sample size and recruitment procedure (if any).
Describe the mechanics of how data will be collected.
Describe who else will be involved in conducting the study and their roles.
Discuss the ethical considerations for this study and informed consent procedure, if applicable.
Results
Provide one example table shell or chart to display the results of the analysis.
Discussion
Discuss how the research will contribute to the field, possible public health application, and what the next steps in researching this issue should be.
Sample Solution
In a study about the civic engagement of Generation X, the U.S. Census Bureau defined this segment of the population as consisting of individuals born between 1968 and 1979. However, the upper limit of Generation X in some cases has been as high as 1982, while the lower limit has been as low as 1963 (Karp et al., 2002). This generation was also called the baby bust generation, because of its small size relative to the generation that preceded it, the Baby Boom generation. The term Generation X spread into popular parlance following the publication of Douglas Couplandâs book about a generation of individuals who would come of age at the end of the 20th century. Members of Generation X (Xers) are the children of older boomers, who grew up in a period of financial, familial and societal insecurity. They witnessed their parents get laid off and the decline of the American global power. They grew up with a stagnant job market, corporate downsizing, and limited wage mobility, and are the first individuals predicted to earn less than their parents did. They have grown up in homes where both parents worked, or in single parent household because of high divorce rates, and as a result, became latchkey kids forced to fend for themselves (Karp et al., 2002). They were influenced by MTV, AIDS and worldwide competition and are accustomed to receiving instant feedback from playing computer and video games (OâBannon, 2001). Among the characteristics attributed to Xers, the following appear most often. They aspire more than previous generations to achieve a balance between work and life. They are more independent, autonomous and self-reliant than previous generations (Jenkins, 2007; Zemke et al., 2000) having grown up as latchkey kids. They are not overly loyal to their employers, although they have strong feelings of loyalty towards their family and friends (Karp et al., 2002). They value continuous learning and skill development. They have strong technical skills (Zemke et al., 2000), are results focused, and are âruled by a sense of accomplishment and not the clockâ (Joyner, 2000). Xers naturally question authority figures and are not intimidated by them. Money does not necessarily motivate members of this generation, but the absence of money might lead them to lose motivation (Karp et al., 2002). They like to receive feedback, are adaptable to change and prefer flexible schedules (Joyner, 2000). They can tolerate work as long as it is fun (Karp et al., 2002). They are entrepreneurial and creative. Although they are individualistic, they may also like teamwork, more so than boomers (Karp et al., 2002).>
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In a study about the civic engagement of Generation X, the U.S. Census Bureau defined this segment of the population as consisting of individuals born between 1968 and 1979. However, the upper limit of Generation X in some cases has been as high as 1982, while the lower limit has been as low as 1963 (Karp et al., 2002). This generation was also called the baby bust generation, because of its small size relative to the generation that preceded it, the Baby Boom generation. The term Generation X spread into popular parlance following the publication of Douglas Couplandâs book about a generation of individuals who would come of age at the end of the 20th century. Members of Generation X (Xers) are the children of older boomers, who grew up in a period of financial, familial and societal insecurity. They witnessed their parents get laid off and the decline of the American global power. They grew up with a stagnant job market, corporate downsizing, and limited wage mobility, and are the first individuals predicted to earn less than their parents did. They have grown up in homes where both parents worked, or in single parent household because of high divorce rates, and as a result, became latchkey kids forced to fend for themselves (Karp et al., 2002). They were influenced by MTV, AIDS and worldwide competition and are accustomed to receiving instant feedback from playing computer and video games (OâBannon, 2001). Among the characteristics attributed to Xers, the following appear most often. They aspire more than previous generations to achieve a balance between work and life. They are more independent, autonomous and self-reliant than previous generations (Jenkins, 2007; Zemke et al., 2000) having grown up as latchkey kids. They are not overly loyal to their employers, although they have strong feelings of loyalty towards their family and friends (Karp et al., 2002). They value continuous learning and skill development. They have strong technical skills (Zemke et al., 2000), are results focused, and are âruled by a sense of accomplishment and not the clockâ (Joyner, 2000). Xers naturally question authority figures and are not intimidated by them. Money does not necessarily motivate members of this generation, but the absence of money might lead them to lose motivation (Karp et al., 2002). They like to receive feedback, are adaptable to change and prefer flexible schedules (Joyner, 2000). They can tolerate work as long as it is fun (Karp et al., 2002). They are entrepreneurial and creative. Although they are individualistic, they may also like teamwork, more so than boomers (Karp et al., 2002).>
