Admissions letter for Forensic Nursing Program masters level

Interest and influence are two main reason why I want to pursue a Forensic course. Influenced by people who are dear to me serves as my motivation in order to succeed in this field of Nursing. Personal experiences gave me learnings and responsibilities that molded me to be what I am now.My endeavors in life that I wished to happen at the right time comes with great purpose. This is for me to finish my masters degree in a Forensic Nursing program offered by Duquesne University Pittsburgh,   PA. I can say that my previous experiences in life has great impact once I mixed it with a Masteral Degree.My optimism helps me accept problems as challenges that are vital for me as an individual. I can say that I am a good student and willing to risk myself in every task assigned by my mentors. I have so many dreams and aspirations in life and I am looking forward to a brighter career in the field of Forensic Nursing.Looking back, I see my personal and academic experiences as stages of growth t hat have helped me to understand my own potential and the road that I wish to take in life. While vast opportunities are before me, I feel that my true calling lies in the fascinating and challenging world of Forensic Science and Nursing.I wish to study more about this field because I believe that choosing to undergo a program for my masters at Duquesne University aid me   to make my dream a reality and become a successful forensic scientist someday.In addition to these, I was able to convey passion for this field since my childhood. That I have been interested in forensics since I was a child. I would often watch forensic files and unsolved mysteries. As well as the HBO series with the coroner Dr. Michael Boden and how unsolved crimes were solved by means of forensic examination and investigation. I am currently a single mother of three beautiful children.They serve as my inspirations in life and my motivation to surpass all trials. I have worked as a full-time nurse and I was al so inducted into the gamma beta phi honor society back in 2002, the sigma theta tha honor nursing society back in 2005 and the alpha sigma labda honor society back in 2005. Being an exemplary student I won the freshman of the year award in 2002 and became the Recipient of

Powerful Poetry Essay

â€Å"Shall I compare thee to a summer’s day? Thou art more lovely and more temperate. † This line is from sonnet 18 and it is one of the best known of William Shakespeare’s 154 sonnets. William Shakespeare is the man who created beautiful poetry and he influenced people to create their own. In today’s modern day society, whether it’s widely read or not, poetry has the ability to be considerably moving and to truly touch people. Poetry is relevant and interesting in today’s society because it expresses a great array and depth of people’s feelings, it makes the reader connect with the poem, and it has a unique value. Also poetry is second-hand in music because in most hip-hop songs the words rhyme and create a rhyming couplet. Pursuing this further, poetry is a very powerful thing and it should be included in today’s up-to-date society. Unquestionably, all poems express feelings and emotions that the writer has dealt with throughout their life. Poetry expresses emotion in a form that delights the reader in one field and a feeling of sorrow in another. No other type of writing has the power or capability to arouse that much emotion other than poetry. Every living creature has feelings, but everything has its own way to express it. One way humans express their deepest feelings is through using their language to write and compose poetry. Reading poetry can help see through the eyes of the writer and see what they are experiencing. â€Å"This power rises from within, like the color of a flower which fades and changes as it is developed† (Shelley). This quote says that people have the ability to express themselves and that is very important in life. Poetry can make it easier to step into the shoes of someone else and learn about their personality. Without poetry, people would not be able to express their feelings and emotions and show people their real personality. Also poetry can help people by using it to release tension or stress that they need to get rid of. After a rough day at school, reading some poetry is a good way to get rid of the tension that is caused from problems such as taking a hard test or getting a lot of homework. Poetry helps soothe the mind and gives the mind a respite. Poetry uses the five senses to create a peaceful and pristine image using just words. One example that uses the five senses is, â€Å"All overgrown with azure moss and flowers/ So sweet, the sense faints picturing them† (Shelley). This quote uses the sense of sight because the image is so beautiful that your sense of sight faints. This style of writing can be very calming and comforting when read in a quite environment. Poetry is just like a car wash for the mind and soul; it freshens the soul and gives the mind a brand new start. Without poetry, there is one less way to get rid of stress and release tension. In addition to being used as a stress reliever, poetry is used to compose music. Just as in poetry, music also shares a basic element known as rhythm. In poetry there can be many different kinds of rhythm at the same time. Individual lines include unstressed and stressed syllables which is called a meter. There is also a rhythm between lines when metric patterns are repeated. In music, cadence is the beat of the music and the beats give the music its regular pattern. Poetry and music also display emotion and expression in their amazing works of art. Rap is made up of rhyme, rhythm, alliteration and many other poetic attributes. It is the most alike to poetry, however it is still music. Music without words is poetry, but not in the general state. Without poetry there would be no music because they are very similar and one can’t live without the other. Another reason why poetry is relevant is because it is much more entertaining to read compared to reading a book. Furthermore, poems are much more interesting to read instead of reading a long, boring book. Book plots and characters can be remembered for a limited period of time but poetry is one of the only forms of literary language that can be memorized. In the world of poetry, all of the rules that are applied to writing books are ignored and a piece of art is created that is completely unique. Poetry is such a short form of writing that the reader can think about the poem for hours without having their nose buried in a book. Poetry uses three ideas that are important to the text; mindful imagery, emotions, and language. Without these three things, poems would not have descriptions that use the five senses to create an image and people would lose interest in reading it. On the other hand, some people believe that poetry is irrelevant and this is why they are wrong. Some people might say that poetry is irrelevant and it is a waste of time. They might say that poetry is irrelevant because they believe it is boring to read and there is more people writing poetry than there is appreciating it. Poetry is relevant because it is much shorter and easier to read compared to reading a book. Poetry is very exciting to read because it expresses the feelings of the writer and puts the reader in the writer’s shoes. Poetry is enjoyable to read if you can understand and comprehend what is happening in the poem. Reading poetry is a surrogate form of reading and it is read by many people. Therefore, poetry is relevant and important in today’s society and should be respected more. In short, poetry is very relevant in today’s fast-paced, technological society for many reasons. Poetry is a way to let people express their emotions and show what their personality is like. Reading poetry is a salutary method to reduce stress and can relax the brain when it is overloaded with too many problems. Also poetry is a way to create a rhythm and there would be no music without poetry. Lastly poetry is much more entertaining to read compared to reading a long, boring book. Poetry is an aberration because it is much better than the standard. If poetry was never taught again in schools we would most importantly lose a vital language from our past. Poetry is only as relevant as the message of the poem, depending on how well it has been written. Works Cited Shelley, Percy Bysshe. â€Å"Ode to the West Wind. † Mcdougal Littell Literature. Evanston: Mcdougal Littell, 2008. 850-52. Print. Shelley, Percy Bysshe. â€Å"A Defense of Poetry. † Mcdougal Littell Literature. Evanston: Mcdougal Littell, 2008. 857. Print.

Human Rights for Individuals with Mental Health Disabilities Essay

This article discussed key human rights points that are not essentially practiced throughout the world. Lawrence Gostin states that liberty, dignity, equality, and entitlement are those points which the World Health Organization are working on further for others to accept as human rights norms for individuals with mental health disabilities. The review will provide examples of the violation of human rights some persons with mental disabilities are exposed to. The group WHO put in place legal precedent and public pressure; created by this body of international law they have encouraged domestic governments to apply human rights principles to their policies affecting mentally disabled individuals at the national and sub-national level. Human Rights for Individuals with Mental Health Disabilities The overlooked and unspoken of disability of mental illness has been brought to the forefront with this article Lawrence Gostin has written. International Human Rights Law and Mental Disability provided great detail of how these individuals are seen, portrayed, and handled out in society. In our society mental illness is seen as instability and people continually turn their noses up in disgust when dealing with persons with such diagnosis. Many human rights are taken away from these people and can lead to some negative experiences. â€Å"The mentally disabled have ended up in prison, in equally deplorable adult homes, or on the streets, homeless and destitute,† says Gostin explaining the disregard for this demographic. As he describes this neglect I relate it to the same mistreatment to the individuals that called Willowbrook State School in Staten Island, New York, home from the 1930’s until 1987. This facili ty’s was planned out for mentally disabled children, after ping-ponging ideas of its patient focused goal from U.S Army hospital to Veteran services, Willowbrook held to its original plan. While beginning seemingly well this insane asylum took a turn for the worst and began experiencing hepatitis outbreaks, extreme overcrowding, unsanitary living conditions, and malnutrition. In 1987 after much controversy the hospital closed down. This facility was a clear example of the violation of human rights and how the mentally disabled are treated not only in society but also the neglect seen in some health care organizations. The World Health Organization, European Court of Human Rights (ECHR), and Inter-American Commission on Human Rights (IACHR) are working together to change that negative connotation. These groups wish to provide all disabled people their â€Å"four interrelated human rights: liberty, dignity, equality, and entitlement.† With these values individuals can ultimately work there in a normal environment instead of being pushed into dark insane asylums. The major initiative now is to engage society as a whole in strive for public mental health. The movement of public mental health reaches to involve population based services, screenings for mental illness, and education on the topic of mental health. History shows society, government included has not treated the mentally disabled population very well, and these measures are a step closer to erasing those d iscrimination and prejudice lines. Reference Gostin, Lawrence O. (March-April 2004). The Hastings Center Report: International Human Rights Law and Mental Disability, 34.2, 11-12. Fisher, Danny (Producer), & Fisher, Jack (Director). (14 February 1997) Unforgotten: Twenty-Five Years After Willowbrook [Motion Picture]. United States of America: Willowbrook State School, Staten Island, New York City, New York.

Spiro Agnew and Construction Kickbacks (ethic case study) Essay

Spiro Agnew and Construction Kickbacks (ethic case study) - Essay Example Matz responded by giving kickbacks to Agnew for every contract they were awarded. Matz faces no criminal prosecution for cooperating with the prosecution. Most contracting firms could no longer win contracts unless they participated in such activity in Maryland. Through their complains, ‘whistle blowing’, the Spiro Agnew and Construction kickbacks are revealed. Although this practice was common in Maryland, it is unacceptable. The fundamental canons in Engineer Ethics Code states that engineers hold paramount the welfare of the public as they perform their professional duties and be done in areas of competence. They should also build professional reputation on merit of their services and compete fairly with others. This practice is unfair since there is no fair competition for contracts. Whistle blowing is the best action. The engineer should alert relevant persons on the legal or moral corruption. This is a controversial issue that is challenging because of repercussions that the engineer might face. The legal body together with good political will help in such like situations. Competitive bidding creates a level play ground for contractors participating in a bidding competition. For this case, competitive bidding could not have solved the problem because of misuse of office by the politicians and engineers as well (Fleddermann, 2011). 4.14 What is the ethical status of a campaign contribution given to a politician to secure future business? Is this a bribe? Is it the same as a kickback? Perhaps line drawing would help answer this question. Many times, kickbacks are offered from an appreciation point of view after award of a contract. It is secretly given, mostly in terms of money for a particular assistance or work given. Unlike bribe which is given before a service is rendered. Campaign contribution given by a contractor to a politician to secure future business is a bribe since it is used to

Past experience with inter-enterprise information system Essay

Past experience with inter-enterprise information system - Essay Example More specifically, the experience with computers has allowed me to have ability to use both application and system software for computational activities. The various hardware with which my experience was involved includes computer CPU, monitor, keyboard, mouse, printer and scanner which comprise the input and output devices of a computer. In addition, I was able to learn the various components of a CPU and their functions. More importantly, though, is the ability to use applications such as word processing and spreadsheets to execute different computational processes. My experience with computers also made me more appreciative of the value that these systems have added in facilitating communication among individuals, departments, organizations and institutions. More importantly, during my experience I have appreciated the Internet as a computational communication tool which has connected individuals and organizations across the world. This is a reflection of the important contributio n of computers to the globalization process. In my experience with information systems, I was able to understand the system theory as it applies in computation and business processes. Additionally I now understand the correlation among the various components of information systems in performing a holistic function. The hardware and software components of an information system allowed me to improve my computer skills. I was also able to apply software to solve problems. This experience significantly improved my critical thinking abilities. Furthermore, the experience with information systems accorded me the ability to process data through computer application and extract meaning out of the data. This means that I am able to develop relevant and meaningful information out of data through the use of computer applications such as SPSS and Microsoft Excel. It is through my experience that I am more appreciative of the importance of information systems in organizations such as facilitatin g communication, business activities and decision making. Moreover, I now understand information systems as a network of computers which would be connected worldwide through the Internet. I have attained knowledge and skills on the application of both intra-enterprise and inter-enterprise information systems. In addition, I have achieved an understanding of how these information systems have been used to facilitate business or organizational processes. The knowledge that I have on these systems is significantly important for my short-term and longtime career plans. For example, this knowledge has prepared me to apply information systems within my work place. This involves the use of intra-enterprise computer systems such as local area network in facilitating communication within the organization. Additionally, the use of inter-enterprise information systems such as wide area networks and the Internet to promote communication among subsidiaries of an organization and sectors of its s upply chain is well understood by me. I have sufficient knowledge on the issue of security in the use of intra-enterprise and inter-enterprise information systems, which will allow me to ensure that these systems are secured when I will use them within my workplace. Additionally, I understand the use of intra-

Mental illnesses Essay Example | Topics and Well Written Essays - 750 words

Mental illnesses - Essay Example In the United States, major depression is the leading cause of disability; it also has an effect on other countries (Duckworth, 2006, par. 1). According to the National Institute of Health, 50% of people between the ages of 20 and 50 will experience some type of depressive episode. Also, people who are depressed are "four times more likely to develop a heart attack than those without a history of illness" ( National Institute of Health as quoted in Depression and Bipolar Support Alliance 2006). According to the Center for Mental Health Services at the U.S. Department of Health and Human Services, 33% of adults over 50 report that they had bouts of depression in their early teens (as cited in Bipolar Support Alliance, 2006). People with depression are four times as likely to develop a heart attack as those without a history of the illness. After a heart attack they are at a significantly increased risk of death or second heart attack. (National Institute of Mental Health, 1998). The research did not report that specific ethnic groups were more susceptible than others. According to the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV) an individual must have "a minimum of five symptoms" from the criteria list (with numbers 1 or 2 being one of the five) and these must occur during a two week period; the symptoms must also be a difference in the individuals previous functioning. A short version of the DSM-IV criteria includes: E. The symptoms are not better accounted for by bereavement, the symptoms last longer than 2 months or are characterized by marked functional impairment, morbid preoccupation with worthlessness, suicidal ideology, psychotic symptoms or psychomotor retardation (Caremark, "Major Depression"). According to Fram (2006), "twice as many women suffer from major depression than men" (par. 4) and this is largely due to hormonal fluctuations that women experience through "menstruation, miscarriage or

Marketing - past, present and future Essay Example | Topics and Well Written Essays - 1500 words - 1

Marketing - past, present and future - Essay Example The objectives, goals and targets of marketing have to be monitored and met. The competitor strategies must be evaluated, estimated and exceeded. It is only through the effective use of market and its research that an organization can identify its customer’s needs and wants and try to deliver the value its customer wants .It is very important for the organization to ensure that its customers are satisfied. Marketing uses the process of exchange to give the customers the value they desire on their products and services. Exchange transaction requires the customer to exchange value (money) for the product or services that completely satisfy their needs. Clearly, the greater the benefit provided the higher transactional value an organization can charge. It is thus the process by which companies create customer interest in their goods or services. As an activity marketing can only take place where there is a market. It refers to the activity through which exchanges are undertaken. Marketing can be perceived as a social and managerial process through which the customers get what they want. They do it through the process of creating, offering and exchanging products of value for money. Marketing can be considered as a function; It is a philosophy that has an impact on the over-all dealings of an organization with the marketplace. (David M. Reid. (1980). 19-23.) (Rick Wise, Niren Sirohi. (2005).8-13.) The need for marketing rose as a result of the increasing needs, wants and demands of the customers. Needs are a basic requirement for human survival, while wants are the specific means by which individuals’ satisfy their needs. The term, value is one of the most important notions in marketing. It is the difference between the total costs of making a purchase and the total benefits received. In short, it accounts for both, the benefits that a customer gets by making a purchase and also the costs it incurs in the process ( both the money cost and

War Powers Resolution In Libyan Case Research Paper

War Powers Resolution In Libyan Case - Research Paper Example The Congress also has the power to affect the public opinion. Still, practice is different from theory. In practice, the US Congress has little power to influence the president’s decisions. Moreover, despite President Obama’s statements, the US actions in Libya constituted a war. Whether the US went to war against Libya is still a much contested issue. The administration never made any formal declaration. According to the Independent Civil Society Report (2011, p.19), the US engaged in an international armed conflict against Libya, together with other NATO member countries. Though divided on this topic, many members of Congress and experts viewed the US intervention in Libya as constituting a war. However, most experts still agreed that the US engagement in Libya did not fall under the War Powers Resolution and the Constitution. They referred to previous practice of interventions on behalf of the US presidents. The President did not act against the power and authority of the Congress. Most experts agreed that hostilities were present in Libya, but that the President’s actions were neither unconstitutional, nor in violation of the War Powers Resolution. The President circumvented Congress. Congress, on the other hand, was left quite powerless since the intervention was funded independently of the Congressional decisions. Thus, this paper will also depict how the President circumvented the War Powers Resolution. Statements by experts such as Ackerman, Hathaway and Fisher will be consulted to show how theoretically, President Obama violated the resolution. Spiro and Koh will be used, together with the Office of Legal Counsel to depict how practice has made President’s actions legal. Background of the Libyan Conflict Five years after a brutal crackdown on a public protest in Benghazi, the Libyan authorities witnessed their own demise. Every year since then, on 12 February Libyans commemorated the ‘Day of Rage’ (Amnesty International 2011, p.7). Fearing the spillover effects of neighboring revolutions in Tunisia and Egypt, activists and writers were arrested prior to the demonstration. However, instead of preventing the disaster, the authorities infuriated the general population. Academics, commoners and businessmen all joined in their outcry for justice and end to an abusive, forty à ¢â‚¬â€œ year – old rule by Colonel al-Gaddafi (Amnesty International 2011, p.7). Protests spread from eastern Libya to the rest of the country and became violent. By the end of February, eastern Libya and parts of the Nafusa Mountain and Misratah were under the control of the opposition (Amnesty International 2011, p.7). By 19 or 20 February, armed conflict spread across the country (Independent Civil Society 2012, p.11). Shelling of the opposition – held cities and disappearances of journalists and intellectuals intensified

Figure in Humanities Essay Example | Topics and Well Written Essays - 2000 words

Figure in Humanities - Essay Example ssues such as temperance, abolition, education, and health care are all issues that have been impacted by Anthonys work in gaining the womens right to vote. Throughout the 20th century women would bring issues of social importance to women into the public discourse. The issues of civil rights, divorce law, and reproductive rights would manifest in the landmark decisions of Brown v. Board of Education and Roe v. Wade. The work of Susan B Anthony would forever alter the size, shape, and texture of government in America. The name of Susan B Anthony is indelibly connected with the feminist movement and the womens right to vote, and though her campaign for womens rights was relatively short, her singular intensity gave the movement its power. By some accounts, Anthony was no more than a minor character in the womans movement of the 19th and 20th centuries. She was not present at the Seneca Falls Convention of 1848 that is credited with bringing the plight of the oppressed woman into the national spotlight, and died 14 years before the passing of the 19th Amendment that gave women the right to vote (Chapman and Mills 3). Yet, because of her oratory skills at moving an audience, Anthony is still regarded as the "mother of all of us" (Chapman and Mills 3). In 1871 she toured the Northwest, and during a three month period gave speeches that would solidify the support needed for the right to vote in the Western states. During this tour she traveled 2000 miles and gave 60 lectures, while being dismissed by local newspapers as "being ugly, old (aged fifty one), and a spinster" (Blair 687). Yet, her work would have a monumental impact on the future of America. Humm writes that Anthony, "could not have imagined the radical transformation of the place and role of women in society wrought through the womens movement of the 1970s and beyond – perhaps the most radical change of the millennium and all within the past few years" (2). Anthonys dedication to the rights of women has

Guidelines for Writing the Three Major Parts of the Literature Review Essay Example for Free

Guidelines for Writing the Three Major Parts of the Literature Review Essay The introductory section should describe the topic (problem area, guiding concept, theme or research question or problem) that is being reviewed. Aim for an â€Å"eye catching opening sentence†. Sometimes this is a dramatic expression of a number to catch the reader’s attention such as the prevalence of a disease, crime rate, school drop out rate, or sales volume. Be sure the topic is focused on the literature that will be reported. Briefly define the key concepts. Introduce these immediately. The topic should be sufficiently focused to permit an in-depth, substantial investigation, relevant to an area of advanced study/global leadership that guides a range of inquiry, results in an extensive search of scholarly literature, and generation of questions for further inquiry. The purpose of a literature review is presented in the introduction. Bourner (1996) reports the following Purposes – of a literature review – (reasons for a review of the literature) before embarking on a research project. These reasons include: †¢ to identify gaps in the literature  Ã¢â‚¬ ¢ to avoid reinventing the wheel (at the very least this will save time and it can stop you from making the same mistakes as others) †¢ to carry on from where others have already reached (reviewing the field allows you to build on the platform of existing knowledge and ideas) †¢ to identify other people working in the same fields (a researcher network is a valuable resource) †¢ to increase your breadth of knowledge of your subject area †¢ to identify seminal works in your area †¢ to provide the intellectual context for your own work, enabling you to position your project relative to other work †¢ to identify opposing views †¢ to put your work into perspective †¢ to demonstrate that you can access previous work in an area †¢ to identify information and ideas that may be relevant to your project †¢ to identify methods that could be relevant to your project Bourner, T. (1996). The research process: Four steps to success in T. Greenfield (Ed. ), Research methods: Guidance for postgraduates (pp. 7-11). London: Arnold. Retrieved 8-13-02 from Royal Melbourne Institute of Technology RMIT University http://www. lib. rmit. edu. au/tutorials/literature/litrev. html As you attempt to define concepts (variables) and their relationships to other variables, if applicable, identify causal (independent) variables and effects (dependent variables). You may also identify other variables that can be contextual, intervening, or mediating (see Creswell, pp. 94-95 or other texts). After you introduce the topic area properly (instructions follow), you will develop a succinct one-sentence purpose of the review. Three examples of a concluding purpose statement in the overview are: Example 1: The purpose of this review is to critically analyze the theoretical and empirical literature on web-based instruction as an instructional method in distance education, with an emphasis on effectiveness studies that focus on instructional effectiveness, student learning outcomes, retention, student perceptions of this method of course delivery, and to identify areas of future scholarly inquiry. In this example, the causal variable (independent) is â€Å"instructional method of web-based instruction† and the effects (dependent variable) are instructional effectiveness, student learning outcomes, retention, and student perceptions. Example 2: The purpose of this critical analysis of theoretical and empirical literature is to (a) examine historical and current literature to evaluate whether gender workplace bias exists; (b) explore the impact such a bias would have on women in the workplace, specifically women moving up the corporate ladder; and, (c) identify any theoretical or empirical gaps in the literature for the purpose of suggesting future areas of scholarly inquiry. In this example, the causal variable (independent) is â€Å"gender bias against women in the workplace† and the effect (dependent variable) is mobility up the corporate ladder. Example 3 (Review carefully): The purpose of this critical analysis of theoretical and empirical literature is explore the influence of organizational leadership and other factors on organizational performance, in for-profit and not-for profit service organizations, and to identify areas of future scholarly inquiry. In this example, the causal variables (independent) are â€Å"organizational leadership† and â€Å"other factors†, contextual (intervening or mediating) variables are the type of organization (product versus service) and profit/non-profit, and the effect (dependent variable) is organizational performance. Please note in developing your purpose statement, that the purpose statement begins with The purpose of †¦. and concludes with a statement related to identifying future areas of scholarly inquiry. 9 Instructions: Writing An Overview and Purpose (Follow precisely) *Review Blackboard Forum 5. Use your information and faculty comments for strengthening, as a guide to develop your Overview and Purpose (see items #1-9 below). *Draft 1 is due Week 3. Review Forum 6. You will get a great start if you develop this well. 1. Using the template: a. Develop a preliminary title for the Review and include on the title page. The title should include the main concepts and themes (and/or key theories) for this review. Remember this is a critical analysis of the literature NOT a research study!!!! In no area of this paper, should you refer to this Review of Literature as a research study!!!!!! b. For the Introduction to the Literature, insert a brief subtitle preceding the colon for the level heading: ___: Overview and Purpose. 2. Under the Overview and Purpose, introduce the paper with an â€Å"eye catching† opening sentence for the first paragraph. 3. After the â€Å"eye catching† opening sentence, briefly – describe the topic (problem area, guiding concept, theme). Get to the point – don’t let the reader guess what the review is about a few sentences. 4. Next include brief definitions of each of the major concepts and cite references for these definitions in appropriate APA format. BE BRIEF – this is not the literature but an introduction to it! Anything you present in the introduction is developed in depth in the Review of the Literature. 5. Next, very briefly, attempt to identify how the literature explains these variables and their relationships to other variables. Include as many as possible variables because this will help in constructing a literature map. The map will show relationships between the variables as you describe here. – Begin with the following: The causal variables (independent are) †¦ The effects (dependent/outcome variables are†¦ Contextual (intervening or mediating) variables that further impact the dependent or outcome variables are †¦. 6. Discuss how the topic area was identified and your reasons (point of view) for selecting the topic area to conduct your critical analysis of the literature. Review the Guidelines: How to Start Select a Topic and Overview and Purpose, including purposes identified by Bourner (1996). Begin with the following: The topic area of ____ was selected because___. 7. Explain what you want to know about the topic. Review Hart, 1999, p. 14 (Questions the Review Can Answer). Begin with the following: Some questions to be answered through this critical analysis of the literature are:†¦Ã¢â‚¬ ¦ 8. Answer the following: Is the topic about the problems in a discipline or field of study, the processes in a discipline or field of study, or the practices in a discipline or field of study? Processes can refer to various epistemologic processes to develop knowledge (also See Hart, 1999, p. 14). Introduce this clearly so the reader knows what you are speaking about. Begin with the following: The problem area of †¦ is about†¦Ã¢â‚¬ ¦ 9. Conclude the Overview and Purpose with a clearly formulated statement of purpose of the literature review. Use the examples in the guidelines, as a guide to develop this. Make this clear (see examples in the previous lecture note). Begin with the following and include the ending The purpose of this †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.., and to identify areas of future scholarly inquiry. Organization of the Review, Scope, and Library Research Plan Organization of the Review Lecture Collect appropriate articles, read critically, identify concepts, theories, and themes, and think about the best way to present your topic. Write these concepts, theories, and themes down (see your Blackboard forum 5 submission and instructor response. Develop a Literature Map. This is a Content Map (Concept Map or Mind Map): All students will have a literature map that will guide the organization of the review and literature search. Build (draw) a visual picture of the concepts and their relationships, which results in a literature map. These evolve from your topic, key concepts, ideas, theme, and/or purpose. Don’t introduce new information or concepts. It should first be introduced in the overview. The literature map is presented in-depth here. There are many methods to organize the review, which often change as you learn more about the topic. Concept Mapping Representing information in diagram form where key words are linked by lines. These lines are then labeled to express the relationship between the terms. The resulting map shows links between key ideas and can then be read through to clarify relationships between key terms. a. Definition and Purpose of a Literature Map. This map is a visual/graphic representation of concepts, ideas, and themes that serve to guide thinking. In this case, the purpose is to guide the search and organizational presentation of your review. This map serves to: i. Develop ideas for your review ii. Show relationships and interrelationships between the concepts, theories, and themes – and if so, what type of relationships iii. Assist in organizing old knowledge and integrating it with new knowledge iv. Guide your literature search plan/strategy v. Identify subtitles (subheadings) to organize your literature review so that you can communicate your ideas systematically. vi. A literature/content map is a creative, intuitive, and artistic endeavor to see how things fit – to generate alternatives. It is also analytical and critical, based on what you are finding in the literature. REVIEW THESE LINKS A simplified explanation of understanding of a Content map is described in the following URL – web link – http://users.edte. utwente. nl/lanzing/cm_home. htm b. Various types of Graphic or Visual Organizers (review this online. Click each box) (you need to have the syllabus downloaded and Internet connection on) |Chain of Events |Clustering |Compare/Contrast | |Continuum |Cycle |Family Tree | |Fishbone |Interaction Outline |Problem/Solution | |Spider |Storyboard |Venn Diagram | Source: http://www. sdcoe. k12. ca. us/score/actbank/sorganiz. htm Other Web sites: Graphic or Visual Organizers Graphic or Visual Organizers: A good site review this online by clicking link. http://edservices. aea7. k12. ia. us/edtech/classroom/workshops/organizers. html http://www. cast. org/ncac/index. cfm? i=3015 http://www. veale. com. au/phd/files/Lit_Map. pdf Some diagrams of content maps are depicted in the following URL web link http://trochim. human. cornell. edu/research/epp2/epp2. htm#Table1 Free Mind Mapping Software (Smart Draw) http://www. smartdraw. com/specials/mindmapping. asp? id=13054 Readings on Mapping Ideas: See Hart, 1999, pp. 142-162 Blackboard’s Assignments Toolbar: See example of literature maps in Assignments – Weeks 1-8 Literature Review (Critical Analysis) 50%. Within this folder is information on PowerPoint Presentation and Student Examples. Most of the student examples include literature maps for RES 702 (RES600) students. Organizing the review of the literature by themes, theories, or major concepts and related concepts provides a â€Å"frame for the central topic† to organize. In this case, you may proceed inductively or deductively. http://trochim. human. cornell. edu/kb/dedind. htm Exercise in Deductive/Inductive thinking: http://www2. sjsu. edu/depts/itl/graphics/induc/ind-ded. html#3b For example, a deductive approach might start with the broader view or concept(s) then move to the specific topic area. Example FOLLOWS: A literature map (Figure 1) is used to guide the library search for theoretical and empirical literature about distance learning. The map shows a deductive pattern of the major themes, using an â€Å"interaction line style† type of graphic organizer. Beginning with the broadest concept of distance education, web-based instruction interacts with student characteristics, which leads to evaluation of effectiveness of web-based instruction in distance education. . . . Other concepts and their relationships to guide the review are . . †¦Ã¢â‚¬ ¦. Other Organizational Methodologies for Reviews: While RES 702 students are asked to develop literature maps that serve to organize the review, with more scholarly experience and depending upon the topic, you could also present the Review using an â€Å"opposing view† or â€Å"methodological approach†. This is not expected now. c. The literature map generates an outline for the Review of the Literature Review â€Å"Why do an Outline, and Basic Outlining skills: http://www. und. edu/instruct/wstevens/PROPOSALCLASS/PATRAS. html http://www. mnstate. edu/wasson/ed603/ed603lesson5. htm An outline provides a blueprint, skeleton, or a roadmap for the final written review. An outline is an organizational process that is a logical description of the important components of the literature review. It provides a visual and conceptual design for writing. 1. Identify the main points in the order they should be presented. 2. Differentiate each main heading into logical subheadings. 3. Use further subdivisions if necessary. IT IS STRONGLY SUGGESTED THAT YOU INCLUDE A SECTION ON MEASUREMENT OF YOUR MAJOR VARIABLES. REPORT SOME OF THE MAJOR METHODS, TOOLS, OR INSTRUMENTS THAT HAVE BEEN USED IN PRIOR STUDIES TO MEASURE THE KEY CONCEPTS IN YOUR OUTLINE. Notice in the outline that follows, a sub-level heading is measurement of leadership and organizational performance. In the Review of the Literature section, you would then describe the tools whether qualitative or quantitative, and reliability, validity (quantitative tools), and trustworthiness of qualitative tools. Run a Proquest or Google search such as: â€Å"measurement leadership†. This saves you time in the QP and literature in the †dissertation† where you need to know how your variables have been studied and measured. It is best to have MORE detail in these themes. You can always change later. Example of an Outline: (Let us say that the following concepts are present in the literature map which could be Chain of Events, Clustering, or Interaction Outline. This is an example of an outline (quite detailed). It includes the major concepts that can be used for the literature search, and the outline is placed in the 2nd part of this Review (Review of the Literature) to organize how to present the literature. Leadership Classical, Progressive, Risk Leadership Theories Traits and Characteristics of Leaders; Leadership, Power and Influence; Gender and Equity Issues in Leadership Practice Cultural Issues and Leadership Developing Teams Leading Organizational Change Organizational Leadership Development; Strategic Leadership Leadership Measurement Organizational Performance Dimensions of Organizational Performance Organizational Climate Individual Performance Team Performance Supplier/Vendor Perspectives Customer Satisfaction Financial Performance Effectiveness Indicators Performance Driven Organizations Competency Modeling Managing Performance 360 Degree Feedback Collaborative Change Organizational Performance Measurement: Output (Activities) and Outcome (Results) Measures Factors Influencing Organizational Performance Leadership and Performance of Organizations Leadership Style and Team Performance Leadership Style and Organizational Outcomes Leadership Style and Vendor/Supplier and Customer Satisfaction Transformational Leadership, Organizational Culture, and Organizational Effectiveness 7 Instructions for Writing the Organization of the Review Do not present literature that you reviewed here. Just respond to questions 1-7. 1. After you design the literature map, begin with the statement: A literature map (Figure 1) is used to guide the library search for theoretical and empirical literature in this review about ___. 1. Next, describe the specific type of organizer that you used to design your map (for example, cluster, chain of events, cycle, etc). To do this, you need to review this syllabus on line, and click the different URL links of examples of visual or graphic organizers (review preceding lecture which provides several types). 2. Identify the specific the concepts, theories, and themes that are in your literature map. 3. Next, briefly, describe the relationships between these concepts, theories and themes (such as what leads to what? Which are the causal, outcome and/or intervening variables? Are the concepts organized inductively or deductively? This all refers to the concepts, theories, and themes in your literature map. 4. Next explain that in addition to guiding the literature search, the literature map serves to identify themes, theories, and concepts that will organize the Literature Review. Present these theories, concepts, and themes in outline form, differentiating each main heading into logical subheadings. (Keep it simple). 5. Due for draft 1, go to the next major section (Review of the Literature) – insert these themes/concepts as level headings/sublevel headings in outline form. They serve to organize the Review of the Literature. Use appropriate APA (see p. 113 of APA) level headings. An example using APA level headings, is shown in the next major section of these guidelines. The concepts and themes for the example, uses the outline of themes previously discussed (leadership and organizational performance). 6. Insert the Figure 1, Literature Map at the end of this discussion of the Organization of the Review (before Scope and Context). a. Make sure that you develop your literature map in a software application that can be copied and pasted into your Microsoft word document containing your paper. b. Make sure the map is an appropriate size and fits within the required paper margins. c. The Figure and #, and Title (Literature Map) belong at the bottom, centered: Figure 1 Literature Map Your goal is to have the map well-developed in draft 1 and finalized in (draft 2). It is expected that this map will change as you â€Å"tighten† and â€Å"organize your literature review in the next section† as well as well as in your qualifying paper. Refine this part with each new draft (and particularly as your literature map evolves). Scope and Context Lecture This section lets the reader know what is and is not included in your literature review (scope). The topic is described in such a way that an appropriate context for the review of the literature is established, in a meaningful, logical way. The key terms here are included/excluded. You can restate the theories, concepts and constructs that you will include and obvious theories, concepts and constructs you won’t include (Look at your problem and topic area). Identify what might be included in the search in terms of types of organizations (public/private; for-profit, not for profit; service/product; types of businesses, types of educational institutions); populations such as young versus old; gender; cultural groups; countries; or type of occupation. The major types of scholarly literature to review are: empirical studies, review articles (critical analysis), theoretical articles/books, methodological articles, and case studies. These types of literature may be in the form of a book, hard copy journal articles, and electronic journal articles. The following are different types and forms of literature: Periodical Abstract in a primary source, Abstract in a secondary source, Periodical (hard copy), Periodical (electronic), Non-periodical (Book), Non-periodical (chapter in a book), Proceeding of meetings or symposia, Doctoral Dissertations (including abstracts), Unpublished work, Audio-Visuals, Newspaper, Government documents, and Electronic Media. 5 Instructions for Writing the Scope and Context 1. As you write this, discuss what is and is not included. Regarding the topic or problem area, discuss what is and is not included in terms of concepts/theories, applications to different populations and settings. 1. Identify the forms (not types) of publications that are included. You don’t need to name specific articles, but identify the forms of literature to be included. 2. Identify the discipline(s) you are focusing in (e. g. , education, health, business, criminal justice, accounting, sociology)? Included specialized areas within these disciplines, such as: gender theories in sociology, accounting ethics, special education for specified populations, urban violence, etc. 3. Identify the scope in terms of the years (period of time) that your literature review covers and exclusions. 5. Discuss whether you are limiting your review to U. S. literature, and/or Global literature. For global literature, identify the â€Å"countries†. If seminal books are emphasized, include the titles. Refine this part with each new draft (and particularly as your literature expands). Library Research Plan and Strategy Lecture THIS IS THE PLAN, NOT THE REVIEW OF THE LITERATURE!! The review is presented in the second major section (Review of the Literature) Searching the Literature: A good review of the literature is dependent upon knowledge of the use of indexes and abstracts, the ability to conduct exhaustive bibliographic searches, and ability to organize the collected data meaningfully. Information literacy skills assist with information seeking and retrieval methods and scholarly communication. Recognize scholarly and peer reviewed journals (See Week 1 Lecture). The e-Learning tutorials about Lynn Library can assist research students with the development of literature reviews using electronic databases, abstracts, bibliographic software, Internet searching, Library catalogue searching, subject resources, off-campus searching, and research and writing skills. You need to complete the tutorials. Library Research Plan/Strategy: In reporting your library plan/strategy, identify concepts, themes (key words) or descriptors and search the relevant databases for research on your topic. Be consistent with the Literature map concepts and themes. Focus your search on primary scholarly works including: empirical, theoretical, critical/analytic, or methodological inquiry. Recognize the differences between these types of scholarly inquiry. Review dissertation abstracts. Did you do a Lynn Library catalog search on the topic (at Lynn)? Did you search selected journals? Did you limit the search to peer-review journals? Did you limit the search to certain years? If you are having difficulty in your library search, you may make an appointment with the Reference Librarian who may assist in building effective search strategies. When visiting the Library, you should come prepared with your search words. Requesting Materials: It is suggested that you read the abstracts before requesting the materials from the Librarian, because certain abstracts may provide enough information to help you make a decision on the material’s relevance. Expect that you will obtain more literature than you will need to include in your literature review. Quantity, however, is not as important as selecting appropriate literature, that is of value and relevant. While many published review articles may have more than 100 cited references, due to time constraints in the course, the expectation is a minimum of 20 â€Å"relevant†, scholarly citations in the text of your paper. Do not go overboard. Quality and relevance is what counts. Don’t use references from â€Å"consulting firms† or firms that are â€Å"promoting† their products or services. Look for scholarly publications. Types and Forms of Literature: Minimum Requirements i. The preference is that you review a variety of types and forms of literature so that you many learn to: ii. Search for and evaluate different types and forms information iii. Integrate a variety of types information in the text of your paper iv. Recognize classic (seminal) works as well as current literature Give yourself time to read the material; do not make a library request for everything at once. Readings: Search Strategy worksheet: http://library. humboldt. edu/infoservices/sstrawrksht. htm http://www. noodletools. com/debbie/literacies/information/5locate/adviceengine. html http://www. lynn. edu/clientuploads/Library/Graduatestudentsmanual. doc 11 Instructions for Writing the Library Research Plan and Strategy In a Review, a discussion of the plan or strategy you used to develop your literature search is presented. Don’t discuss what you â€Å"will† do, but rather â€Å"what you did†. 1. Identify the descriptors (concepts, themes, theories, phrases/key words) used to search the relevant databases for research on your topic. Include â€Å"themes† or groups of words used in the search plan. Add the terms â€Å"theory† or â€Å"research† to your themes when you are searching. You should uses many â€Å"themes† to limit the search. Example of a theme for a library search: â€Å"leadership organizational performance research†. Try to include several themes. 2. Report databases used in your library search. 3. Indicate which of the following types of primary scholarly works were reviewed: empirical, theoretical, critical/analytic, or methodological inquiry (aim to obtain all of these)? 4. Were secondary citations of references used in your paper? Explain Why? Review APA p. 247 to understand a secondary citation of a source. Remember that these need to be limited. In your dissertation, you need to mostly use primary sources of literature. Remember that if you report literature from secondary sources in your paper use (as cited in __). 5. Explain if you reviewed dissertation abstracts (yes/no). If so, on what topics, which abstracts? You should use these. 6. Explain if you did a Library catalog search on the topic (at Lynn or where? ) Yes/ or no 7. Provide the titles of the key journals reviewed. (Put these titles in Italics). 8. Indicated whether or not you limited the search to peer-reviewed journals? 9. Indicate if you limited the search to certain years? If so, which years? 10. Refer the reader to the example of a library Search Print-out that you will place in Appendix A. 11. Report any problems encountered in your library search and how these problems were managed. Refine this part with each new draft. Interest, Significance, and Rationale for the Critical Analysis Lecture In this last part of the introduction to the literature review, you explain the importance and significance of the Review that will follow. As you read more, you will find more rationale as to why this review is important. Provide a transition sentence from this Introduction to the Review of the Literature. Then end with a statement that explains how the Review will conclude in the Discussion section. Example of concluding statement: As an emerging method of instructional delivery in higher education, and one that continually evolves with the growth in technology, it is important to understand its impact on learning, retention, instruction, and students. This critical analysis of the literature concludes with a summary and interpretation of theoretical, empirical, and methodological literature, conclusions, and recommendations for future scholarly inquiry into web-based instruction in distance education. 4 Instructions for Writing the Interest, Significance, and Rationale for the Critical Analysis 1. Discuss if the topic is of limited interest, regional, national, or perhaps of global interest? Explain why? You can include personal interest based on experience and potential applications. 2. Describe why it is worth studying (or examining)? 3. Indicate that the presentation of the Review of the Literature follows 4. Develop a concluding statement (see example above, in lecture) to the effect that a synopsis and interpretations, conclusions, and recommendations are presented at the end of the review in the discussion section. Refine this part with each new draft. Review of the Literature About ___ (add your topic) Lecture This is the second major part of this critical analysis. This has a long lecture. Now is the time to write â€Å"your in-depth Literature Review†. You laid the foundations for this section in the Introduction to the Review, to organize your review according to those themes. Present the theoretical literature (theories, model, constructs, concepts) about those themes, and empirical literature (studies) regarding those themes, in a proper manner. Follow the instructions (see presenting theoretical literature, and presenting empirical literature) in this Review of the Literature section. If you present the literature appropriately in this body of the review, then you will have information to present in the Discussion of the Literature. If you don’t, this Review falls apart. Only literature presented in this Review of the Literature can be analyzed in the next section, Discussion of the Literature. You will save a stitch in time, if you follow instructions and learn how to present theories, and how to present studies, including the authors stated limitations and recommendations for future inquiry, in addition to your critique of those studies. †¢ General comments: The theoretical and empirical literature is summarized, analyzed, evaluated, and synthesized in a more in-depth â€Å"coherent† manner within organized headings and sublevel headings. Specifically, information pertaining to theoretical, empirical, methodological, critical review, and case studies about the topic is reported. As reported previously, expect that you will obtain more literature than you will need to include in your literature review. Quantity, however, is not as important as selecting appropriate literature to present, that is of value and relevant. While many published Review articles may have more than 100 cited references, due to time constraints in the course, the expectation is a minimum of 20 â€Å"relevant†, scholarly citations in the text of your paper. This will increase to 50 references in the qualifying paper. It certainly isn’t unusual to have over 100 references in a dissertation. Do not go overboard. Quality and relevance is what counts. Don’t use references from â€Å"consulting firms† or firms that are â€Å"promoting† their products or services. Look for scholarly publications. As you present literature in your â€Å"word† document, it is okay to talk to yourself. Make notes in the document to your self. You can use different font colors or highlights for these messages to yourself. o Perhaps you want to leave a message to yourself to review a particular article that you didn’t yet have the chance to review, or o you want to search another theme. o Or you read an article, but didn’t have a chance yet to write about it – jot down notes o Use the word file as a tool where you keep all information in one place. You will find this technique very helpful in developing the qualifying paper, and in developing the your dissertation. The instructor does not mind (and in fact encourages you do to this, even in final copies0. Just make the messages â€Å"neat† – and not to distracting) Of utmost importance, is that you present your review appropriately. Practice doing it correctly immediately or you will be WASTING time (having to redo it later). †¢ Your review must be organized within the headings/sublevel headings. Insert the outline developed in the Introduction to the Review. Make sure that the outline is consistent with the organization of themes, concepts add theories in your literature map. †¢ It is ok if you reorganize or rename the themes, but make the changes if the Organization of the R (and literature map, in the prior section). You want the Introduction to the Review, Review of the Literature, and the Discussion section all to be â€Å"internally consistent† with one another. †¢ Instructions follow on how to present CRITICALLY present, theoretical and empirical literature. FOLLOW THESE INSTRUCTIONS. Quotations and Paraphrasing and Critical Analysis †¢ This is a literature review, and not your opinion.

EU Instruments for Pre-Accession Assistance

EU Instruments for Pre-Accession Assistance Regional Development INTRODUCTION Cohesion Policy of the European Union aims to reduce economic and social differences between the Member States of the Union by supporting and encouraging regional development. The Treaty of Rome and the Single European Act promote decreasing differences in the regional development while regional policy provides investments for necessary restructuring in the less developed regions and support for infrastructure development, increase of employment, and stimulation of industry. To finance projects that contribute to the regional development cohesion and structural funds are used, which account for a third of the common budget of the European Union (Chalmers Dellmuth, 2014). The key objectives of regional development are regional competitiveness and employment, and european territorial cooperation (European Commission). The effort are focused on facilitating increased growth and convergence of the least developed member states and regions with the goal of increasing the regional competitiveness and thus improving cooperation with other European regions. In order to promote regional development, the European Union has secured additional financial assistance for member states through various funds. Cohesion Fund is intended for countries which need to meet the convergence criteria. The European Regional Development Fund, as one of the main financial instruments of the EUs cohesion policy, and European Social Fund, Europes main tool for promoting employment and social inclusion, are called structural funds and are aimed at strengthening economic and social cohesion in the European Union and at the reduction of differences in development between the regions. Kyriacou and Rocca-Sagales (2011) found that the Structural Funds reduced regional disparities in the period from 1995 to 2006. Beugelsdijk and Eijffinger (2005) and Ederveen (2006) also confirmed positive impact of structural funds on consumption and growth of GDP per capita, but only in countries with developed institutions. Effect of the use of structural funds to decrease regional differences is potentially reversed if transfers are above a certain limit (about 1.6% of gross domestic product). This has implications on the desirable allocation of resources in future, especially since, in the last programming period (2007-20113), transmissions to all new member states except Cyprus and Malta exceeded the given threshold. Popa (2012) points out that although there are examples of good practice of the use of EU funds, they often represent more a financial burden then they truly serve as a mean of reducing regional disparities, which is their goal. Reforms of funding in the new programming period 2014-2020 have the potential to improve the efficiency of the use of the funds, but significant effects of their use cannot be expected in the absence of structural reforms, given the constraints in monitoring the use of funds in different countries and the difficulties in establishing irregularities and potential illegal use of funds (Chalmers Dellmuth, 2014). Most authors agree that after 20 years of implementation of the EU Cohesion Policy its effectiveness remains questionable (Bachtler et al., 2015). In fact, in theory, the allocation of EU funds needs to be designed so to ensure that the poorer regions receive more funds. In practice, the allocation and the distribution of funds was under the influence of lobbying, the unwillingness of regional authorities to absorb funds, as well as of the lack of resources and incentives for the European Union to question the political motives for the selection of projects at the local level (Dellmuth Stoffel, 2012). 1. REGIONAL DEVELOPMENT FUNDING European Regional Policy was adopted by the European Commission in 1965, followed by the creation of the Directorate-General for Regional Policy in 1968. In 1972, Regional Policy was recognized as an essential factor in strengthening the Community (European Commission).Regional policy has focused from its very start on promoting balanced regional development. The resources from the cohesion and structural funds are to be used primarily to minimize the differences in development between regions of the European Union as well as differences in the standard of living of citizens of these regions. Among the main objectives of the regional policy in the programming period from 2000 to 2006 were the development and structural adjustment of those regions whose GDP per capita was lower than 75% of the EU average, the economic and social conversion of areas facing structural difficulties and adjustment and modernization of the national policies and educational systems, as well as training and employment. For the financing of the regional development policy the European Commission established the European Regional Development Fund (ERDF), whose objective is the elimination of regional disparities and promotion of a stable and sustainable development, the European Social Fund (ESF), aimed at developing human resources and employment, financial instrument for Fisheries guidance (Financial instrument for Fisheries guidance FIFG), whose goal is a balanced water resources management and development of the competitive infrastructure, and European Agricultural Guidance and Guarantee Fund (EAGGF), whose goal is to support the Common agricultural policy and the improvement of agricultural structures and rural development. From 2007 to 2013, the number of funds was reduced to three (ERDF, ESF and the Cohesion Fund), and the emphasis was placed on the less developed regions, to achieve greater growth and higher employment rate. The European Regional Development Fund (ERDF) aims to strengthen economic and social cohesion in the European Union. European Social Fund (ESF) aims to increase employment and increase opportunities for finding a job in the European Union. The Cohesion Fund is intended for Member States whose gross national product per capita is less than 90% of the Unions and aims to support economic and social development, and helps to bring stability to the economic system of the less developed countries. Given that the three main objectives of EU regional policy are convergence, regional competitiveness and employment and European territorial cooperation, Cohesion Fund primarily supports convergence and, although it is the subject to the same rules of programming, management and monitoring as well as the structural funds and plays a similar role, the Fund has been primarily used to provide means for adjusting the national economies of the countries which had decided to introduce a common currency, and to relieve national budgets of the poorer member states. Investments in the areas of transport, environmental protection, achieving energy efficiency and use of renewable energy sources are usually financed from the Cohesion Fund. For example, through the four national programs for Croatia, 10.74 billion Euro from the European structural and investment funds has been allocated in the period from 2014 to 2020. Croatia has a total budget of 12.67 billion Euro for investments into research and innovation, employment, education and training of employees, as well as for social inclusion projects, project in the public administration and civil society, as well as infrastructure projects and projects related to the protection of the environment Protection (http: / /ec.europa.eu, 2016). The management of the Structural Funds and Cohesion Fund is based on the principles of programming, concentration, co-financing and partnership. Programming is the process of allocation of structural funds in accordance with the defined objectives and criteria over a certain period of time. Concentration involves directing funds to where they are most needed. Co-financing means that part of the investment has to be obtained from domestic sources, while partnership implies close cooperation between Member States and the European Commission. Since the implementation of the Cohesion policy requires developed institutional framework, each state chooses one of three approaches for the implementation of the Cohesion policy differential approach, which is characterized by the separating the structures for the implementation of cohesion policy from the regular government bodies (for example, The Netherlands, Sweden, United Kingdom), the unique approach, whereby the funds are directed through the national, or regional ministries and agencies (for example Austria, Spain, parts of Germany and most new Member States) and the combined approach, which represents a combination of the previous two approaches (for example Finland, France and Italy). The choice depends on the existing administrative arrangements and levels of funding. 2. INSTRUMENT FOR PRE-ACCESSION ASSISTANCE Instrument for Pre-Accession Assistance ( IPA) is the program for the countries which are in the process of accession to the Union. Pre-accession funds are intended to facilitate the economic and social transformation, which are included in the conditions for the admission to the Union. From 2000 to 2006, countries in the process of accession to the EU had access to financial instruments called PHARE (Pologne et Hongrie Aide à ¡ Restructuration Economique), ISPA (Instrument for Structural Policies for pre-Accession), SAPARD (Special pre-accession assistance for Agriculture and Rural Development), and CARDS (Community assistance for Reconstruction, Development and Stabilisation). From 2007 to 2013 total IPA budget amounted to 11.468 billion Euro (narr.gov.rs). Instrument for Pre-Accession Assistance consists of five components (narr.gov.rs): Transition Assistance and Institution Building. The first component of the IPA aims to provide support in the process of accession to the European Union, especially in meeting the criteria and standards imposed by the accession, transposition of the legislation and, in particular, the strengthening of the institutional capacity. Cross-border cooperation. The objective of this component is to promote good neighborly relations and regional cooperation between traditionally less developed regions in the countries which engage in the joint cross border projects; Regional Development. The third IPA component aims to improve economic and social cohesion through the development of the transport infrastructure, particularly the development of national transport networks and trans-European networks, protection of the environment including policies such as waste management, management of water supply and waste water, as well as the monitoring of air quality, the rehabilitation of polluted areas, achievement of energy efficiency and renewable energy sources, and the development of regional competitiveness by fostering entrepreneurship and employment. The development of human resources. This component aims to contribute to economic and social cohesion and to achieving the priorities of the European Employment Strategy in the areas of employment, education, training and social inclusion. Rural Development. This component provides support for sustainable agricultural and rural development by improving market efficiency and facilitating the adoption of the EU standards, provides support for the establishment of producer groups and investments in the processing and marketing of agricultural and fishery products, as well as the implementation of best practices in the field of environmental protection and improvement in agriculture and development of rural infrastructure. All five components of IPA can be used by the country with the status of candidate country and which has implemented decentralized system of management of EU funds (Decentralized Implementation System DIS), while the potential candidate countries and those candidate countries which have not yet accredited DIS have access to funds from the first and second components of IPA (narr.gov.rs). Management of EU funds under Decentralized Implementation System is approved after meeting criteria and conditions defined by the European Commission. The first component of the Instrument for Pre-accession assistance is related to the transition assistance and the development of institutions, and it decreases as the countrys economy develops and gets closer to the European standards, practices and the membership of the Union. The second component of the IPA is related to Cross-Border Cooperation. Third IPA Component is a predecessor of the Cohesion Fund, while the fourth and fifth IPA components are precursors of the todays structural funds. IPA funds are not used exclusively for the implementation of institutional projects, but are also used for the preparation of the country for the accession through the implementation of prescribed objectives, principles. IPA beneficiary countries are divided into two categories (ec.europa.eu): Candidate countries for EU (Turkey, Albania, Montenegro, Serbia and the former Yugoslav Republic of Macedonia) are eligible for all five components of IPA; Potential candidate countries in the Western Balkans (Bosnia and Herzegovina, Kosovo under UN Security Council Resolution 1244/99) are eligible only for the first two components. Instrument for Pre-Accession Assistance IPA II 2014-2020 was established by the European Parliament and the Council Regulation no. 231/2014 of 11 March 2014 and applied retroactively from January 1, 2014. IPA II is the successor of the IPA for the period 2014-2020 and has a budget of 11.7 billion. Users of IPA II are: Albania, Bosnia and Herzegovina, the former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia and Turkey (http://ec.europa.eu). IPA II Regulation determines that the European Commission and the beneficiary of IPA II are to conclude general agreements on the implementation of the aid, which defines the rules for the implementation of the Unions financial assistance under the IPA II, primarily in relation to the management of IPA II, including the rules of programming, implementation, financial management, monitoring, control and audit, reporting and protection of financial interests. One of the major changes in the structure of the IPA II, which, instead of the 5 components comprising the IPA I, is the introduction of the policy areas. Policy areas within the IPA II are (PejoviĆ¡ et al., 2014): Reforms as part of preparations for EU membership and institutional and capacity building; Socio-economic and regional development; Employment, social policy, education, promotion of gender equality and human resource development; Agriculture and rural development; Regional and territorial cooperation. The most important innovation in the IPA II is its strategic focus. Each country should prepare a specific strategic planning document for the period of 7 years, which will enable faster integration, reform and development programs, and ensures a focus on the priorities in terms of regional cooperation. IPA II aims to facilitate the reforms in the context of pre-defined sectors. These sectors include areas closely related to the enlargement strategy, as well as democracy and governance, the rule of law, growth and competitiveness. This approach promotes structural reforms that are expected to help the governments to transform the given sectors and to successfully conduct harmonization with EU standards. In this way, the European Commission wishes to ensure the efficiency of the fund, sustainability and their focus on results. IPA II focuses on measuring the effects and monitoring the realization of expected results. IPA II aims at achieve four specific objectives. The overall objective is to support the beneficiary countries in adopting and implementing the political, institutional, legal, administrative, social and economic reforms that are required from them in order to conform with the values of the European Union and to ensure gradual alignment with the rules, standards, policies and practices for achieving full membership in the EU. The specific objectives of IPA II are (PejoviĆ¡ et al., 2014): Support for political reform: strengthening democracy and the rule of law, including an independent and efficient judiciary; promotion and protection of human rights and fundamental freedoms, respect for the rights of minorities, including LGBT people, promoting gender equality, prohibition of discrimination and fostering tolerance, and freedom of the media and cultural diversity; regional cooperation and good neighborly relations; the promotion of reconciliation and confidence building measures; the fight against corruption and organized crime; strengthening public administration and good governance at all levels; capacity building measures to improve law enforcement, border management and implementation of migration policies; the development of civil society; improving social dialogue and strengthening the capacity of the social partners. Support the economic, social and territorial development with focus on smart, sustainable and inclusive growth: reaching the EU standards in the economy, including a functioning market economy and fiscal and economic governance. Economic reforms are necessary in order to face competitive pressure and market forces within the EU, and which at the same time contribute to the achievement of objectives in the field of social rights and environmental protection; promotion of employment, mobility of workers and the development of human capital; improving social and economic inclusion, in particular of minorities and vulnerable groups, including people with disabilities, refugees and displaced persons; fostering an inclusive and integrated education system and the protection and restoration of cultural heritage; development of physical capital, including infrastructure improvements and connecting with the networks of the EU and the region; strengthening research, technological development a nd innovation capacity. Strengthening the capacity of recipient countries at all levels to fulfill the obligations arising from the membership in the EU by supporting progressive alignment with the EU acquis and their adoption and implementation, including preparation for managing structural and cohesion funds as well as funds intended for agriculture and rural development. Strengthening of regional and territorial cooperation to help beneficiary countries. 3. EFFECTS OF FINANCING During the programming period 2007- 2013, over 80% of the budget of the Cohesion Fund was allocated in the 100 poorest regions, with about 170 million people or one third of the EU population. The remaining 18.5% of the money is distributed to other regions in the Union (http://www.euractiv.com, 2012). According to the European Commission, in the next programming period 2014-2020 less than 70 regions will automatically qualify for the funds that are used to finance the convergence, as they have GDP per capita below 75% of the EU average. Regions in transition those who have a GDP per capita between 75% and 90% of the EU average will get less funds, but still can count on continued support from the Structural Funds (http://www.euractiv.com, 2012 ).   Ã‚   Figure 1: Regions by the development level in the programming periods 2007-2013 and 2014-2020. Source: Chalmers Dellmuth, 2014 In the 2014-2020 programming period it is expected that 25% of structural funds will be allocated in less developed regions (red in Figure 1), 40% in regions in transition (yellow in Figure 1), and 52% in the developed regions (blue in Figure 1. ). As for the Cohesion Fund, the funds from it will continue to support the development of member countries with GDP per capita of less than 90% of the EU-27 average, but will primarily be allocated to support investments in projects related to environmental protection and the development of transport. Part of the funds from the Cohesion Fund will focus on the financing of transport networks in Europe. Given that the capacity to absorb depends on the institutional factors, both in the EU and in the Member States (Georgescu, 2010; Voinea, et al, 2010), but also on the ability of regional authorities to co-finance projects and provide administrative support (Zaman and Georgescu, 2009), the possible effects of the use of structural funds are difficult to predict. According to the research, structural funds can boost GDP growth in the countries of Central and Eastern Europe from 0.1. to 0.7% per annum (Zaman Georgescu, 2009). Analyses of the effects of the use of the funds in the programming period 2000-2006 show that there has been some reduction in the differences between countries in GDP per capita, while in some regions growth was recorded. Zaman and Georgescu (2009) found that the structural funds boost export growth, and that in some cases, like in Romania, they led to economic growth, despite relatively low absorption capacity. Positive impact was also made in Austria, Belgium and France. However, according to Becker (2012), countries with low levels of education, weak institutions and poor governance did not make equally successful use of the funds. Thus, receiving more support from the Structural Funds does not necessarily mean development. For example, Pisani-Ferry et al (2011) found that inadequate institutional framework in Greece to be a reason for the inability of its government to efficiently use the funds assigned to it. CONCLUSION Theoretically, objectives of the regional policy of the European Union necessitate the existence of the financial support for the less developed regions to achieve the desired growth. However, in practice, during the distribution and the use of the funds many problems were encountered. Access to funds for underdeveloped regions did not lead to the desired growth, primarily because of the inability of the governments to use the allocated funds due to weakness of the institutions and low capacity. In more developed regions, the effects of the funds were much more significant. Changes in the programming period 2014-2020 are expected to solve part of the problems identified in the previous periods. However, declining return on invested funds and high dependence of a large number of the regions from external funding sources continue to threaten the achievement of the basic objectives that these funds are meant to support. Although raw data show that the Structural Funds have not always been successful in fighting the problems at all levels and in all countries. However, as many people are still unemployed in the EU, and there are full member countries whose GDP is still well below the EU average, the Structural Funds are necessary. The same goes for the Cohesion Fund, as it ensures faster accession of the candidate countries. These funds were designed to reduce the inequalities in the regional developments, and although they might not have been efficient in all cases, they certainly supported the growth in some regions, provide incentives for other regions to improve their capacity to access the funds and accelerate the growth. REFERENCES   Ã‚   Bachtler, J., Begg, I., Charles, D., Polverari, L. (2015) THE LONG TERM ACHIEVEMENTS OF EU COHESION POLICY, 1989-2012. Challanges for he new cohesion policy 2014-2020. 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