An Exploration of the Socio-Demographic and Regional Disparities

 

 

An Exploration of the Socio-Demographic and Regional Disparities in the Uptake of Intermittent Preventive Treatment for Malaria During Pregnancy in Nigeria – A Secondary Data Analysis Using Nigeria Demographic and Health Survey (NDHS) 2018.

 

Please note the following;

1. This is based on DHS 2018, data set. Hence, referencing should be made to them.

2) kindly Follow my outline to write
Write chapter 3, 4 and 5.

Chapter 3: Methodology
a) Methods
i. Conducting secondary data analysis using Nigeria Demographic and Health survey 2018.
ii. Use of cluster-based household survey design
iii. Study design and selection of participants for interviewing
iv. Explanation of stratified sampling technique selection as used in the Nigeria Demographic and Health survey 2018.
b) Data analysis
Use of statistical data analysis techniques and tools, including Excel and descriptive statistics for socio-demographic factors.
c) Ethical consideration
Obtaining informed consent from participants and explanation of the ethical approval by relevant bodies, such as Nigeria National Health Research Ethics Committee.

6. Chapter 4: Results
Presentation of data and findings on sociodemographic characteristics, use of intermittent preventive treatment for malaria, and antenatal clinic attendance by pregnant women in Nigeria. Presentation of additional results relating to factors such as age, level of education, marital status, employment and unemployment, residence, region, and wealth index.

Chapter 5: Discussion
Justification of research topic and study methodology. Brief recap of findings and comparison with literature review, and a summary of solutions to the research questions.

3. use Havard referencing style

4. The references shouldn’t follow the word count as I will prefer a separate referencing sheet.

5. Once a writer is allocated, I will provide the literature review to the writer to aid the coordination.

6. sources cited should depend on the writers discretion for a graduate work.

7. chapter 5( discussion )should have less than 1,500 words the rest should be allocated to chapter 3 and 4.

8) kindly use diagrams and chats and more so, statistics (data) from DHS as this is very important. Number of charts should depend on the writer’s discretion.

 

Sample Solution

uation. The first are situational characteristics, the environment in which the leader must perform, the second are leader characteristics, the experience, personal qualities and skills of the leader, and the third are member characteristics, the motivation, skill and experience levels of group members (Chelladurai and Madella, 2006). The situational characteristics and member characteristics have a required behaviour to ensure maximum group performance, they also have a preferred behaviour to ensure the satisfaction of group members, if the leaders actual behaviour matches both the required behaviour and preferred behaviour of the situation the consequence is maximum group performance and satisfaction. However, if the group are not performing and achieving goals or are not satisfied or both, then the leader is able to amend their actual behaviour to improve this. Leaders able to monitor performance and satisfaction, and understand what is required to amend the situation will achieve optimum group performance in Chelladurai’s model.
The one limitation of Chealldurai’s model is that it assumes the leader is in a position of complete positional power over the group, and can implement any leadership style of their choosing without constraints. Positional power is the authority and influence a leader has over a group, if the leader has positional power, they will be able to implement the leadership style they best see fit for the situation. Positional power cannot be measured or quantified, making it highly ambiguous and hard for a leader to understand whether they have it or how then can gain it. It becomes the responsibility of the organisation to have policies in place to provide leaders with some positional power, usually by establishing a clear hierarchal structure. By establishing a hierarchy, the leader is perceived by the group to be able to make demands and expect compliance from them giving the leader legitimate power (French and Raven, 1959). Secondly, by providing the leader with the ability to reward compliance and punish non compliance from the group, the leader has reward and coercive power (French and Raven, 1959). To obtain complete power over the group the leader must gain the trust and belief of the group that they are capable of success, by ensuring the group are both satisfied and meeting performance goals.
The importance of establishing a hierarchy became evident during the planning stage of the outdoor management course for the red team, the coordinators within the team assumed leadership roles but were unable to gain positional power due to the team being a peer group (Pettinger, 2007). The leaders selected had little authority and influence over the group as everyone was perceived to have the same rank, status and occupation, hence the leaders had none of French and Ravens five bases of power (Pettinger, 2007). The result was leaders with no positional power over the group, so could not direct the group with the method of leadership required for the situation. The task had significant constraints, particularly a short time frame and a large group size, for this situation Chelladurai recommends an autocratic leadership style would be most favourable (Chelladurai and Madella, 2006). The leaders attempted an autocratic leadership style, setting individual tasks for the group, however due to the poor leader member relations and lack of positional power the leadership structure quickly became a democracy. The product was an extremely unproductive workforce initially because of the time spent discussing how was best to approach the task. Because of how the leaders were perceived by the group there was little mutual trust, respect or confidence that the leaders were making the correct decisio

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