The document discusses the structure and format for academic research papers. It introduces the AIMRAD structure, which stands for Abstract, Introduction, Methods, Results, and Discussion. Each section of an AIMRAD paper serves a distinct purpose, such as the introduction providing context and rationale for the study. The document also provides guidance on writing each section, including focusing the introduction on the topic, importance, reasons for choosing the topic, and purpose. It emphasizes that the methods section should describe procedures in logical order and the results and discussion section should translate findings in the context of prior research.
Ash edu 645 week 4 assignment 21st century instructional plan student populat...Noahliamwilliam
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Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
Meeting Student-Centered Standards: Personalization across the NAF ModelNAFCareerAcads
Does your program offer customized learning experiences that meet the needs of every student? Hear how a Model Academy uses "personalization." a student-centered approach, to serve an urban population of traditionally underserved students. This session will explore a clear set of strategies that link student-centered standards across the four NAF elements.
Presenters: Steve Brown and Patti Smith, National Academy Foundation
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Integration of the graduate profiles and academic literacy capabilities into ...Neda Zdravkovic
The International Consortium of Academic Language and Learning Developers (ICALLD) Online Symposium 2018:
Academic Literacies in a Globalised World: Diversity, Digitalisation, Dependency
Achieving constructive alignment in curriculum and assessment design is one of the key challenges for faculty teaching staff and course coordinators. A primary driver for this alignment is the attainment of specific capabilities defined through graduate profiles, employability-driven needs, disciplinary knowledge and practice. This presentation will engage participants in the process of transforming academic curricula to accommodate students’ learning needs and develop transferable capabilities as defined in the newly released Graduate Profile. Based on the undergraduate year 1 case-study at the University of Auckland, we will focus on the application of learning analytics to identify gaps, curriculum analysis and re-design process, pedagogy, theoretical frameworks and evidence of impact. This session will open the discussion on practical as well as challenging experiences in integrating academic literacy capabilities into curriculum and its outcomes.
Meeting Student-Centered Standards: Personalization across the NAF ModelNAFCareerAcads
Does your program offer customized learning experiences that meet the needs of every student? Hear how a Model Academy uses "personalization." a student-centered approach, to serve an urban population of traditionally underserved students. This session will explore a clear set of strategies that link student-centered standards across the four NAF elements.
Presenters: Steve Brown and Patti Smith, National Academy Foundation
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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AIMRAD Structure
AIMReDCa
R
(Abstract,
Introduction,
Methodology,
Result,
Conclusion,
and
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A mnemonic for a common format used for
academic ['scientific'] research papers.
known as the APA format, as the American
Psychological Association uses the IMRAD
headings in its APA style sheet.
IMRAD is simply a more 'defined' version of the
"IBC" [Introduction, Body, Conclusion] format used
for all academic writing.
IMRAD
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CONTENTS
INTRODUCTION
METHODS
RESULTS & DISCUSSION
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Purpose Mini-version of the Research
Paper
Verb Tense Simple Past – refers to work done
Elements a.Principal Objectives
b.Methods Used
c.Principal Results
d.Main Conclusion (May include
simple recommendations)
e.Keywords
ABSTRACT
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Use specific words, phrases, concepts, and keywords from your
paper.
Use precise, clear, descriptive language.
Write with correct English/Filipino language grammar and spelling
as the case may be.
Write from an objective, rather than evaluative, point of view.
Define unique terms and acronyms the first time used.
Use complete sentences.
Use verbs in the active voice.
KEYWORDS: Immediately after the abstract, provide a maximum of
3-5 keywords
ABSTRACT WRITING STYLE
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summary or synopsis of the complete
document, written in one paragraph
elements: purpose, methods, results,
conclusions and recommendations.
ranges between 100-200 words.
ABSTRACT
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9. Project EduCREATE
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10. Project EduCREATE
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INTRODUCTION
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Introduction
Purpose Provides the Rationale for the
Study
Verb Tense Present Tense – refers to
established knowledge in the
literature
Elements a.Nature and scope of the
problem
b.Review of Relevant Literature
c.Your hypothesis/es
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Introduction
Discusses four (4) relevant ideas:
• TOPIC or subject matter: defines and
elaborates using methods of paragraph
development like classification and giving
examples
• IMPORTANCE of the Topic: cites the role
that the topic plays in your life and the
benefits you derive from it. (Evidence-based)
• REASONS for Choosing the topic:
emphasizes what motivated you to choose
the topic (evidenced-based)
• PURPOSE of the Study: discusses the
objective of the study.
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INTRODUCTION
TOPIC or Subject Matter
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Introduction
Discusses four (4) relevant ideas:
• TOPIC or subject matter: defines and
elaborates using methods of paragraph
development like classification and giving
examples
• IMPORTANCE of the Topic: cites the role
that the topic plays in your life and the
benefits you derive from it. (Evidence-based)
• REASONS for Choosing the topic:
emphasizes what motivated you to choose
the topic (evidenced-based)
• PURPOSE of the Study: discusses the
objective of the study.
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Importance of the TOPIC
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Introduction
Discusses four (4) relevant ideas:
• TOPIC or subject matter: defines and
elaborates using methods of paragraph
development like classification and giving
examples
• IMPORTANCE of the Topic: cites the role
that the topic plays in your life and the
benefits you derive from it. (Evidence-based)
• REASONS for Choosing the topic:
emphasizes what motivated you to choose
the topic (evidenced-based)
• PURPOSE of the Study: discusses the
objective of the study.
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Reason of Choosing
the TOPIC
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Introduction
Discusses four (4) relevant ideas:
• TOPIC or subject matter: defines and
elaborates using methods of paragraph
development like classification and giving
examples
• IMPORTANCE of the Topic: cites the role
that the topic plays in your life and the
benefits you derive from it. (Evidence-based)
• REASONS for Choosing the topic:
emphasizes what motivated you to choose
the topic (evidenced-based)
• PURPOSE of the Study: discusses the
objective of the study.
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Purpose of the TOPIC
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Some Guides. . .
a. The Introduction should be relatively brief;
most journals recommend less than 1000
words.
b. Do not go into an extensive literature review;
two to four most relevant and recent citations
should be adequate to corroborate a
statement.
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METHODS
METHODS
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Purpose Describes what was done - - -
Verb Tense Simple Past – refers to work done
Elements a. Description of Research
Design/Approach
b.Procedures in logical order
- Samples
- Instruments/data gathering
- Data Analysis
METHODS
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A. Present in a simple and direct manner what has been
done, how, and when, and how the data were analyzed and
presented.
B. Provide all the information needed to allow another
researcher to judge the study or actually repeat the
experiment.
C. The simplest way to organize this section is
chronologically; include all necessary information, but avoid
unnecessary details that the readers are supposed (ought) to
know.
Methods
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a. Research Approach or Design
b. Participants /sample size/randomization
c. Tools/Research Instruments
- validity/reliability
d. Statistical methods/procedures
* Provide the Limitations of the study
Methods
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Example
Research Approach
Participants/sampling
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Instrument
Data Analysis
Procedures
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RESULTS &
DISCUSSION
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Purpose R: Presents data, the facts – what you
found and observed
D: Shows the relationship among the
facts – It puts context of previous
research
Verb Tense Present/Past Tense – emphasis on
established knowledge, results
Elements a. Translate the meaning of the data
gathered/observed
b.How results agree or disagree with
previous studies and WHY
Results and Discussion
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It is the core or heart of the paper
It needs to be clearly and simply
stated since it constitutes the new
knowledge contributed to the world
Results and Discussion
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a. Summarize and illustrate the findings in an orderly and logical
sequence
b. . The text should guide the reader through the findings, stressing the
major points.
c. Methods of presenting the data
Directly in the text, In a table or In a figure
d. All figures and tables must be accompanied by a textual presentation of
the key findings
e. Never have a table or figure that is not mentioned in the purpose or
objective of the study
Results and Discussion
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Avoid verbose expressions: e.g., instead of saying ‘‘It is clearly shown in
Table 2 that the presence of tree canopy reduced light transmission to
ground …,’’ say ‘‘Light transmission to ground was reduced by the
presence of tree canopy (Table 2).’’
• Do not report large masses of data; reduce them to statistically analyzed
summary forms and present in tables or figures along with essential
statistical information to facilitate understanding and comparing them
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Sample Table
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Sample Table
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Purpose Summarizes principal findings and its
implications
Verb Tense Present Tense – emphasis on what
should be now be accepted as
established knowledge
Elements a. Should relate back to the
Introduction, hypothesis
b.Implications, the significance
of your results or any practical
applications
Results and Discussion
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• Conclusions are inferences, deductions, abstractions,
implications, interpretations, general statements,
and/or generalizations based upon the findings.
• Conclusions should appropriately answer the specific
questions raised at the beginning of the investigation
in the order they are given under the statement of the
problem.
• Conclusions should point out what were factually
learned from the inquiry.
• Conclusions should be formulated concisely, that is,
brief and short, yet they convey all the necessary
information
Conclusions & Recommendations
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• A recommendation is a suggested action the
researcher should take based on the
conclusions (conclusions were based on the
findings) and answers the problem statement.
• Recommendations answer WHAT NOW.
• The suggested action should be explicit (use
action verbs such as purchase, implement,
explore,retool, etc.) and detailed.
• Included a brief “how” to implement or the
next step the company should take.
Recommendations
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Brandt, C. (2010). Competition and collaboration in initial teacher education
in TESOL: A Case of a Classic Double Bind. Asian EFL Journal. 12(3),8- 39.
Cargill, M. and O’Connor, P. (2009). Writing scientific research articles: Strategy
and steps. Chichester, West Sussex: John Wiley & Sons Ltd.
Journal of Young Investigators. (2005). Writing scientific manuscripts: A
guide for undergraduates. Retrieved on October 21, 2010 from: www.jyi.org
Katz, M. J. (2009). From research to manuscript: A guide to scientific writing.
Cleveland: Springer.
REFERENCES
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Thank You!
Editor's Notes
While used primarily in the hard sciences, like physics and biology, it is also widely used in the social and behavioral sciences.