Brittany's Top 5 on Conducting Research
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The document provides 5 tips for conducting effective research: 1) Review multiple sources to get more conclusive results; 2) Conduct surveys with a variety of people to produce better data; 3) Ensure the research purpose is clear to all participants; 4) Focus groups are usually 5-10 people to avoid being too large; and 5) Know the applicable code of ethics before beginning any research. Ethics refer to the distinction between right and wrong and can vary situationally for each individual.
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This document provides guidance on how to conduct research for a school project. It outlines the key steps: plan the project by identifying your topic and what you need to learn, search multiple sources like books, websites and magazines for information, take detailed notes while citing your sources, and create a bibliography to avoid plagiarism. The last section provides questions to evaluate if your research sources are credible.
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Conducting research
This document provides guidance on how to conduct research for a school project. It outlines the key steps: plan the project by identifying your topic and what you need to learn, search multiple sources like books, websites and magazines for information, take detailed notes while citing your sources, and create a bibliography to avoid plagiarism. The last section provides questions to evaluate if your research sources are credible.
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This document discusses several branches and concepts in philosophy, including:
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Composition II English 1102 Department of English RESEARCH TOPI.docx
Composition II /English 1102 Department of English
RESEARCH TOPIC PROPOSAL REQUIREMENTS & DIRECTIONS REQUIREMENTS
Free from grammatical and mechanical errors.
4 – 5 pages
Uploaded to Turnitin.com
MLA Format & Style: 10 or 12 pt. font, Times New Roman, Arial, or Calibri, Double-spaced.
Three (3) documented sources on a Works Cited page. PURPOSE
To write an engaging research proposal that signals the originality and importance of your inquiry topic and related research.
To practice writing in an academic genre within a rhetorical situation. DIRECTIONS This proposal is directed to your instructor. This person is your primary audience. You are trying to persuade her that your research topic is valid, original and that the scope of your research is feasible within the constraints of this course. While proposals vary in each discipline, most academic proposals provide the following three elements: 1. PURPOSE AND RATIONALE: A rationale for the choice of topic, showing why it is important or useful within the concerns of the discipline in which you are writing. In this section you should summarize the issue and explain how it has led to the question driving your research. You should also explain why you are interested in this issue area, why, again, it is important, and what is at stake. Ask yourself why others should be interested in your effort to answer the question. 2. METHODOLOGY AND REVIEW: A review of some existing published work (“the literature”) that relates to a topic (at this point, you just need a minimum of three). Here you need to tell how your proposed work will build on existing studies and yet explore new territory. There should be evidence that you have done some preliminary research into your topic. You will also describe the tools and strategies you will use to conduct your research. 3. IMPLICATIONS: Explain what you think are the implications of your topic and research. Strive to answer the question, “So what?” Place you argument in the context of the conversation you want to join and explain how your study can contribute to that conversation. Write about how your study will build on, challenge, or extend other studies in your area of research. Try to address what might be new about your findings.
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Define personality and how it affects work behaviors
Understand the role of values in determining work behaviors
Explain the process of perception and how it affects work behaviors
Understand how individual differences affect ethics
Understand cross-cultural influences on individual differences and perception
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How can a company assess person-job fit before hiring employees? What are the methods you think would be helpful? How can a company determine person-organization fit before hiring employees? Which methods do you think would be helpful? What can organizations do.
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BUSI 240Discussion Board ExampleGroupthinkDefinition Orga.docx
BUSI 240
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Groupthink
Definition: Organizational Behavior notes, “Groupthink is the tendency of highly cohesive groups to value consensus at the price of decision quality” (McShane & Von Glinow, 2008, p. 257).
Summary: The article entitled “The Turn to Online Research is Narrowing the Range of Modern Scholarship, a New Study Suggests” written by Rebecca Tuhus-Dubrow (2008) discusses how the internet has made accessing research and other things on the internet extremely easy. The author asserts that by using search engines, which often rank the importance of a result by popularity, students leave themselves vulnerable to groupthink when conducting research results (Tuhus-Dubrow, 2008). Tuhus-Dubrow (2008) suggests that this this can be mitigated by using multiple sources to help provide a more well-rounded research pool.
Discussion: The internet has made performing research for students a matter of seconds. Students used to have to go to the library and conduct research out of textbooks and other publications but now by simply typing your subject in a search engine a variety of choices are at your fingertips. “Millions of journal articles are available online, enabling scholars to find material they never would have encountered at their university libraries” (Tuhus-Dubrow, 2008, para 2).
The internet just like everything else has it costs as well as benefits. Just like the article states the internet has started to dominate people’s lives. People rely on the internet for everything for both work and personal use.
The internet is considered to be a new form of groupthink because when searching for articles students are not highly selective in the choices they make and they tend to pick one of the few search choices that comes up. Also, the other alternatives of research are now not used due to the convenience of the internet. Tuhus-Dubrow (2008) make the case that outcomes should be portrayed by search engines in some organized way because most websites depend on devices that classify primarily in a couple of ways. The ways they are classified are by chronological order and by popularity (Tuhus-Dubrow, 2008). If a search engine filters results by popularity then this is groupthink because others are succumbing to the will of the group by choosing the same articles that show up first as results.
Do you feel that internet search engines cause groupthink? If so, elaborate on why you think this. Do you feel that this is why many professors at Liberty University want students to not choose the same discussion board topics? I personally feel that the reason professors want us to chose different topics is so that we will not reflect the same views and chose the same articles which would therefore be groupthink.
References
Adler, S. (2009). At davos, beware the tide of groupthink. Bloomberg Businessweek. Retrieved from: http://www.businessweek.com/bwdaily/dnflash/content/feb2009/db2009021_878209.htm
McShane, S., & Von G.
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CHAPTER
6
RESEARCH
LEARNING OBJECTIVES
• Describe the importance of responsible research choices
• Outline an effective, efficient research strategy
• Create search terms for focused online searches
• Gather relevant research materials
• Discover the note-taking approach that works best for you
• Evaluate the credibility and usefulness of different sources
• Effectively organize research materials and choose the most useful ones
• Correctly cite your sourcesCHAPTER OUTLINE
• Introduction: Becoming an Expert
• Researching Responsibly
• The Research Process
• How to Conduct an Online Search
• Gathering Your Materials
• Reading Your Materials and Taking Notes
• Evaluating Sources
• Revising Your Claims
• Organizing Your Research Information
• Choosing the Sources for Your Speech
• Citing Your Sources and Avoiding Plagiarism
• Getting Help from a Research Expert
Robert and Dixie have been assigned to speak on either side of an issue, a kind of “pros and cons” format. They chose home schooling as their issue. each has a general position on it (Dixie is in favor, and Robert against) but they admit they just don't know that much about it. So what now? How do they become well enough informed to give a speech on the topic? Where should they even start? How can you keep track of your research? Do you have cite it?Overview
Research is necessary for an effective public speech. This chapter will help you make responsible, well-crafted, and carefully executed research choices. First, we will help you figure out what you already know and translate that knowledge into a research strategy. Next, we will provide some concrete tips on where to go for research (including other people as well as the Internet and the library), how to design a good search query for search engines and databases, and how to narrow your search. After that, we will address what you need to do once you have collected your research material, including how to read through it, take notes, and evaluate which sources are worthwhile. Finally, we will deal with how to use your research process to refine your arguments, choose and organize your quotations, and give proper credit for the sources you use in your speech.
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Researching, composing, and delivering an effective public speech requires you to acquire some expertise on your topic. You don't have to be the kind of expert who can produce original facts, figures, and data and publish groundbreaking work regarding your topic. But you do need to become enough of an expert on your topic to translate the research that you have done to an audience that may not have the same background or comfort with concepts and terminology that you have developed in your research. On your topic, you are the expert for your audience's purposes. You should cultivate enough expertise on your topic to bring new insights to .
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NEED TO REPLY TO THESE TWO PEERS REPLY
Reply to Kirsten Lizama
According to cognitive-developmental psychologist, Lawrence Kohlberg, there are six stages of moral and ethical development. The first stage called the Preconventional Morality stage is seen mostly in young children preschool, elementary and some junior high and high school individuals. In this stage one tends to obey in order not to get caught but given the opportunity without punishment the individual is more likely to disregard others and only think of themselves. Stage two called exchange of favors is when individual start to realize others have needs to and work toward helping others if it benefits their own need without punishment or consequences. The next stage conventional morality normally is not seen until the high school level. Individuals start to be aware of there actions and how others see their behavior in society and what constitutes the norms. Stage four individuals look for confidence in their behaviors through society’s eyes. Sometimes not realizing rules of merit can lack construct and should be change for the betterment of society. Also, in this stage rules are constraining, and inflexible Stage 5 social contract, is rarely present before college level. Individuals start to see that rules set in place are to protect society and keep order and rules can be flexible and evolve with society changes. The next stage to my surprise few people ever reach the universal ethical principle stage. At this stage we are looking at diversity and respecting other beliefs and searching for ways to live among each other with our differences. Being ethical to me means openness and understanding of other intentions even if we do not believe in their methods. One ethical dilemma that has always bothered me has happen in my personal and professional life. I find that when someone is singled out for one reason or another rather it is at work or personally everyone seems to jump on the band wagon and sometimes I feel if I do not agree than I will be singled out. I will not just agree to feel apart of something. It is just the person I am and sometimes it is not the best trait, but I believe strongly in treating other how you would like to be treated in a similar situation. A college education prepares you for problem solving and critical thinking. For example, when we are faced with ethical decisions we must be able to look at both side and come to a reasonable solution. Education makes us aware, alert and knowledgeable something that is very beneficial for high positions
McDevitt, T. M.
Respond to student postsDavid postAfter reviewing the vi.docx
David felt that authenticity in teaching held the most value, meaning being authentic to students and their education through both visible and behind-the-scenes actions, and preparing them for hard truths or realities of the real world they may not have experienced. We must assess students effectively while keeping our focus on helping students, not just going through the motions.
Jessica learned that using peer-reviewed research on self-efficacy can help utilize praise to encourage real student progress in measurable ways. Self-efficacy refers to one's beliefs about their capabilities, with more self-efficacious students being intrinsically motivated, putting in more effort even after failures.
Meghan explained that peer-reviewed articles are important to use for research because
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IGNIS 2018 Webinar Humanizing and Personalizing Information Literacy Derek Jo...SBCTCProfessionalLearning
This document discusses humanizing and personalizing information literacy instruction. It suggests emphasizing that research is produced by real people, not just abstract concepts. Students should be encouraged to consider researchers they may know personally and topics they are passionate about. Evaluating research should involve understanding the human process behind research publication. The document proposes synthesizing these elements in an information literacy course by introducing a relevant theory, teaching database research skills, assigning an annotated bibliography exploring sources' credibility and authors, inviting an author to interact with students, situating ideas in real-world contexts, and having students demonstrate mastery through presentations applying research.Fieldwork and qualitative data
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Slides presented in Newcastle (UK) and Bucharest (Romania) in July 2016 by Liz Oughton and Mark Reed (WP3, Newcastle University) with Steven Vella (Birmingham City University) and Heleen Claringbould (Corepage)
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This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
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The document summarizes market research conducted on blood donation. The research had primary objectives of determining the demographic profile of blood donors, identifying the mindset of donors and non-donors, and evaluating the work of blood banks. A questionnaire was developed and 500 people in Ahmedabad were surveyed through personal interviews. The responses were analyzed to gain insights such as 43% of respondents having donated blood in the past, with the majority being male. The analysis provides a breakdown of the sample by gender, age, blood group, and other demographic factors.
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The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine how to best answer the research question through their methodology while addressing their own capacity and ensuring it is doable. Factors like skills, ethics approval, time, and access must be taken into account. Key aspects of methodology design are identifying the population and sample, as well as how, who, what, when, and where data will be collected. The methodology should aim for credibility through transferability and generalizability.
Lecture 5
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine their paradigm, methods for collecting data like interviews or surveys, tools, population, sampling technique, how to analyze data, and address any ethical issues. Developing a strong methodology is important for effectively answering the research question and producing credible results.
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Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
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not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
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•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
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Composition II English 1102 Department of English RESEARCH TOPI.docx
Composition II /English 1102 Department of English
RESEARCH TOPIC PROPOSAL REQUIREMENTS & DIRECTIONS REQUIREMENTS
Free from grammatical and mechanical errors.
4 – 5 pages
Uploaded to Turnitin.com
MLA Format & Style: 10 or 12 pt. font, Times New Roman, Arial, or Calibri, Double-spaced.
Three (3) documented sources on a Works Cited page. PURPOSE
To write an engaging research proposal that signals the originality and importance of your inquiry topic and related research.
To practice writing in an academic genre within a rhetorical situation. DIRECTIONS This proposal is directed to your instructor. This person is your primary audience. You are trying to persuade her that your research topic is valid, original and that the scope of your research is feasible within the constraints of this course. While proposals vary in each discipline, most academic proposals provide the following three elements: 1. PURPOSE AND RATIONALE: A rationale for the choice of topic, showing why it is important or useful within the concerns of the discipline in which you are writing. In this section you should summarize the issue and explain how it has led to the question driving your research. You should also explain why you are interested in this issue area, why, again, it is important, and what is at stake. Ask yourself why others should be interested in your effort to answer the question. 2. METHODOLOGY AND REVIEW: A review of some existing published work (“the literature”) that relates to a topic (at this point, you just need a minimum of three). Here you need to tell how your proposed work will build on existing studies and yet explore new territory. There should be evidence that you have done some preliminary research into your topic. You will also describe the tools and strategies you will use to conduct your research. 3. IMPLICATIONS: Explain what you think are the implications of your topic and research. Strive to answer the question, “So what?” Place you argument in the context of the conversation you want to join and explain how your study can contribute to that conversation. Write about how your study will build on, challenge, or extend other studies in your area of research. Try to address what might be new about your findings.
Talya Bauer and Berrin Erdogan
Learning Objectives
Define personality and how it affects work behaviors
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Understand how individual differences affect ethics
Understand cross-cultural influences on individual differences and perception
Chapter 3 Individual Differences and Perception
© 2010 Jupiterimages Corporation
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How can a company assess person-job fit before hiring employees? What are the methods you think would be helpful? How can a company determine person-organization fit before hiring employees? Which methods do you think would be helpful? What can organizations do.
Intro to research
This document discusses different types of research including prognostic, directive, illuminative, exploratory, descriptive, experimental, analytical, holistic, action, evaluation, and historical research. It also discusses key aspects of research ethics including protecting human participants, serving societal interests, and examining projects' ethical soundness. Specific principles of research ethics mentioned are discussing intellectual property, being conscious of multiple roles, following informed consent rules, respecting confidentiality and privacy, and utilizing ethics resources. Issues of authorship, plagiarism, peer review, and conflicts of interest in research are also summarized.
BUSI 240Discussion Board ExampleGroupthinkDefinition Orga.docx
BUSI 240
Discussion Board Example
Groupthink
Definition: Organizational Behavior notes, “Groupthink is the tendency of highly cohesive groups to value consensus at the price of decision quality” (McShane & Von Glinow, 2008, p. 257).
Summary: The article entitled “The Turn to Online Research is Narrowing the Range of Modern Scholarship, a New Study Suggests” written by Rebecca Tuhus-Dubrow (2008) discusses how the internet has made accessing research and other things on the internet extremely easy. The author asserts that by using search engines, which often rank the importance of a result by popularity, students leave themselves vulnerable to groupthink when conducting research results (Tuhus-Dubrow, 2008). Tuhus-Dubrow (2008) suggests that this this can be mitigated by using multiple sources to help provide a more well-rounded research pool.
Discussion: The internet has made performing research for students a matter of seconds. Students used to have to go to the library and conduct research out of textbooks and other publications but now by simply typing your subject in a search engine a variety of choices are at your fingertips. “Millions of journal articles are available online, enabling scholars to find material they never would have encountered at their university libraries” (Tuhus-Dubrow, 2008, para 2).
The internet just like everything else has it costs as well as benefits. Just like the article states the internet has started to dominate people’s lives. People rely on the internet for everything for both work and personal use.
The internet is considered to be a new form of groupthink because when searching for articles students are not highly selective in the choices they make and they tend to pick one of the few search choices that comes up. Also, the other alternatives of research are now not used due to the convenience of the internet. Tuhus-Dubrow (2008) make the case that outcomes should be portrayed by search engines in some organized way because most websites depend on devices that classify primarily in a couple of ways. The ways they are classified are by chronological order and by popularity (Tuhus-Dubrow, 2008). If a search engine filters results by popularity then this is groupthink because others are succumbing to the will of the group by choosing the same articles that show up first as results.
Do you feel that internet search engines cause groupthink? If so, elaborate on why you think this. Do you feel that this is why many professors at Liberty University want students to not choose the same discussion board topics? I personally feel that the reason professors want us to chose different topics is so that we will not reflect the same views and chose the same articles which would therefore be groupthink.
References
Adler, S. (2009). At davos, beware the tide of groupthink. Bloomberg Businessweek. Retrieved from: http://www.businessweek.com/bwdaily/dnflash/content/feb2009/db2009021_878209.htm
McShane, S., & Von G.
Dudo Besley AAAS 2015 Presentation (Delivered by Dudo)
Presentation at the 2015 annual meeting of the AAAS on survey and qualitative research related to communication goals for scientists.
A RESEARCH PAPER QUESTIONNAIRE BASED ON LIBRARY RESEARCH
This document discusses considerations for developing an effective questionnaire to collect primary data for a research paper. It covers ethical issues to consider, such as providing information to respondents and ensuring confidentiality. It also addresses best practices for constructing the questionnaire, such as using a mix of open-ended and closed-ended questions, ordering questions from simple to complex, and clearly defining terms. Examples of questionnaires in the appendix illustrate these points. The goal is to design a questionnaire that will obtain significant data needed to strengthen the research paper while respecting respondents.
CHAPTER6RESEARCHLEARNING OBJECTIVES• Describe the importan.docx
CHAPTER
6
RESEARCH
LEARNING OBJECTIVES
• Describe the importance of responsible research choices
• Outline an effective, efficient research strategy
• Create search terms for focused online searches
• Gather relevant research materials
• Discover the note-taking approach that works best for you
• Evaluate the credibility and usefulness of different sources
• Effectively organize research materials and choose the most useful ones
• Correctly cite your sourcesCHAPTER OUTLINE
• Introduction: Becoming an Expert
• Researching Responsibly
• The Research Process
• How to Conduct an Online Search
• Gathering Your Materials
• Reading Your Materials and Taking Notes
• Evaluating Sources
• Revising Your Claims
• Organizing Your Research Information
• Choosing the Sources for Your Speech
• Citing Your Sources and Avoiding Plagiarism
• Getting Help from a Research Expert
Robert and Dixie have been assigned to speak on either side of an issue, a kind of “pros and cons” format. They chose home schooling as their issue. each has a general position on it (Dixie is in favor, and Robert against) but they admit they just don't know that much about it. So what now? How do they become well enough informed to give a speech on the topic? Where should they even start? How can you keep track of your research? Do you have cite it?Overview
Research is necessary for an effective public speech. This chapter will help you make responsible, well-crafted, and carefully executed research choices. First, we will help you figure out what you already know and translate that knowledge into a research strategy. Next, we will provide some concrete tips on where to go for research (including other people as well as the Internet and the library), how to design a good search query for search engines and databases, and how to narrow your search. After that, we will address what you need to do once you have collected your research material, including how to read through it, take notes, and evaluate which sources are worthwhile. Finally, we will deal with how to use your research process to refine your arguments, choose and organize your quotations, and give proper credit for the sources you use in your speech.
MindTap®
Start with a warm-up activity about Stephanie's speech, and review the chapter's Learning Objectives.INTRODUCTION: BECOMING AN EXPERT
Researching, composing, and delivering an effective public speech requires you to acquire some expertise on your topic. You don't have to be the kind of expert who can produce original facts, figures, and data and publish groundbreaking work regarding your topic. But you do need to become enough of an expert on your topic to translate the research that you have done to an audience that may not have the same background or comfort with concepts and terminology that you have developed in your research. On your topic, you are the expert for your audience's purposes. You should cultivate enough expertise on your topic to bring new insights to .
B & B Ch 3_5.24.10
- Qualitative researchers collect data by going into the field where subjects conduct their normal activities, building trust without harming subjects, and participating minimally while learning subjects' perspectives.
- Researchers must gain access and permission, establish rapport, be honest about their study and intentions, and not make promises they cannot keep.
- Collecting data involves various techniques like observations, interviews, focus groups, and using tools like audio recorders with permission from subjects. Managing relationships, biases, and exiting the field responsibly are important considerations for qualitative researchers.
Discusson 2 Ethics and Moral DevelopmentRespond to Peers Revie.docx
Discusson 2 Ethics and Moral Development
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. In each response, provide comments that prompt further critical thinking and insight on your classmate’s perspective on ethical values as they relate to their personal, academic, and professional lives. Each participation post should be a minimum of 75 words.
NEED TO REPLY TO THESE TWO PEERS REPLY
Reply to Kirsten Lizama
According to cognitive-developmental psychologist, Lawrence Kohlberg, there are six stages of moral and ethical development. The first stage called the Preconventional Morality stage is seen mostly in young children preschool, elementary and some junior high and high school individuals. In this stage one tends to obey in order not to get caught but given the opportunity without punishment the individual is more likely to disregard others and only think of themselves. Stage two called exchange of favors is when individual start to realize others have needs to and work toward helping others if it benefits their own need without punishment or consequences. The next stage conventional morality normally is not seen until the high school level. Individuals start to be aware of there actions and how others see their behavior in society and what constitutes the norms. Stage four individuals look for confidence in their behaviors through society’s eyes. Sometimes not realizing rules of merit can lack construct and should be change for the betterment of society. Also, in this stage rules are constraining, and inflexible Stage 5 social contract, is rarely present before college level. Individuals start to see that rules set in place are to protect society and keep order and rules can be flexible and evolve with society changes. The next stage to my surprise few people ever reach the universal ethical principle stage. At this stage we are looking at diversity and respecting other beliefs and searching for ways to live among each other with our differences. Being ethical to me means openness and understanding of other intentions even if we do not believe in their methods. One ethical dilemma that has always bothered me has happen in my personal and professional life. I find that when someone is singled out for one reason or another rather it is at work or personally everyone seems to jump on the band wagon and sometimes I feel if I do not agree than I will be singled out. I will not just agree to feel apart of something. It is just the person I am and sometimes it is not the best trait, but I believe strongly in treating other how you would like to be treated in a similar situation. A college education prepares you for problem solving and critical thinking. For example, when we are faced with ethical decisions we must be able to look at both side and come to a reasonable solution. Education makes us aware, alert and knowledgeable something that is very beneficial for high positions
McDevitt, T. M.
Respond to student postsDavid postAfter reviewing the vi.docx
David felt that authenticity in teaching held the most value, meaning being authentic to students and their education through both visible and behind-the-scenes actions, and preparing them for hard truths or realities of the real world they may not have experienced. We must assess students effectively while keeping our focus on helping students, not just going through the motions.
Jessica learned that using peer-reviewed research on self-efficacy can help utilize praise to encourage real student progress in measurable ways. Self-efficacy refers to one's beliefs about their capabilities, with more self-efficacious students being intrinsically motivated, putting in more effort even after failures.
Meghan explained that peer-reviewed articles are important to use for research because
StrengthFinder 2.0 GallupReport
This document provides a StrengthsFinder 2.0 report for an individual named Pat Sherard. It outlines their top 5 themes: Strategic, Connectedness, Futuristic, Belief, and Achiever. For each theme, it provides a shared theme description, personalized strengths insights specific to Pat, and questions for Pat to consider to increase self-awareness and apply their talents. It also provides 10 ideas for action and application questions for each theme. The report is intended to help Pat better understand and leverage their unique talents.
IGNIS 2018 Webinar Humanizing and Personalizing Information Literacy Derek Jo...
IGNIS 2018 Webinar Humanizing and Personalizing Information Literacy Derek Jo...SBCTCProfessionalLearning
This document discusses humanizing and personalizing information literacy instruction. It suggests emphasizing that research is produced by real people, not just abstract concepts. Students should be encouraged to consider researchers they may know personally and topics they are passionate about. Evaluating research should involve understanding the human process behind research publication. The document proposes synthesizing these elements in an information literacy course by introducing a relevant theory, teaching database research skills, assigning an annotated bibliography exploring sources' credibility and authors, inviting an author to interact with students, situating ideas in real-world contexts, and having students demonstrate mastery through presentations applying research.Fieldwork and qualitative data
This document summarizes key aspects of conducting qualitative fieldwork and interviews. It discusses gaining access to field sites, establishing rapport with subjects, negotiating permission, and issues that can arise from cultural differences between researchers and subjects. The document also provides tips for first visits to field sites, using covert or overt research approaches, structuring interviews, and dealing with politically charged settings. The overall goal of fieldwork is to immerse oneself in a site to understand subjects' perspectives through observation, conversation and rapport building.
GallupReport (1)
This document provides a StrengthsFinder 2.0 report for an individual named Wids Derisma. The report identifies their top 5 themes as Learner, Ideation, Individualization, Input, and Command. It includes insights into how each of these themes manifests uniquely for the individual. It also provides ideas for how the individual can apply each theme and questions to help them increase awareness and leverage their talents. The report is intended to help the individual better understand their strengths and apply them in their role and organization.
Stakeholder participation training for the EU SOILCARE project
Slides presented in Newcastle (UK) and Bucharest (Romania) in July 2016 by Liz Oughton and Mark Reed (WP3, Newcastle University) with Steven Vella (Birmingham City University) and Heleen Claringbould (Corepage)
SoilCare project - Stakeholder participation training
Slides presented in Newcastle (UK) and Bucharest (Romania) in July 2016 by Liz Oughton and Mark Reed (WP3, Newcastle University) with Steven Vella (Birmingham City University) and Heleen Claringbould (Corepage)
Multimedia Academic Literacy
This presentation has been used to guide workshops on research and academic writing conventions for upperclassman and first-year graduate students. However, it could be adapted for a first and second year student audience. The content is rich, emphasizing reflection, research/inquiry, as well as grammar. This material also demonstrates how to use new media as part of an overall research strategy. The presentation is designed to be presented interactively with writers across the disciplines, multilingual writers, and any writer unfamiliar with the academic writing process. The content is not linear, as many slides could be clipped and customized for integration into a first-year writing course, or even a session or workshop for graduate student writers of any classification.
Blood Donation marketing
The document summarizes market research conducted on blood donation. The research had primary objectives of determining the demographic profile of blood donors, identifying the mindset of donors and non-donors, and evaluating the work of blood banks. A questionnaire was developed and 500 people in Ahmedabad were surveyed through personal interviews. The responses were analyzed to gain insights such as 43% of respondents having donated blood in the past, with the majority being male. The analysis provides a breakdown of the sample by gender, age, blood group, and other demographic factors.
Lecture 5
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine how to best answer the research question through their methodology while addressing their own capacity and ensuring it is doable. Factors like skills, ethics approval, time, and access must be taken into account. Key aspects of methodology design are identifying the population and sample, as well as how, who, what, when, and where data will be collected. The methodology should aim for credibility through transferability and generalizability.
Lecture 5
The document discusses key elements to consider when designing a research methodology, including paradigm, methods, tools, design, skills, ethics, resources, access, population, sampling, and data collection. It emphasizes matching the methodology to the research question, skills, and practical constraints. The researcher must determine their paradigm, methods for collecting data like interviews or surveys, tools, population, sampling technique, how to analyze data, and address any ethical issues. Developing a strong methodology is important for effectively answering the research question and producing credible results.
ME290Global Engineering Professional SeminarGlobalizat.docx
ME290
Global Engineering Professional Seminar
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Lecture-1
Globalization, Cultural Difference and
Collaborating Across Cultural Boundaries
Globalization the process by which
businesses or other organizations
develop international influence or
start operating on an international
scale.
Cultures
• Culture is the dominant set of behaviors, values,
beliefs, and thinking patterns we learn as we grow and
develop in our social groups.
In all but one of the following countries it is expected that
you bring a gift to a business meeting. In which country is it
not expected?
A. China B. Czech Republic
C. Japan D. Denmark
The correct answer is D. Denmark
Which of the following is associated with dead and should
not be given as a gift in the Chinese culture?
A. Clocks B. Straw sandals
C. Handkerchief D. Crane
The answer is - All of the above!
Typical Dimensions of Culture
Tree Model of CULTURE
Surface Culture
Deep Culture
Language
Dress
Art & Music
Food
Gestures Formality
Gender Roles
Religion
Holidays
Personal Space
Communication & Learning Styles
Time
Methods of Decision Making
Relationships
Attitudes
Work Ethic
Negotiating Styles
Values
Cultural Differences
Some main indicators of cultural differences are:
•Behavioral patterns: appearance vs. reality
•Non-verbal behavior: Gestures, signs, mimics
•Distance behavior: personal space vs. closeness
Behavioral Pattern
•If we don’t know anything about other cultures, we
tend to use stereotypes as our knowledge base –
Is this a right approach?
•What are stereotypes?
•Negative labeling of a certain group or culture
based on the actions and/or appearances of a
few individuals.
Non-Verbal Behavior
• Understood as the process of communication through
sending and receiving wordless messages.
• Language is not the only source of communication;
there are other means, including:
• Gestures and touch
• Body language or posture, facial expression and eye contact
• Object communication such as clothing, hairstyles or even
architecture and symbols
• Problems and conflicts can occur when expressing
gestures or facial expressions in other cultures –
messages can often be misinterpreted.
Distance Behavior
• The right personal distance when conducting business
shows respect and acceptance.
• Too much distance gives the impression of dislike and
discomfort.
• Too little will make the person draw back.
Diversity & Inclusion
Diversity refers to differences (such as age, gender,
ethnicity physical appearance, thought styles, religion,
nationality, socio-economic status, belief systems etc.)
Inclusion refers to the creation of opportunities and the
elimination of barriers that allow all people to
participate in and contribute to ideation, planning,
projects, programs, processes, teams, organizations,
social activities, fun or any other opportunity that hel.
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Brittany's Top 5 on Conducting Research
- 1. Top 5 on Conducting Research By Brittany Herrington
- 2. #5 Review Multiple Sources Don’t limit yourself to 2-3 sources when researching. Your results will be more conclusive the more you look into your topic. Do the Research!!!!
- 3. #4 Surveys When giving surveys, provide them to a variety of people, organizations, businesses, etc. This will produce better results.
- 4. #3 Be Clear Make sure your purpose for the research is clear and that you as well as others that participate understand the project.
- 5. #2 Using Focus Groups Remember that a focus group is usually 5-10 people (Stacks, 2002). Try to not over do it.
- 6. #1 Ethics Make sure you know your code of ethics before you begin your research. *Need a head start? Try these! Public Relations Society of America 2. The International Association of Business Communicators
- 7. Looking more into ethics… Ethics is the difference between right and wrong. (Stacks, 2002) Ethics are unique to the person and can change depending on the situation or place. (Stacks, 2002) Ethics is what a person lives by. (Stacks, 2002)
- 8. Reference Stacks, D. (2002). Primer of Public Relations Research.
Editor's Notes
- Your research will be more credible if you keep it rounded. Look at your subject from all sides. It takes more work but it really will help in the end.
- Unless your research is targeting a certain group or age for example, give your surveys to a broad range of people. This way you will receive a variety of opinions and views to help you conduct research.
- Research can be easily misunderstood or misinterpreted. Make sure before you get started, to fully understand what your plans and purpose is. This way when you explain it to others it will make sense.
- Focus groups can range from 3-20 people (Stacks, 2002). This is a controlled discussion done in a group (Stacks, 2002). The purpose of a focus group is to bring better understanding of a topic/issue (Stacks, 2002).
- It is important to understand how to treat a research project and it’s participants. Knowing your code of ethics will keep you and others safe during research, surveying, and polls.