HSS8002 Assessment Task
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The document describes a self-assessment activity for students to evaluate their information skills. It contains 12 statements about research tasks that students rate themselves on using a scale. The assessment allows students to see their personal research profile and identify areas to focus on during the module. Students will repeat the assessment at the end to track their progress and further development needs. The results are only for self-reflection and will not impact formal assessments.
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W6 Assignment 2 Reflection Journal· Reflection JournalThis w.docx
W6 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to explore the following course outcomes:
· read and extract information and ideas from a variety of texts;
· ask valid and logical questions that promote a deeper understanding of the issues being examined;
· identify the internal and external factors that affect the process of decision-making;
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
·
Reflection
Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how
we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to
explore the following course outcomes:
·
read and extract inf
ormation and ideas from a variety of texts;
·
ask valid and logical questions that promote a deeper understanding of the issues being
examined;
·
identify the internal and external factors that affect the process of decision
-
making;
·
express a well
-
informed, pe
rsonal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the
course readings, assignment
s, and discussions (you are encouraged to reflect back on previous weeks as
well).
Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what
you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help you as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to y
our experience so far?
·
What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
Reflection Journal
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SQ3R is a 5-step study strategy for reading comprehension:
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4. Recite - Summarize the text in your own words to check your understanding
5. Review - Revisit notes and highlights periodically to reinforce learning over time.
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The Cornell Note taking system provides an effective method for taking notes during lectures or readings. It involves dividing a page into two columns - a narrow column on the left for writing questions and key words, and a broader column on the right for recording notes. The process involves recording notes, writing questions, reciting to recall information, reflecting on connections, summarizing main ideas, and regularly reviewing notes. This system helps prevent forgetting information, encourages concentration, and records testable materials.
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The document provides tips and strategies for effectively reading textbooks. It discusses setting up an environment conducive to focus, using different reading techniques like previewing, outlining, and questioning before, during, and after reading. The document also contrasts passive versus active reading, with suggestions for how to become a more active reader through techniques like annotating, highlighting, and engaging with the material in other ways. The overall message is that finding an individualized approach and remaining engaged are keys to getting the most out of reading assignments.
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This document provides tips for improving test-taking skills and reducing anxiety. It recommends scheduling reviews of material throughout the course instead of one marathon session. When taking the test, students should answer easy questions first to build confidence and look for opportunities to incorporate later questions into earlier answers. The document also provides strategies for objective and essay exams, such as reading exam directions carefully, skipping hard questions to return to later, and outlining answers before writing essays.
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Taking effective lecture notes requires skills like paying attention, determining what is important, and reviewing notes after class. It is important to listen for clues from the instructor about emphasized materials, then write down major ideas and examples in a consistent and organized way. Notes should be reviewed within 24 hours to remember 80% of the information, and organized with symbols, abbreviations, and your own words.
SQ3R
SQ3R is a 5-step method for effective reading: Survey, Question, Read, Recite, Review. It helps with comprehending complicated textbooks. The steps include previewing the chapter to understand its structure, turning headings into questions, actively reading and taking notes, reciting passages in your own words, and reviewing key points through self-questioning. Using SQ3R can improve memory and academic performance.
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The document discusses techniques for generating questions. It introduces rules for producing questions, such as asking as many questions as possible and changing statements into questions. The document also discusses the advantages and disadvantages of closed-ended and open-ended questions. Finally, it provides steps for practicing changing between question types and choosing important questions to review.
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The session demonstrated a student-centered way to use a textbook regardless of the subject matter. Participants received information about projects titled “Chapter Summary PowerPoint Project” and “Online Textbook Quizzes.” Participants then learned that the chapter summary assignment involved the students presenting their summaries to classmates. Participants were shown sample student PowerPoints and learned that the online text quizzes were centered on instructor chosen topics. Students then constructed their own questions with accompanying answers using their textbooks to complete this activity. The third use of the textbook involved distributing a sample copy of a paper and then having the students use their textbook to label the parts of the paper. Participants were given copies of the assignments for adaptation to suit their courses.
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The SQ3R method is an active reading strategy which helps you to: remember what you read; identify and summarise key themes; check your understanding of the content; and take effective notes.
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W6 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to explore the following course outcomes:
· read and extract information and ideas from a variety of texts;
· ask valid and logical questions that promote a deeper understanding of the issues being examined;
· identify the internal and external factors that affect the process of decision-making;
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
·
Reflection
Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how
we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to
explore the following course outcomes:
·
read and extract inf
ormation and ideas from a variety of texts;
·
ask valid and logical questions that promote a deeper understanding of the issues being
examined;
·
identify the internal and external factors that affect the process of decision
-
making;
·
express a well
-
informed, pe
rsonal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the
course readings, assignment
s, and discussions (you are encouraged to reflect back on previous weeks as
well).
Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what
you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help you as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to y
our experience so far?
·
What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion.
Interactive guide research
The document provides an overview of the Information Literacy Process Model, which is a nine-step guide for conducting research. It outlines each of the nine steps, including encountering the task, exploring questions, searching and locating resources, collecting and organizing information, analyzing and evaluating sources, synthesizing information to solve problems, applying new understanding, communicating findings, and reflecting on the research process. For each step, it provides activities and quizzes to help students work through the process of researching and completing an assignment.
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This document provides an overview of a unit on responding to a media commission. It discusses understanding the target audience and research, including primary and secondary research. The key activities covered are identifying the audience, conducting a questionnaire to test audience opinions on ideas, and performing secondary research on similar texts. Feedback is also provided on writing effective questions for the questionnaire.
Reasons for Not EvaluatingReasons from McCain, D. V. (2005). Eva.docx
Reasons for Not Evaluating
Reasons from McCain, D. V. (2005). Evaluation basics. Arlington, VA: ASTD Press, pp. 14-16.
Below are reasons to not evaluate, but there are things you can do to overcome these reasons!
· Click Edit (upper right on the tool bar) to get into edit mode.
· Add at least 2 ideas to the page to overcome one or more of these reasons for not evaluating. Please explain in enough detail that someone reading this wiki will be able to understand it!
· Add your name in parenthesis after your idea so we know who contributed which idea!
· Click Save (upper right on tool bar) to save your changes.
1. Evaluation requires a particular skill set.
· Doing evaluation requires no particular skill. It only requires a desire to look into it a course or program and ask the right questions that would answer the whether or not the course was effective. There are many tools that would help in doing an evaluation. (D. Clark)
· Skills can be learned. Learning to evaluate is simply another avenue of training. If the skills to evaluate do not exist in your organization then the training may need to start at the Trainer level before moving on to more organizational specific training, (D Casper)
2. Evaluation is not a priority.
· In order to make progress in any learning environment, it is necessary to initiate check points and measurements producing an evaluation of knowledge (Valle)
· Evaluation is never a priority until things are going bad and the reason is not clear, Evaluation helps us understand where the issues are. (Jim K)
3. Evaluation is not required.
· Currently, as students we are being evaluated to check in our progress ion order to measure our understanding of the tasks given. We get a grade, it is required for this course.(Valle)
· Why are you only providing what is required? Why not go a little further and make the training better? (J. Sprague)
4. Evaluation can result in criticism.
· In order to grow as a person or a company we all need criticism, of course this needs presented in a positive light and in a way that people can learn and grow. (Jim K)
· In today's culture where everybody gets a trophy or everybody gets an "A" no matter how they perform it is not "PC" to criticize someone and hurt their feelings! Criticism is what motivated me to succeed and go beyond just what is normal! We need to stop equating "Criticism" with "Fault Finding" and realize we do more harm than good by not pointing out shortcomings and errors. (D Casper)
5. You can't measure training.
· In my place of work in the industry, we had to measure training. Time was spent in educating employees into new ways to create a product, cost effectiveness, supply management chain and distribution. Measuring effectiveness of the training was in direct correlation with the success of the given product into market.(Valle)
· You can always measure whether or not the training was successful. The key is to look for the right types of measurements. It may be measured ...
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COM114 Fall 2019 Reflective JournalCOM114 Fall 2019A.docx
COM114 | Fall 2019 | Reflective Journal
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: _ Section: _
COM114 | Fall 2019
American University of the Middle East Student Name: ____________________ Student ID: ______________ Section: ________
HOMEWORK
Reflective Journal [10%]
Course: COM 114 Fundamentals of Speech Communication
Instructors: Alvaro Subero,Nurcan Kose, Arda Jebejian, Filomachi Spathopoulou, Hanane Benali, Slaheddine Mnasri, Belen Gaspar Garcia, Stavros Papakonstantinidis
Term:Fall 2019
Assignment Title: Reflective Journal
Rationale
Self-reflection is a purposeful activity in which you exercise multiple skills, such as critical thinking, personal responsibility, adaptability, and more. When you debrief an experience, you reflect on everything including the process, the choices and discoveries you make, and the problems you encounter. The purpose of the self-reflection questions below is to inspire you to think about your learning journey. For example, how has this knowledge made you better? How can you apply your new knowledge to other areas of your studies? What is its significance in the real world?
Tasks/ Instructions
· Students should fill in all five reflective journal entries as provided by the instructor.
· In order to answer each entry, students should write clear, concise, and error-free sentences and paragraphs, minimum 100 words per reflection entry.
· Ideally, each entry should be answered at the end of each designated week of classes.
· It is the student’s responsibility to submit the journal (Turnit-in) on the date of final submission announced on Moodle
·
REFLECTIVE JOURNAL | REFLECTION #1 | WEEK 4
Make a list of all the fears you have related to public speaking. Order them on a continuum from least feared to most feared. Decide which fears are preventable and describe how they could be prevented. For the unpreventable fears, decide what you could do if they occur. Fill in the table below and put your thoughts in a paragraph.
Fear
Preventable?
Unpreventable?
REFLECTIVE JOURNAL | REFLECTION #2 | WEEK 5
Reflect on your first individual presentation (Interpretive Reading) and answer the following:
a. What did you do well?
b. What would you like to improve in the upcoming speeches?
Refer to the grading rubric of this assignment to be more specific in your response.
REFLECTIVE JOURNAL | REFLECTION #3 | WEEK 9
Reflect on your experience so far and answer the following questions:
a. How do you evaluate your individual performance during the first half of the course?
b. In what area did you improve the most?
c. List three ways you think you have developed or grown as a result of this course.
REFLECTIVE JOURNAL | REFLECTION #4 | WEEK 10
Listen carefully to a classmate’s informative speech and then answer the following questions:
a. What is the name of your classmate?
b. What is his/her topic?
c. Which vocal or bod ...
Proposal writing
The document provides guidance on writing a proposal for research funding. It discusses the key components of a proposal, including specific aims, background and significance, preliminary data, and research design and methods. For each section, it emphasizes communicating the ideas clearly, establishing the importance and rationale of the research, and providing sufficient methodological details to allow reviewers to evaluate the proposed work. Overall, the document stresses the importance of persuasively arguing the case for why the research should be funded.
Module 9 NOVINS
This document provides instructions for an assignment asking students to synthesize information from three sources on a social issue topic. Students are to choose a topic, write what they already know and questions they have, find three relevant sources (one magazine article, one newspaper article, and one scholarly journal article), and write a 2-5 page paper synthesizing what they learned and how their understanding changed. The document explains how to search the library database to find appropriate sources and format citations and references, with the goal being for students to engage in critical reading and merge new knowledge with prior ideas on their topic.
Managing Up: Navigating Preceptorships Skillfully
Managing Up: Navigating Preceptorships SkillfullyOffice of Career and Professional Development, University of California, San Francisco
This is a preview of UCSF OCPD's Managing Up for Nurses workshop to help Nurse Practitioner navigate preceptorships skillfully. Designed in collaboration with the Office of Career & Professional Development and the School of Nursing. Unit IV Web AssignmentThis assignment allows you to demonstrate .docx
Unit IV Web Assignment
This assignment allows you to demonstrate the following outcomes:
4. Identify the basic principles of marketing.
4.1 Identify both the potential target market and the potential market segment that a business intends to reach.
4.2 Identify the connection between a commercial’s message and the specific market segment.
4.3 Identify how marketing research contributes to reaching a specific audience.
Instructions: The purpose of this assignment is for you to identify the basic principles of marketing. First, locate two commercials by Coca-Cola that are available on your favorite video-hosting website (i.e., YouTube). Insert the links to each video in the table below. Then, view each commercial while considering the questions in the table, and complete the table by answering the questions as they pertain to each commercial. Finally, save all of your work to this template and submit it in Blackboard for grading.
Items to Identify
Commercial One
Commercial Two
1. Provide a link to each commercial.
2. What product/service is offered in the commercial?
3. What message does the commercial send to the audience?
4. How would you describe the general target market for the company? Be sure to include the following as you describe the target market:
· Age range
· Likes/dislikes
· Interests
· Life goals
5. How would you describe the specific market segment that the commercial is designed to reach? Be sure to include the following as you describe the market segment:
· Age range
· Likes/dislikes
· Interests
· Life goals
6. What is the connection between the commercial’s message and the specific market segment?
7. Prior to producing the commercial, how would utilizing a marketing research method(s) contribute to reaching the intended audience?
Page 1 of 2
Measuring Intelligence
INTRODUCTION
There is a good chance that you have had at least some experience being interviewed—perhaps a job interview or a college admittance interview. What do interviewers want to find out about you? You might have heard questions similar to these:
“What experience do you have waiting tables?”
“Why does studying literature interest you?”
“How would you react if you saw a kid struggling in the pool while you are the lifeguard?”
“So you’re Bill Hanson’s kid? What’s that old rascal up to these days?”
Except for the last question (and let’s face it; sometimes it’s more about who you know than whatyou know), these are questions meant to assess your skills as well as your intelligence—which is related to skill. But what is intelligence? Is it just one thing or a combination of things? Intelligence is defined as your ability to use knowledge to do many things:
• reason
• make decisions
• make sense of events
• solve problems
• understand complex ideas
• learn quickly
• adapt to environmental challenges
Interviews are used to gauge intelligence, but increasingly st ...
Action research
This document provides an overview of action research. It describes action research as a method for professionals to improve their own practice and contribute to public knowledge about their field. Action research requires systematic inquiry, action, validation of results. It positions the researcher as central to the process as they are committed to improving a meaningful purpose. While challenging, action research offers opportunities for the researcher to improve their work and contribute new knowledge through an iterative process.
Conduct a psychology experiment
Conduct a psychology experimentUNIVERSITY DEPARTMENT OF PSYCHOLOGY B.N.MANDAL UNIVERSITY, MADHEPURA, BIHAR, PIN-852113, INDIAI AM
The document provides guidance on conducting a psychology experiment in 10 steps:
1. Find a research problem or question.
2. Operationally define the variables being studied.
3. Develop a testable hypothesis about the relationship between the variables.
4. Conduct background research on previous studies about the topic.
5. Choose an experimental design that includes a control group and random assignment.
6. Standardize procedures to ensure consistent treatment of participants.
It then continues to describe the remaining steps.De vry engl 147 all assignments latest 2016 november
This document provides instructions for an annotated bibliography assignment for an English
composition course. It asks the student to write an introductory paragraph about their research topic
and thesis statement. It then instructs them to include five annotated references in APA format with
summaries of the source material, main points, and relevance to their research as well as comments on
credibility, reliability, and timeliness. The annotations should follow the introductory paragraph with
references in alphabetical order and a hanging indent format.
The Art of Asking Survey Questions: 7 Survey-Writing Don'ts
What types of questions should you avoid the next time you have to write a survey to get feedback?
This presentation covers just a section of our guide: What not to do when writing survey questions. Get your free copy of the complete guide and workbook, The Art of Asking Survey Questions, right here: http://hub.am/1imzkQ6
Reflective Practice Handout
Hand-out to accompany a workshop designed to introduce librarians to the concept of reflective practice and how to integrate it into their work
I attached another student post powerpoint.Response GuidelinesRe.docx
I attached another student post powerpoint.
Response Guidelines
Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work.
This is the information:
THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at
Procter
and Gamble, found out that some of his contractors were spying on
Unilever
, one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education.
OK
Study Information:
·
Program Skill Assessments
Activity Context
This study helps you develop the skills to master the following course competency:
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Activity Instructions
Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.
From your reflective blogs throughout the semester think about the.docx
From your reflective blogs throughout the semester think about the content that was most impactful. You will write one reflective commentary which will include an overview of what you learned. The paper should be approximately 3 pages.
· Introduction—An overview of your paper’s layout (typically one paragraph)
· Overview- Synthesize key concepts that spoke to you covered in the chapters and lectures (not a chapter by chapter synopsis—just overview and integrate key concepts that you covered within
your blogs). (NO MORE THAN ONE PAGE)
· Lessons Learned—What key take away did you gain from this course through the self-
assessments and the discussion board? What best practices did you learn about that you hope to
exercise? What did the self-assessments teach you about yourself?
· Personal Action Plan—How will you apply what you learned from this course? What are your
strengths and weaknesses and how will you work to improve your managerial skills?
The overview and impact section should draw upon what you have learned thus far in the course. It will be helpful to review the chapters before completing this assignment and jot down key take always from lectures and blogs. Your personal action plan should include specific things you will do and work on as a management professional. You should include at least 3 actionable items that you will address over the next year.
MGMT 303: Grading Rubric for Reflective Commentary
Criteria Unacceptable Developing Competent Exemplary
1.Introduction (5 pts)
Content is absent or no clear direction
In part, content lacks full development and direction
Provides descriptive information with supportive structure
Clearly outlines the paper and provides clear direction for reader.
2. Overview of Content (10pts)
Content is absent or understanding of the concepts are not apparent
Attempts to demonstrate understanding of the concepts, but aspects are confused or underdeveloped
Exercises basic analytical skills in determining the key change concepts
Aptly synthesizes the concepts of management; uses high level critical analysis skills supported with convincing arguments
3. Lesson Learned (10pts)
Content is absent or does not address the issues at hand
Identifies, the application of methodologies in practice; analysis is incomplete or unsubstantiated
Thoroughly identifies and compares the application of methodologies in practice; reasoning is defensible
Exhaustively Identifies, compares, contrasts the application of methodologies in practice; exercises critical reflection and conducts comprehensive analysis
4. Personal Action Plan (10pts)
Content is absent or information does not demonstrate understanding of the subject area and no application
Discussion is incomplete; there is limited analytical support for proposed personal action to be taken
Thoughts and ideas are clearly expressed and represent reasonable plan of action
Presents clear and definitive managerial approaches that represen ...
MEU WORKSHOP Reflective learning
This document provides guidance on reflective writing and learning. It explains that reflective learning involves examining an experience to create meaning and change one's perspective. It then lists components that lecturers look for in reflective writing reports, such as briefly describing work, showing how one learned, connecting learning to Kolb's learning cycle, and identifying strengths and areas for improvement. Finally, it provides tips on structuring a reflective assignment using Gibbs' reflective cycle model and estimating word counts for each section.
[INSERT TITLE HERE] 7BUS 499 Module 1 Homework AssignmentPa.docx
[INSERT TITLE HERE] 7
BUS 499: Module 1 Homework Assignment
Part I
Directions: For this first week, you will work on a draft. It may change during the course of this class, but do your best and start with a business problem that you find interesting. It may be in your field or it may be interesting in another way. Begin to narrow the choices that you selected in the Check Your Understanding.
Submit the following:
The working title of your topic.
Two to three paragraphs describing the topic and the rationale for choosing the topic. Use the 8 steps to outline your ideas.
A preliminary list of 10 to 15 resources, composed exclusively of titles and URLs.
One paragraph with your initial ideas for how you will conduct the research for this topic. Discuss the applicability of Quantitative, Qualitative, and Mixed Method research methods. How could you apply each one? Which one seems best at this time to use for your proposal? Begin to narrow down the selection you might use for your proposal.
Note: Before submitting your final topic, please confer with your faculty advisor about your choice and options for a topic and get his or her input. The sooner you submit your topic to your advisor, the sooner you can begin your research on the topic.
Part II
Directions: Please fill in the areas shaded in blue.
Exercise I: Developing a research instrument
QUANTITATIVE STUDIES
Now that you have gone through all the chapters that constitute Step I of the research process, this exercise provides you with an opportunity to apply that knowledge to formulate a research problem that is of interest to you. As you know, selecting a research problem is one of the most important aspects of social research, so this exercise will, therefore, help you in formulating your research problem by raising questions and issues that will guide you to examine critically various facets and implications of what you are proposing to study. The exercise is designed to provide a directional framework that guides you through the problem formulation path. Keep in mind that the questions and issues raised in this exercise are not prescriptive but indicative and directional; hence you need to be critical and innovative while working through them. Thinking through a research problem with care can prevent a tremendous wastage of human and financial resources.
A research problem should be clearly stated and be specific in nature. The feasibility of the study in terms of the availability of technical expertise, finances, and time, and in terms of its relevance, should be considered thoroughly at the problem-formulation stage. In studies that attempt to establish a causal relationship or an association, the accuracy of the measurement of independent (cause) and dependent (effect) variables is of crucial importance and, hence, should be given serious consideration. If you have already selected a problem, you need not go through this process.
Start by identifying a broad area y.
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I attached another student post powerpoint.Response GuidelinesRe.docx
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HSS8002 Assessment Task
- 1. @nclroblib University Library Explore the possibilities Self-Assessment task At the start of this module we would like you to take a step back and assess your information skills. The short activity below will allow you to see your personal research profile and will indicate the areas that you will need to pay particular attention to during the module. You will then repeat this exercise at the end of this module to see what progress you have made and what areas you still may need to work on. This is purely a self-reflection tool and will have no bearing on any formal assessment. You will see twelve statements which appear on the following pages. Read the statement and rate yourself against each statement using the following scale: Remember there are no right or wrong answers, this is activity is for your eyes only. No-one will ask you to share how you rated yourself, so please be as honest as you can.
- 2. @nclroblib University Library Explore the possibilities Identifying Information I can identify a search question and define it using simple terminology You are able to: • Identify the broader and narrower concepts of your subject. • Identify what the information / research gaps are. • Create a SMART (Specific, measurable, achievable, realistic and timely) question as a result.
- 3. @nclroblib University Library Explore the possibilities Next 11 questions follow on in same vain and then a submit button to see profile…. (to see other 11 questions look at spreadsheet)
- 4. @nclroblib University Library Explore the possibilities Your Research profile Click on this interactive bar chart to get feedback on the areas that you are stronger in as well as those which may require more work. Make a note of the comments and create a personal action plan in order to get the most out of the module and help improve your research.