Research methods can generally be divided into two main categories: Quantitative and Qualitative. This webinar will provide an overview of quantitative methods with a brief distinction between quantitative and qualitative methods. We will focus on when and how to use quantitative research and discuss type of variables and statistical analysis.
Presentation will be led by Dr. Carlos Cardillo.
About CORE:
The Culture of Research and Education (C.O.R.E.) webinar series is spearheaded by Dr. Bernice B. Rumala, CORE Chair & Program Director of the Ph.D. in Health Sciences program in collaboration with leaders and faculty across all academic programs.
This innovative and wide-ranging series is designed to provide continuing education, skills-building techniques, and tools for academic and professional development. These sessions will provide a unique chance to build your professional development toolkit through presentations, discussions, and workshops with Trident’s world-class faculty.
For further information about CORE or to present, you may contact Dr. Bernice B. Rumala at Bernice.rumala@trident.edu
Research methods can generally be divided into two main categories: Quantitative and Qualitative. This webinar will provide an overview of quantitative methods with a brief distinction between quantitative and qualitative methods. We will focus on when and how to use quantitative research and discuss type of variables and statistical analysis.
Presentation will be led by Dr. Carlos Cardillo.
About CORE:
The Culture of Research and Education (C.O.R.E.) webinar series is spearheaded by Dr. Bernice B. Rumala, CORE Chair & Program Director of the Ph.D. in Health Sciences program in collaboration with leaders and faculty across all academic programs.
This innovative and wide-ranging series is designed to provide continuing education, skills-building techniques, and tools for academic and professional development. These sessions will provide a unique chance to build your professional development toolkit through presentations, discussions, and workshops with Trident’s world-class faculty.
For further information about CORE or to present, you may contact Dr. Bernice B. Rumala at Bernice.rumala@trident.edu
Il Search Engine Marketing, SEM e Google AdWords - Trovare nuovi clienti con ...Federico Neri
Con il Keywords Advertising puoi trovare nuovi clienti utilizzando annunci a pagamento sui motori di ricerca. Questa slide ti aiuterà a capire come iniziare una campagna di pay per click
Il Search Engine Marketing, SEM e Google AdWords - Trovare nuovi clienti con ...Federico Neri
Con il Keywords Advertising puoi trovare nuovi clienti utilizzando annunci a pagamento sui motori di ricerca. Questa slide ti aiuterà a capire come iniziare una campagna di pay per click
Crowdsourcing platforms are revolutionizing research by providing a way to collect clinical and behavioral data with unprecedented speed and efficiency. This seminar explores another digital platform called TurkPrime that is designed to suuport research participant recruitment. TurkPrime is a relatively new panel service that allows researchers to target specific demographic groups. If you watched our previous webinar on Amazon’s Mechanical Turk, also known as MTurk, you may find it interesting that TurkPrime offers a proportional matching sampling approach rather than MTurk’s opt-in, convenience sampling approach. Tasks that can be implemented with TurkPrime include: excluding participants on the basis of previous participation, longitudinal studies, making changes to a study while it is running, automating the approval process, increasing the speed of data collection, sending bulk e-mails and bonuses, enhancing communication with participants, monitoring dropout and engagement rates, providing enhanced sampling options, and many others.
CRIS LUTHER's RESEARCH METHODOLOGIES COMPILATIONcrisluther
RESEARCH METHODOLOGIES
by Cris Luther, B.S.N.,R.N.
This material is a compilation of various information on generally acceptable knowledge, concepts, principles, theories and practices in RESEARCH. It adapts contents from various publicly acknowledged publications, authors, theorists, authorities and practitioners whose works are commonly utilized in the academe and practice, and are frequently-tested competencies locally and abroad.
The works of these authors, theorists, authorities and practitioners are indispensable in learning research methodologies as they are indispensable in the completeness of this compilation.
Care has been taken to confirm accuracy of the information presented and describes generally accepted practices. However the student who prepared this material is not responsible for errors or omissions or for any consequences from application of the information in this compilation.
The primary goal of the student is to familiarize concepts in the subject RESEARCH METHODOLOGIES based on the COURSE OUTLINE provided by his Graduate School Professor DR. HELEN B. AGGABAO. It is not intended for commercial publication and resources were acquired legally.
It is his great pleasure that this compilation be reproduced for reference of other students aiming to thoroughly understand RESEARCH METHODOLOGIES.
On the Poetry of The Dog Beneath the Skin - حول الشعر في مسرحية: ’الكلب المتن...Al Baha University
تعتبر مسرحية ’الكلب المتنكر تحت الجلد‘ هي أولى المسرحيات التي اشترك في تأليفها كل من ’ويستن هيو اُودن‘ (Wystan Hugh Auden) و ’كريستوفر إيشروود‘ (Christopher Isherwood)، وهذه المسرحية تعتبر مسرحية شعرية تُحدِث لدى المؤلفين تحدٍ من أجل النجاح لسببين؛ الأول كون هذه المسرحية تكتب شعراً، والسبب الثاني كونها مشتركة في التأليف وما يصاحب ذلك من صعوبة، الدراسة من خلال الشريكين في التأليف، تحاول أن تعرض إلى أي حد استطاعا إنجاز نوع من النجاح في تعاملهما مع مسرحيةٍ شعريةٍ، الدراسة أيضاً تسعى إلى اقتفاء الخصائص الشعرية في مسرحية ’الكلب المتنكر تحت الجلد‘ وتسعى إلى التحقق من القدرة والامكانية في تأليف مسرحية شعرية بالمشاركة، ويتخذ هذا البحث طابع الدراسة التحليلية النقدية كنهج حول مسرحية اشترك في تأليفها كل من ’إيشروود و اُودن‘.
هذه الدراسة تتعقب بإيجاز نشأة وتطور المسرح الشعري منذ نشأته حتى القرن العشرين مروراً بنوعية التعاون في التأليف بين ’إيشروود و اُودن‘، وتُختَتَم في جزئها الرئيسي باستنباط وتحليل الخصائص والعناصر الشعرية في مسرحية ’الكلب المتنكر تحت الجلد‘.
The Dog Beneath the Skin is the first play to be coauthored between Wystan Hugh Auden and Christopher Isherwood. It is a play written in verse, which creates a challenge of success for the dramatists for two reasons, the first is that it deals with verse, the second it is collaborative. The study through the collaborators, trying to show, to what extent, both achieved attainment in dealing with verse drama. This study also endeavors to trace the poetic features in The Dog Beneath the Skin and to attempt proving the capability and controllability in writing successful drama in verse through collaboration. This paper is done by using an analytic-critical method. It is an approach to a drama shared by both Auden and Isherwood.
The study tersely traces the growth and elaboration of poetic drama until the twentieth century. It goes through the sort of collaboration between Auden and Isherwood. It is concluded by examining and analyzing, its central part, the poetic features and essentials in the play The Dog Beneath the Skin.
National Conference on Comprehensive Sexuality Education 24 – 25 May 2023, Ka...Ashok Pandey
National Conference on Comprehensive Sexuality Education
24 – 25 May 2023, Kathmandu
Intervention on Comprehensive Sexuality Education: A Mixed Methods Systematic Review
Translating research experiences to employability skills: using evidence to m...Kirsten Zimbardi
Invited presented for the 2015 Australasian Pharmaceutical Science Association (APSA) and Australian Society for Clinical and Experimental Pharmacology and Toxicology (ASCEPT) Joint Scientific Meeting (Hobart, Tasmania).
Abstract:
All graduates need the skills and habits of mind to solve the complex, unstructured problems they will face in the 21st Century workforce (Bybee & Fuchs, 2006). In science, analysing technical literature, identifying conflicts and gaps, developing relevant, testable hypotheses, collecting and analysing the evidence to these hypotheses, and putting forward reasonable, specific and qualified conclusions, is our bread and butter – the basis of scientific reasoning (Kuhn & Pease 2008). Research experiences and inquiry-based curricula aim to help undergraduate students develop these habits of mind and cognitive skills (Zimbardi & Myatt, 2012). In our inquiry-based curricula we have documented the development of students’ scientific reasoning skills (Zimbardi et al., 2013) and their understanding of the contestable nature of scientific knowledge (Zimbardi et al., in press). We have also developed a series of meta-cognitive assessment items which have reveal students’ ability to translate these learning outcomes into employability skills. Specifically, undergraduate biomedical science students in their final semester are provided with a job interview scenario and asked behavioural questions (e.g “Tell me about a time when you successfully used your scientific problem skills”) and hypothetical questions (e.g “Suggest a potential approach for investigating this issue…”). Students’ responses to these open-ended questions have revealed the diverse skill levels amongst the cohort in translating educational experiences to workplace situations. Notably, we have found several underlying assumptions and misconceptions that hinder students’ articulation of their employability skills, as well as useful models of specific, evidence-based, and convincing, approaches to answering such questions.
Bybee RW & Fuchs B (2006) J Res Sci Teach 43(4): 349–352.
Kuhn D & Pease M (2008) Cogn Instruct 26: 512–559.
Zimbardi K et al (2013) Adv Physiol Educ 37 (4): 303-15.
Zimbardi K et al (in press) IJISME
Zimbardi K & Myatt P (2012) SHE 39 (2): 233-250
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
Evaluating the Work of Applied Animal Behaviorists as Applied.docxSANSKAR20
Evaluating the Work of Applied Animal Behaviorists as Applied
Behavior Analysis
Jenna M. Gray and James W. Diller
Eastern Connecticut State University
Within the field of behavior analysis, there is a divide between human and nonhuman
animal research and application. Although behavior-analytic techniques could be used
with nonhuman animals, to become a board-certified behavior analyst (BCBA), non-
human animal practice is not allowed. Animal behavior professionals (e.g., certified
applied animal behaviorists, certified professional dog trainers, animal behavior con-
sultants) and BCBAs completed a 31-item survey to evaluate the extent to which their
professional activities meet the definition of applied behavior analysis and the extent to
which they are consistent with the Behavior Analyst Certification Board (BACB) task
list. Although there are differences in the techniques being implemented, the survey
yielded more similarities than differences in the work of these two groups of profes-
sionals. Both animal behavior professionals and BCBAs are engaging in work that
meets the standards of the BACB’s task list and the definition of applied behavior
analysis.
Keywords: basic and applied research, board-certified behavior analyst, certified
applied animal behaviorist, certified professional dog trainers, International Association
of Animal Behavior Consultants
In 1958, the Journal of the Experimental
Analysis of Behavior was founded (Laties,
2008), marking the formalization of behavior
analysis. Since its inception, behavior analysis
has grown into a sophisticated and well-
developed discipline. The experimental analysis
of behavior (EAB) and applied behavior analy-
sis (ABA) are empirical branches of this field,
supported by the underlying philosophy of be-
haviorism. EAB uses data to identify behavioral
principles within a laboratory setting, frequently
with nonhuman animal subjects (Mace &
Critchfield, 2010). ABA is the practice of uti-
lizing principles of behavior to solve socially
significant problems (Baer, Wolf, & Risley,
1968, 1987). Although distinct, each area of
research is heavily influenced by the other, and
they share common assumptions via their
shared philosophy of behaviorism and their sta-
tus as science.
Although less than 10% of psychological
journals have dealt with animal behavior, the
contribution that animal research has made in
the field of behavior analysis is astounding (Lat-
tal, 2001). Many behavior-analytic techniques
were identified using nonhuman animals before
being implemented with humans. For instance,
Skinner’s pigeons are known both within be-
havior analysis and in the general population.
Without the research Skinner conducted on
nonhuman animals, the field of ABA may never
have developed basic techniques such as rein-
forcement, punishment, and generalization
(Dymond, Roche, & Barnes-Holmes, 2003).
Thus, the nonhuman animal roots of the science
of behavior analysis directly inform its applica-
tion. ...
Training the EMR: a case-based perspective - drilling downJeanne Winstead
Part two in a four-part series of articles that use a case-based perspective to discuss training clinicians to use an electronic medical record. Based on the writer's 8-week experience in training the EMR at a new hospital.
An employee time card done in excel - allows allocation to multiple cost centers, adjusts automatically to pay period - and gives lots of visual cues to user
A worksheet to track therapist productivity in a counseling center (contact hours measured against goals). Produces graphs and reports. Should start fresh annually in a new folder
Kiosk-Style Slide Presentation with some interactivity presented at Purdue University Teaching, Learning, and Technology Conference 2003. Must download to fully experience.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
A Strategic Approach: GenAI in EducationPeter 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.
17. Lynx http://www.purdue.edu/Research/ORA/animals/onlineorientation.shtml link no longer active as of apr 2008 http://secondlooks.hypermart.net/MyPortfolio/EDCI670/PACUC/sitemap.htm http://secondlooks.hypermart.net/MyPortfolio/ORA/PACUC/prototype5/coursemap.htm http://ecourses.purdue.edu/webct/entryPage.dowebct
The topic of my presentation and final integrated project is Developing Instruction on the Ethical Use and Care of Animals used in Research and Teaching at Purdue – and as a little introduction, this video snippet –less than 2 minutes in length
This video snippet raises a question which I would like to propose to you
One of my tasks in developing instruction for the humane care and use of animals used in research and testing was to conduct a search and write a review of literature applicable to the topic. This ranged from the teaching of ethics to best practices in developing online instruction.
Background – the humane care and use of animals in research and teaching is federally mandated by the Animal Welfare Act of 1966. This legislation came about because of notorious inhumane and unethical treatment of research animals as well as animals in other areas of society and is not unlike the path that human subject research has followed in the 20th Century.
Whenever people do not catch and respond appropriately to the “ethical cues,” then usually some sort of external governance is enacted to regulate institutions and those who would do research – not only in what may be done to animals in the name of research and teaching, but in how animals are transported, housed and cared for daily. Lack of compliance can bring heavy consequences both the individual researcher and to the entire institution. Therefore through executive memorandum, Purdue set up an institutional animal care program
PACUC evaluates and approves all research protocols and teaching activities in light of Federal regulation about the humane care and use of laboratory animals. It is made up of scientists, administrators, lay people/members of the community. LAP oversees the daily care and provides veterinary care to animals housed on Purdue campus. An important component of both PACUC and LAP’s mission is to provide training to animal users on campus, both general, and species specific. For the past many years PACUC and LAP have offered a general one-size fits all to animal users on campus – to include researchers, graduate students, animal caretakers, and undergraduate students. They offer the orientation as a face to face workshop and they also have an online version. PACUC / LAP have an on-line general orientation that is well done, nicely integrated into their website, and very linear. At the end the user goes to a quiz.
However, recently they have wanted to offer different orientations to different audiences. The first one to emerge, the one I have done for my final project, is an online orientation for undergraduate students. Why? Mainly undergraduates share a subset of the duties involved in caring and using animals. They usually don’t have to write a protocol and put it through the PACUC approval process, for instance. Yet they are often the ones who are on the front line – the first responders when an animal is sick, or perhaps the first to witness noncompliance.
Instructional gaps were difficult to identify initially. I was given the message that everyone does their part pretty well and animals are generally well-cared for on Purdue campus. But as the design process unfolded,– I found that there were certain key points that PACUC and LAP really wanted the undergraduates to get:
These ultimately became our goals and objectives.
PACUC and LAP had already started working on their current orientation – a PowerPoint Presentation – to tailor it to undergraduate students. So I decided that since we already had a model to start with, and the SME’s had begun adapting it, that I would employ the instructional design model of rapid prototyping. Essentially I took the adaptations of their PowerPoint Presentation, their online instruction, and other information I had gathered during the analysis phase – such as the literature review I had done on effecting or developing ethical behavior/attitudinal change and critical thinking, and developing effective online instruction and came up with a model.
With the first prototype, I started learning the structure of the content and trying to integrate it with what I’d learned in my literature search. It was also VERY EXPERIMENTAL. I did a very intensive search for multimedia and images of animals, feeling like this was the way to give them a voice. I used animal animations and animal backgrounds and animated animal back grounds, and sometimes sound, and other means of interactivity. I also developed a course map – the current online orientation is well done – but it’s a series of 23 slides navigated sequentially. The course map also gives students the ability to jump in and out at different places and to see where they are going. I also worked from the model that the committee gave me and the current online instruction. But, I think the committee felt it was a bit much. We had a couple of face to face meetings – which I would consider my first SME formative evaluations – and I think the prototype did its job. People often don’t know exactly what they want, until they see it – or at least until they see something.
And from those meetings we began to see how the content was structured and we pared down from some 33 slides in the original orientation to 23 to 16 slides and organized them under four major sections – background, PACUC roles, LAP roles, and Students roles. In contrast to the current instruction which dwelled quite a bit on PACUC and LAP roles, this new orientation spends most of the time on the student’s role in the ethical care of animals And instead of all the animal pictures (I still used some) I developed some graphics and charts to help convey that concept (show PACUC LAP YOU). We also changed the language and even the intent in some cases to address ethical dilemmas and quandaries pertinent to undergraduate students. In subsequent prototypes, I paid more attention to issues of interactivity and accessibility. In the first prototype I used a Java interactive puzzle to piece together an organization chart. In subsequent prototypes I Javascripted pop up definitions, and created a Fireworks rollover. We decided to try WebCT as a platform – it offered certain advantages of security, was a familiar platform to instructors and students, offered automatic grading of quizzes, and gave the committee the most control over their own learning materials, which the current website does not. So in July I took several WebCT Vista classes and put the orientation in WebCT Vista.
Then we took it to the students. I conducted two formative evaluations, the first with three students face to face and the second with 4 people over distance. In the face to face formative evaluations, I gave PACUC’s quiz as a pre- and post-test to see if the measures were in line with the objectives and then observed the students as they worked through the instruction and used the interface. Afterwards I conducted a brief interview. I asked them what they thought of the graphics and images – and if they felt the instruction made them want even more to care for animals ethically and humanely. Even though the first group was only three people, I had a broad range of experience – a freshman, a sophomore, and a senior. I conducted one session with the freshman and the senior, and a separate session with the sophomore. I recommend letting students be in informal groups when going through a face to face formative evaluation – I felt like I learned a lot from their conversations with each other. The second formative evaluation was more problematic – it gave me an appreciation of the difficulties of teaching over distance. Again, I administered the pretest and posttest – this time in WebCT. I never saw these students face to face. I sent them instructions through email on what to do. However I didn’t hear back from all my students – there were 3 or 4 who volunteered but only one took the pretest and the posttest. WebCT didn’t email me – even though I thought I’d told it to. Another took just the pretest – and did quite well on it – and even though I had sent instructions I wasn’t sure what people had actually done. So then I went and found some friends and family to go through the instruction – and essentially that was mostly a test of WebCT inexperience, different bandwidths, and hardware platforms. A test of accessing from home.
The first formative evaluation – the face to face one – had a fairly big impact on the instruction. I made quite a few changes. I changed some diagrams, expanded information and definitions, and gave more than one exposure. Of the second group one and a half students finished the instruction and gave feedback, and two Non-Purdue people finished the instruction and gave feedback. The scores between these two groups of people were different, reflecting the lack of relevance in the Non-Purdue group and the importance of situated-learning in the student group. Both evaluations brought the issue of WebCT as an interface to the forefront, perhaps the second group more than the first. Consequently, I redesigned the home page from looking like this – to looking like this. To be absolutely intuitive. I also found out how to fire up the quiz directly from my content page (show this in WebCT) – and I’m not sure that’s a supported feature, but it certainly was a requested feature from both my students and my SME’s. I also left the standard way in, in case the capability to link directly from a content page is just an anomaly that will go away.
Conclusions The students who were already working with animals seemed quite appreciative of the information in the orientation. These people already had high ethical standards – as gauged from an ethical dilemma question I posed in both the pretest and posttest. So while the instruction did not necessarily increase their awareness or desire to treat animals humanely ethically, it did give them important information they needed, in order to do so – and they seemed to really appreciate it. Most students scores improved from the pretest to the posttest, but of course the short answer grades were a little subjective.