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Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
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or
Call us at : 08263069601
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CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
CRITICAL THINKING1Michael PriebeSouthern New Hampshire UMargenePurnell14
CRITICAL THINKING 1
Michael Priebe
Southern New Hampshire University
ENG-122
Prof Bacho
10/03/2021
Critical Thinking
Introduction
Critical thinking is the main idea in this discussion, which is the intellectually disciplined process of skillfully and actively conceptualizing. In addition, it deals with the application, synthesizing, and evaluation of the information gathered from or generated by observation. There is an examination that is done concerning structures of thought implicit in all reasoning. Critical thinking entails being responsive to all variable that is subject to the matter. This is incorporated in a family of interwoven modes of thinking.
As discussed earlier, critical thinking is comprised of the questioning and evaluation of the information. Critical thinking as an argument contributes to the capability to ensure that solving information is done by use of various contexts ( Smith , 2019 p. 499). The assessment of the data is a more complicated but still very much important process. One can utilize the CRAAP test to determine that information and sources are reliable. When using critical thinking to evaluate information, there is a need for clarification of thinking to oneself and even to other individuals. It is a process that is composed of seeking questions and giving the answer to those probing questions. For instance, a good example is the logic questions that might have been discussed before.
Evaluation is very crucial in critical thinking that entails mainly assessment of the arguments. Thoughts and ideas. The points of view are essential for the development of students as autonomous thinkers. Learning how analysis is done and critically evaluating statements also assists in the growth of a sound framework (Wechsler, 2018 p. 114). This is mainly done to incite testing of own opinions and ensure the advancement of points of view. The analysis of critical thinking is comprised of steps that are involved.
The first step is identifying problems or issues, followed by a definition of the problem that is done with a clear and concise statement of the problem. Thirdly, gathering vital information is done, assessing credibility and accuracy of the information, and supporting evidence are performed. Moreover, data analysis is done, followed by looking at reasons and leading causes of complications ( Kozikolu , 2019 p. 111).
Conclusion
Critical thinking has been termed as the ability to analyses information objectively and finally creates a reasoned judgment. The complex information is broken down into more essential parts. It is a mental process that entails the evaluation of data, which later interpretation is made to make a sound judgment.
References
Kozikoglu, I. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
Smith, L., Gillette, C., T ...
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
Dear students get fully solved SMU MBA assignments
Send your semester & Specialization name to our mail id :
“ help.mbaassignments@gmail.com ”
or
Call us at : 08263069601
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
CRITICAL THINKING1Michael PriebeSouthern New Hampshire UMargenePurnell14
CRITICAL THINKING 1
Michael Priebe
Southern New Hampshire University
ENG-122
Prof Bacho
10/03/2021
Critical Thinking
Introduction
Critical thinking is the main idea in this discussion, which is the intellectually disciplined process of skillfully and actively conceptualizing. In addition, it deals with the application, synthesizing, and evaluation of the information gathered from or generated by observation. There is an examination that is done concerning structures of thought implicit in all reasoning. Critical thinking entails being responsive to all variable that is subject to the matter. This is incorporated in a family of interwoven modes of thinking.
As discussed earlier, critical thinking is comprised of the questioning and evaluation of the information. Critical thinking as an argument contributes to the capability to ensure that solving information is done by use of various contexts ( Smith , 2019 p. 499). The assessment of the data is a more complicated but still very much important process. One can utilize the CRAAP test to determine that information and sources are reliable. When using critical thinking to evaluate information, there is a need for clarification of thinking to oneself and even to other individuals. It is a process that is composed of seeking questions and giving the answer to those probing questions. For instance, a good example is the logic questions that might have been discussed before.
Evaluation is very crucial in critical thinking that entails mainly assessment of the arguments. Thoughts and ideas. The points of view are essential for the development of students as autonomous thinkers. Learning how analysis is done and critically evaluating statements also assists in the growth of a sound framework (Wechsler, 2018 p. 114). This is mainly done to incite testing of own opinions and ensure the advancement of points of view. The analysis of critical thinking is comprised of steps that are involved.
The first step is identifying problems or issues, followed by a definition of the problem that is done with a clear and concise statement of the problem. Thirdly, gathering vital information is done, assessing credibility and accuracy of the information, and supporting evidence are performed. Moreover, data analysis is done, followed by looking at reasons and leading causes of complications ( Kozikolu , 2019 p. 111).
Conclusion
Critical thinking has been termed as the ability to analyses information objectively and finally creates a reasoned judgment. The complex information is broken down into more essential parts. It is a mental process that entails the evaluation of data, which later interpretation is made to make a sound judgment.
References
Kozikoglu, I. (2019). Investigating Critical Thinking in Prospective Teachers: Metacognitive Skills, Problem Solving Skills and Academic Self-Efficacy. Journal of Social Studies Education Research, 10(2), 111-130.
Smith, L., Gillette, C., T ...
PSY 326 Research Methods Week 2 GuidanceWelcome to Week 2 of Res.docxwoodruffeloisa
PSY 326 Research Methods Week 2 Guidance
Welcome to Week 2 of Research Methods! This week, you will have an overview of qualitative versus quantitative, and experimental versus non-experimental research approaches. Required resources are sections 1.2, 1.3, 2.1, and 5.2 of the textbook (Newman, 2016), two research studies (Blixen, Perzyski, Bukah, Howland, & Sajatovic, 2016; Boyers & Rowe, 2018), and three helpful videos about writing research questions and hypotheses. The videos are linked in the Course Materials and the written assignment prompt.
Assignments for the week include a discussion, an interactive learning activity and quiz, a journal exercise, and a written assignment. To see how your assignments will be graded, look at the rubrics accessible through a link on the screen for each discussion or assignment.
The Week 2 discussion is Method Comparisons. Your initial post is due by Day 3, and all replies are due by Day 7. To prepare for the discussion, read the sections of the textbook listed above and the lecture portion of this instructor guidance. Your initial discussion post will have two parts. The first part is the same for everyone. Explain the similarities and differences between qualitative and quantitative research. Then, explain the difference between experimental and non-experimental research.
The second part of the post is a jigsaw puzzle. Instead of having the entire class read and report on four categories of research, each person will research and report on one category. Categories are assigned based on the first letter of your last name. When you determine your assigned category, use the Research Methods research guide and the databases in the Ashford University Library to find at least two scholarly/peer-reviewed articles about that type of research. Then, describe the features of the research category, name at least one specific research design in the category, and suggest a suitable topic for this type of research. Document your sources in APA style.
At least three replies to the initial posts of classmates will be required for this discussion, because you must read and respond to at least one post about each of the other three research categories. As the expert on your assigned category, you will also be expected to respond to questions posted on your thread by others. See the discussion prompt for complete details.
After you have learned about the research design categories from the assigned readings and participating in the discussion, you will be ready to do the interactive learning activity and take the quiz called Name That Design Category, due by Day 6. In the first part of the learning activity, match the name of the design category with its description. In the scenarios presented in the second part of the learning activity, you must select all categories of research that apply, and not select any that do not apply to the described research situation. When you have mastered the interactive learning activity, ...
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
or
call us at : 08263069601
The homework assignments for this course will all be related to .docxarnoldmeredith47041
The homework assignments for this course will all be related to your Research Proposal Paper. Through the homework you will build a research proposal step by step so that by the end of this course you will be able to compile your homework into a research proposal. The first step in this process is to decide on a topic.
I would like you to find a crime problem in your neighborhood, city, workplace, etc. that you believe you could develop a solution to. You are free to choose any crime issue, regardless of whether it has been addressed formally or not.
Unit 1 Assignment:
Complete and submit Developing a Research Proposal Question 1 through 3.
Question #1 will be the topic that you chose to complete the rest of the questions for the remainder of this course along with your research proposal.
1. What topic would you focus on if you could design a social research project without any concern for costs? What are your motives for studying this topic?
2. Develop four questions that you might investigate about the topic you selected. Each question should reflect a different research motive: description, exploration, explanation, or evaluation. Be specific.
3. Which question most interests you? Would you prefer to attempt to answer that question with quantitative or qualitative methods? Why?
The homework assignments for this course wi
ll all be related to your
Research
Proposal
Paper.
Through the homework
you will build a research proposal step by step so that
by the end of this course you will be able to compile your homework into a research
proposal.
The first step in this process i
s to decide on a topic.
I would like you to find a crime problem in your neighborhood, city, workplace, etc.
that you
believe you could develop a solution to.
Y
ou are free
to choose any crime issue, regardless of
whether it has been addressed formally or not.
Unit
1
Assignment
:
Complete and submit Developing a Research Proposa
l Question 1 through 3
.
Question #1 will be the topic that you chose to complete the rest of the questions for the
remainder of this course along with your research proposal.
1. What
topic would you focus
on if you could design a social research project without any
concern for costs? What are your motives for studying this topic?
2.
Develop four questions that you might investigate about the topic you selected. Each
question should reflect a different researc
h motive: description, exploration, explanation,
or evaluation. Be specific.
3.
Which question most interests you? Would you prefer to attempt to answer that question
with quantitative or qualitative methods? Why
?
The homework assignments for this course will all be related to your Research
Proposal Paper. Through the homework you will build a research proposal step by step so that
by the end of this course you will be able to compile your homework into a research
proposal. The first step in this process is to decide on a topic.
I wou.
Name Case Study Title Briefly What happened Provimaple8qvlisbey
Name:
Case Study Title:
Briefly What happened? Provide the article title, URL and a one sentence summary of the case.
Key Stakeholders and how were they negatively impacted: [This does not need to be a complete list, just several major stakeholders (not stockholders, though the stockholders may be stakeholders). Briefly explain the relationship with the company – why they are stakeholders
What was the final outcome? [prison, fines, termination, and for how many individuals]
Describe why you feel the actions were morally wrong? [Be sure to use keywords describing your moral base (consequentialist, care, duty, act utilitarian, prima facie duties, etc.) and why your compass would justify classifying the action as morally wrong. Alternatively, discuss why you may feel the action was morally acceptable.]
Put yourself in a position of leadership and describe what you would put in place that would have prevented this in the first place or keep it from happening again. Or, alternatively what rules would you implement to justify the action:
Criteria Ratings Points
Scholarly
Tone and
literature
35 to >32.0 pts
Advanced
Level one and two
headings are coherently
aligned with the theory
and research and are
supported throughout the
body of the paper using
scholarly literature and
written in a scholarly
tone.
32 to >22.0 pts
Proficient
Level one and two
headings are coherently
aligned with the theory
and research and are
mostly supported
throughout the body of
the paper using scholarly
literature and somewhat
written in a scholarly
tone.
22 to >0.0 pts
Developing
Some headings are missing
or are not coherently aligned
with the theory and research
and are not well supported
throughout the body of the
paper using scholarly
literature. Lacks scholarly
tone.
0 pts
Not
Present
35 pts
Content 70 to >63.0 pts
Advanced
The theory and theorist
are included. One theory
is well-developed. An
explanation for how the
theory is appropriate for
the research is clearly
described. The author’s
voice is heard throughout
the paper.
63 to >58.0 pts
Proficient
The theory and theorist
are included. One theory
is mostly well-developed.
An explanation for how
the theory is appropriate
for the research is mostly
described. The author’s
voice is somewhat heard
throughout the paper.
58 to >0.0 pts
Developing
The theory and/or theorist are
missing. The theory lacks
development. An explanation
for how the theory is
appropriate for the research
is vaguely described or
missing. The author’s voice is
vaguely heard throughout the
paper.
0 pts
Not
Present
70 pts
Current
APA,
Mechanics,
Format &
Length
45 to >38.0 pts
Advanced
Paper is free of
mechanical and current
APA errors. 100% of the
length requirement is
met. All five sources are
peer-reviewed and clearly
related to the topic. One
source may be non-peer
reviewed to account for
the original theorist.
38 to >36.0 pts
Proficient
Few mechanical and ...
Unit 12. Limitations & Recomendations.pptxshakirRahman10
Limitations & Recommendations:
Objectives:
Enlist theoretical and methodological/procedural limitation
Discuss the importance of study to give recommendations at organizational, national, international level.
Discussion Section:
The discussion section is where the researcher delve into the meaning, importance, and relevance of results.
It should focus on explaining and evaluating what you found, showing how it relates to your literature review and paper or dissertation topic, and making an argument in support of your overall conclusion. It should not be a second results section.
There are different ways to write this section, but you can focus your writing around these key elements:
Summary:
A brief recap of your key results
Interpretations:
What do your results mean?
Implications:
Why do your results matter?
Limitations:
What can’t your results tell us?
Recommendations:
Avenues for further studies or analyses.
Not to Include in Discussion Section:
There are a few common mistakes to avoid when writing the discussion section of your paper.
Don’t introduce new results: You should only discuss the data that you have already reported in your results section.
Don’t make inflated claims: Avoid over interpretation and speculation that isn’t directly supported by your data.
Don’t undermine your research: The discussion of limitations should aim to strengthen your credibility, not emphasize weaknesses or failures.
Step 1: Summarize your key findings:
Start this section by reiterating your research problem and concisely summarizing your major findings.
Don’t just repeat all the data you have already reported—aim for a clear statement of the overall result that directly answers your main research question.
This should be no more than one paragraph.
Many students struggle with the differences between a discussion section and a results section.
The crux of the matter is that your results sections should present your results, and your discussion section should subjectively evaluate them.
Examples: Summarization sentence starters;
The results indicate that…
The study demonstrates a correlation between…
This analysis supports the theory that…
The data suggest that…
Step 2: Give your interpretations:
The meaning of your results may seem obvious to you, but it’s important to spell out their significance for your reader, showing exactly how they answer your research question.
The form of your interpretations will depend on the type of research, but some typical approaches to interpreting the data include:
Identifying correlations, patterns, and relationships among the data
Discussing whether the results met your expectations or supported your hypotheses
Contextualizing your findings within previous research and theory
Explaining unexpected results and evaluating their significance
Considering possible alternative explanations and making an argument for your position.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Thesis Statement for students diagnonsed withADHD.ppt
Ms 95 - research methodology for management decisions
1. Dear students get fully solved assignments
Send your semester & Specialization name to our mail id :
help.mbaassignments@gmail.com
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ASSIGNMENT
Course Code : MS - 95
Course Title : Research Methodology for Management Decisions
Assignment Code : MS-95/TMA/SEM - II /2016
Coverage : All Blocks
Note:Attempt all the questions and submit this assignment on or before 31st October, 2016 to the
coordinator of your study centre.
Question.1. Does exploratory research always lead to conclusive
research? Give adequate examples to explain your perspective?
Answer:Exploratoryresearch,asthe name states,intendsmerelyto explore the research questions
and does not intend to offer final and conclusive solutions to existing problems.
Conductedinorderto determine the nature of the problem,thistype of research is not intended to
provide conclusive evidence, but helps us to have a better understanding of the problem. When
conducting exploratory research, the
Question.2. What is a research hypothesis? Do all researches
require hypotheses formulation? Explain.
Answer:Everytrue experimentaldesignmusthave this statement at the core of its structure, as the
ultimate aimof any experiment.The hypothesis is generated via a number of means, but is usually
the resultof a processof inductive reasoningwhereobservations lead to the formation of a theory.
Scientists then use a large battery of deductive methods to arrive at a hypothesis that is testable,
falsifiable and realistic.
The precursor to a hypothesisisaresearchproblem, usuallyframedasa question.Itmightask what,
or why, something is happening.
For example, to use a topical subject, we might
2. Question.3. What should be the ideal structure of a research
report? What are the elements of the proposed structure?
Answer:You may have finished the best research project on earth but, if you do not make an
interesting and well laid out paper, then nobody is going to take your findings seriously.
The main thingto rememberwithanyresearchpaperisthatit isbased upon an hourglass structure.
It starts with general information, as you conduct a literature review, and becomes specific as you
nail down a research problem and hypothesis.
Finally, it again becomes more general as you try to apply your findings to the world at general.
Whilst there are a few differences between the various
Question.4. A social organization claiming to be promoters of sex
education sought the views of parents from the three Indian states
of Punjab, Bihar and Gujarat on introducing sex education at the
school level. The views of 80 parents selected at random from each
of the three states were found as under:
Punjab Bihar Gujarat
In favour 50 20 45
Against 30 60 35
Do the sample data provide enough evidence to support the view
that the proportion of parents in favour of introducing sex
education in schools is the same in all the three states? Use α =
0.01.
Answer: the proportion of parents in favour of introducing sex education in schools is the same in
the three states.
1 The proportions is not the same.
Question.5. Write short notes on:
3. i) Footnotes
Answer:Footnotesare notesplacedat the bottom of a page. They cite references or comment on a
designatedpartof the textabove it. For example, say you want to add an interesting comment to a
sentence you have written, but the comment is not directly related to the argument of your
paragraph. In this case, you could add the symbol for a footnote. Then, at the bottom of the page
you could reprint the symbol and insert your comment. Here is an example:
This is an illustration of a footnote.1 The
ii) Exploratory Research
Answer:Exploratoryresearchisresearchconductedforaproblemthathas notbeenclearly defined.
It often occurs before we know enough to make conceptual distinctions or posit an explanatory
relationship.Exploratoryresearchhelpsdetermine the bestresearchdesign,datacollection method
and selectionof subjects.Itshoulddrawdefinitiveconclusions only with extreme caution. Given its
fundamental nature, exploratory research often concludes that a perceived problem does not
actually exist.
Exploratory research often relies on secondary research such
iii) Use of factor analysis.
Answer:Factor analysis is a statistical method used to describe variability among observed,
correlatedvariablesintermsof a potentially lower number of unobserved variables called factors.
For example, it is possible that variations in six observed variables mainly reflect the variations in
twounobserved(underlying) variables.Factoranalysissearchesforsuchjointvariations in response
to unobserved latent variables. The
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