ResearchQuestion.ppt
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The document summarizes a workshop on developing research questions. It discusses understanding why academic research questions are important, strategies for formulating questions, and having participants begin developing their own questions. The workshop covers identifying topics of interest, considering what is known and unknown about a topic to reveal potential questions, using rhetorical modes to inspire questions, and focusing a question while supporting it with related questions. The goal is for participants to leave with at least one open-ended research question to explore.
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Outline for today
Research aims and objectives
Literature reviews
Exercises
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Guide your literature search
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Guide your writing up of the data
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Outline for today
Research aims and objectives
Literature reviews
Exercises
Analyse good and bad examples of aims and objectives
Handout – developing your own aims and objectives
Analyse good and bad examples of student literature reviews
Literature review analysis of 5-10 journal articles of your choice
Thinking about your research area
Will be conducting a dissertation next year
Seems a long way off but it is worth giving yourself a good deal of time to think about what you want to conduct your research on
Also can use this module as a ‘testing ground’ to develop your initial ideas and receive feedback
Importance of research questions
Guide your literature search
Guide your decisions about the kind of research design to employ
Guide your decisions about what data to collect and from whom
Guide your analysis of the data
Guide your writing up of the data
Stop you from going off on tangents
Possible sources of research questions
Opposing theoretical perspectives
Contrasting perspectives on women’s choice or structural barriers explaining their lack of progression into SM jobs.
The existing literature
Gaps in the gender equality literature on barriers of SPL for homosexual couples in the workplace
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Most students want to conduct research into areas that are of personal interest to them
Start out with a general research area or objective
This should then be narrowed down to develop a tighter focus out of which research questions can be developed
Very open ended research is risky and leads to too much data and confusion when writing up
No or poor research questions = poor research
Framework for crafting research questions
Identifying a research question flow - chart
I don’t have a research question, where do I start? Narrow down a research area of interest
1) Narrow down an area of interest (i.e. Growth theory, monetary policy, fiscal policy etc.)
2) Within that area of interest try to answer a research question that:
Has either not been addressed before;
Or has been addressed but that you could extend in a significant way (i.e. new data-set, different econometric/theoretical approach etc.);
Or pioneer a new research area of economics (not recommended)
Note: before you identify a research question it is crucial that you narrow down a research area of interest!
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The nature of qualitative research: formulating research questions and developing a literature review
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Outline for today
Research aims and objectives
Literature reviews
Exercises
Analyse good and bad examples of aims and objectives
Handout – developing your own aims and objectives
Analyse good and bad examples of student literature reviews
Literature review analysis of 5-10 journal articles of your choice
Thinking about your research area
Will be conducting a dissertation next year
Seems a long way off but it is worth giving yourself a good deal of time to think about what you want to conduct your research on
Also can use this module as a ‘testing ground’ to develop your initial ideas and receive feedback
Importance of research questions
Guide your literature search
Guide your decisions about the kind of research design to employ
Guide your decisions about what data to collect and from whom
Guide your analysis of the data
Guide your writing up of the data
Stop you from going off on tangents
Possible sources of research questions
Opposing theoretical perspectives
Contrasting perspectives on women’s choice or structural barriers explaining their lack of progression into SM jobs.
The existing literature
Gaps in the gender equality literature on barriers of SPL for homosexual couples in the workplace
Different organisational structures
Barriers for SPL take-up in flexible vs traditional organisational structures
New methods or theories in new settings
Barriers for SPL take up in the gig economy
New social and technical developments
The role of Brexit on recruitment and retention in xxx industry, or organisational responses to the ageing workforce in xxx industry.
Personal experience
Aesthetic labour in retail
SM = SENIOR MANAGEMENT; SPL = SHARED PARENTAL LEAVE
6
Formulating research questions
Most students want to conduct research into areas that are of personal interest to them
Start out with a general research area or objective
This should then be narrowed down to develop a tighter focus out of which research questions can be developed
Very open ended research is risky and leads to too much data and confusion when writing up
No or poor research questions = poor research
Framework for crafting research questions
Identifying a research question flow - chart
I don’t have a research question, where do I start? Narrow down a research area of interest
1) Narrow down an area of interest (i.e. Growth theory, monetary policy, fiscal policy etc.)
2) Within that area of interest try to answer a research question that:
Has either not been addressed before;
Or has been addressed but that you could extend in a significant way (i.e. new data-set, different econometric/theoretical approach etc.);
Or pioneer a new research area of economics (not recommended)
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Theories Of Human Learning And Cognition Overview Write 5–6 page.docx
Theories Of Human Learning And Cognition
Overview
Write 5–6 pages in which you examine two or three conceptual approaches to a learning- and memory-related research question.
Psychologists need to understand three conceptual approaches to memory and learning: neurological, behavioral, and cognitive.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.
▪
Summarize scholarly research articles.
•
Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition.
▪
Apply different approaches to learning and cognition to a particular research question.
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Explain how research findings apply to a particular research question.
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Describe the conceptual approach being used in a particular research article.
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Competency 3: Analyze the research methodology and tools typically associated with the study of lifespan development.
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Describe the methods and measures used in different conceptual approaches to learning and cognition research.
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Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy.
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Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and
mechanics as expected of a psychology professional.
Context
In this first assessment, you will explore conceptual approaches to learning and memory. John Dewey (1910), in his influential text How We Think , and in response to the question "What is thought?" suggests:
Show More
No words are oftener on our lips than thinking and thought . So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. ... In the first place, thought is used broadly, not to say loosely. Everything that comes to mind, that "goes through our heads" is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of) only such things as we do not directly see, hear, smell, or taste. Then, the third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third type, two kinds—or rather, two degrees—must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis
for a belief is deliberately sought, and its adequacy to support the belief is examined. This process is called .
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The nature of qualitative research formulating research questio.docx
The nature of qualitative research: formulating research questions and developing a literature review
Dr Jo Cartwright
Outline for today
Research aims and objectives
Literature reviews
Exercises
Analyse good and bad examples of aims and objectives
Handout – developing your own aims and objectives
Analyse good and bad examples of student literature reviews
Literature review analysis of 5-10 journal articles of your choice
Thinking about your research area
Will be conducting a dissertation next year
Seems a long way off but it is worth giving yourself a good deal of time to think about what you want to conduct your research on
Also can use this module as a ‘testing ground’ to develop your initial ideas and receive feedback
Importance of research questions
Guide your literature search
Guide your decisions about the kind of research design to employ
Guide your decisions about what data to collect and from whom
Guide your analysis of the data
Guide your writing up of the data
Stop you from going off on tangents
Possible sources of research questions
Opposing theoretical perspectives
Contrasting perspectives on women’s choice or structural barriers explaining their lack of progression into SM jobs.
The existing literature
Gaps in the gender equality literature on barriers of SPL for homosexual couples in the workplace
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New social and technical developments
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Start out with a general research area or objective
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Very open ended research is risky and leads to too much data and confusion when writing up
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Has either not been addressed before;
Or has been addressed but that you could extend in a significant way (i.e. new data-set, different econometric/theoretical approach etc.);
Or pioneer a new research area of economics (not recommended)
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4. Outline the structure for analyzing and synthesizing the literature.
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The document provides guidance on developing a strong research question. It discusses that a research question should be clear, focused, complex and arguable. It emphasizes starting with a broad topic and conducting preliminary research to identify gaps in existing literature and better define the research question. The document also presents different types of research questions for quantitative, qualitative and mixed-methods studies. Additionally, it provides criteria called "FINER" to evaluate if a research question is feasible, interesting, novel, ethical and relevant. Developing a strong research question is presented as an important first step for guiding effective research.
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This document provides an overview of action research and guidance for educators on conducting action research in their own classrooms. It defines action research as a form of self-reflective inquiry aimed at improving educational practice. The presentation reviews the steps of action research, which include selecting a focus, developing research questions, collecting and analyzing data, and taking informed action. Sample research questions are provided. Educators are then guided through beginning the process, including identifying issues in their teaching and developing potential research topics and questions to explore. The goal is to help teachers shape best practices through studying their own practices.
Review of Related Literature- Step by Step Guide.pptx
This document provides an overview of how to write a literature review. It discusses the purpose of a literature review and outlines the 5 key steps: 1) searching for relevant literature, 2) evaluating sources, 3) identifying themes and gaps, 4) outlining the structure, and 5) writing the literature review. The document explains each step in detail and provides examples of different types of literature reviews and how to format the introduction, body, and conclusion of a literature review.
Inquiry1104
The document discusses the differences between research and inquiry. Research is often biased and takes a shallow look at issues by reporting on what others say rather than adding to the conversation. Inquiry promotes complex thinking beyond simple answers and encourages curiosity to more fully understand issues from multiple perspectives. Good inquiry starts from a source that sparks questions and investigation. It involves exploring a topic through natural curiosity and asking questions without a predetermined answer in mind. The line of inquiry can shift as research is conducted. Smaller questions are used to guide research into different aspects of an issue to get a well-rounded understanding. Keywords, synonyms, and related terms are identified to conduct effective searches. True inquiry avoids simply reporting information or planning an argument, and instead
Research gap
This document provides guidance on identifying research gaps for a PhD dissertation literature review. It defines a research gap as an unexplored area that has potential for further study. It recommends identifying a motivating research question, reviewing literature keywords, and analyzing what issues have not been sufficiently addressed. Methods to find gaps include checking journal websites, using digital tools to analyze popular topics, and noting questions that arise while reading literature. Studying questions in-depth and discussing them with advisors can help prevent duplicating existing work and find gaps suitable for an original dissertation topic. Maintaining records of questions and gaps found is also suggested. The document stresses the importance of selecting a gap that genuinely interests the researcher and can be feasibly studied within time and resource
Strategies for reading critically at the graduate level April 2021
Critical reading involves adopting a skeptical attitude, questioning claims, examining evidence, and respecting others. It means scrutinizing arguments to assess their convincingness, being open-minded, and aiming to achieve worthwhile goals. When reading critically, one should skim to get the gist, scan for specific info, read topic sentences to grasp paragraph ideas, and survey at a high level. Key questions to ask include the author's problem, evidence provided, timeliness, scope, certainty, and how accounts differ. The reader should reflect on the author's message, motivation, contribution, and how it relates to other readings.
Seven steps for framing and testing a research paper
I use the steps in this presentation to:
(i) test research ideas for research papers,
(ii) shape research papers, and
(iii) help draft the Introduction section of a research paper.
For each step I draft one or two concise paragraphs.
I then present and share these with co-authors, collaborators and colleagues to test the ideas and get feedback on how interesting and valid they are.
I consider and work through these steps several times during the life of a research paper framed.
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This document provides a 5-step guide to conducting a literature review. It explains that a literature review surveys scholarly sources on a topic, provides an overview of current knowledge, and identifies gaps. The 5 steps are: 1) searching for relevant literature using keywords and databases; 2) evaluating and selecting sources; 3) identifying themes, debates and gaps; 4) outlining the structure; and 5) writing the literature review, which typically includes an introduction, body and conclusion. The document emphasizes finding trends over time, engaging with debates, and discussing implications and suggestions for future research.
Lecture-slides_-Literature-review-1.pptx
This document provides a 5-step guide to conducting a literature review. It explains that a literature review surveys scholarly sources on a topic, provides an overview of current knowledge, and identifies gaps. The 5 steps are: 1) searching for relevant literature using keywords and databases; 2) evaluating and selecting sources; 3) identifying themes, debates and gaps; 4) outlining the structure; and 5) writing the literature review. The conclusion should summarize key findings and implications for future research. The purpose is to demonstrate familiarity with the topic, develop a theoretical framework, and position the researcher's approach in relation to others.
literature review slides.pptx
This document provides a 5-step guide to conducting a literature review. It explains that a literature review surveys scholarly sources on a topic, provides an overview of current knowledge, and identifies gaps. The 5 steps are: 1) searching for relevant literature using keywords and databases; 2) evaluating and selecting sources; 3) identifying themes, debates and gaps; 4) outlining the structure; and 5) writing the literature review, including an introduction establishing the purpose, a body analyzing sources, and a conclusion summarizing key findings. The document emphasizes finding trends over time, engaging with debates, and addressing gaps to position new research.
Topic6
This document provides guidance for developing an action research proposal and plan. It discusses defining an area of practice to improve by identifying a problem or question. It emphasizes the importance of connecting the research question to relevant literature and theory. The document outlines developing an action plan that includes data collection methods and multiple research cycles of planning, acting, observing, and reflecting. Ethics in research and ensuring the study does not harm participants are also addressed. The goal is to help students plan an action research project to examine and potentially improve an area of their own teaching practice.
Theories Of Human Learning And Cognition Overview Write 5–6 page.docx
Theories Of Human Learning And Cognition
Overview
Write 5–6 pages in which you examine two or three conceptual approaches to a learning- and memory-related research question.
Psychologists need to understand three conceptual approaches to memory and learning: neurological, behavioral, and cognitive.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.
▪
Summarize scholarly research articles.
•
Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition.
▪
Apply different approaches to learning and cognition to a particular research question.
▪
Explain how research findings apply to a particular research question.
▪
Describe the conceptual approach being used in a particular research article.
•
Competency 3: Analyze the research methodology and tools typically associated with the study of lifespan development.
▪
Describe the methods and measures used in different conceptual approaches to learning and cognition research.
•
Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy.
▪
Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and
mechanics as expected of a psychology professional.
Context
In this first assessment, you will explore conceptual approaches to learning and memory. John Dewey (1910), in his influential text How We Think , and in response to the question "What is thought?" suggests:
Show More
No words are oftener on our lips than thinking and thought . So profuse and varied, indeed, is our use of these words that it is not easy to define just what we mean by them. ... In the first place, thought is used broadly, not to say loosely. Everything that comes to mind, that "goes through our heads" is called a thought. To think of a thing is just to be conscious of it in any way whatsoever. Second, the term is restricted by excluding whatever is directly presented; we think (or think of) only such things as we do not directly see, hear, smell, or taste. Then, the third, the meaning is further limited to beliefs that rest upon some kind of evidence or testimony. Of this third type, two kinds—or rather, two degrees—must be discriminated. In some cases, a belief is accepted with slight or almost no attempt to state the grounds that support it. In other cases, the ground or basis
for a belief is deliberately sought, and its adequacy to support the belief is examined. This process is called .
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一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
India Home Healthcare Market: Driving Forces and Disruptive Trends [2029]
According to the TechSci Research report titled "India Home Healthcare Market - By Region, Competition, Forecast and Opportunities, 2029," the India home healthcare market is anticipated to grow at an impressive rate during the forecast period. This growth can be attributed to several factors, including the rising demand for managing health issues such as chronic diseases, post-operative care, elderly care, palliative care, and mental health. The growing preference for personalized healthcare among people is also a significant driver. Additionally, rapid advancements in science and technology, increasing healthcare costs, changes in food laws affecting label and product claims, a burgeoning aging population, and a rising interest in attaining wellness through diet are expected to escalate the growth of the India home healthcare market in the coming years.
Browse over XX market data Figures spread through 70 Pages and an in-depth TOC on "India Home Healthcare Market”
https://www.techsciresearch.com/report/india-home-healthcare-market/15508.html
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Solution manual for managerial accounting 18th edition by ray garrison eric noreen and peter brewer_compressednursing management of patient with Empyema ppt
prepared by Prof. BLESSY THOMAS, SPN
Empyema is a disease of respiratory system It is defines as the accumulation of thick, purulent fluid within the pleural space, often with fibrin development.
Empyema is also called pyothorax or purulent pleuritis.
It’s a condition in which pus gathers in the area between the lungs and the inner surface of the chest wall. This area is known as the pleural space.
Pus is a fluid that’s filled with immune cells, dead cells, and bacteria.
Pus in the pleural space can’t be coughed out. Instead, it needs to be drained by a needle or surgery.
Empyema usually develops after pneumonia, which is an infection of the lung tissue. it is mainly caused due in infectious micro-organisms. It can be treated with medications and other measures.
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ResearchQuestion.ppt
- 1. The UNA University Writing Center Writing & Research Process Workshop Series Dr. Robert T. Koch Jr. Director, Center for Writing Excellence University of North Alabama September 24, 2008
- 2. ●Understand why we develop academic research questions. ●Consider strategies for developing research questions. ●Begin formulating our own research questions.
- 3. ● Curiosity is “the desire to learn or know about anything; inquisitiveness” (Dictionary.com) ●Research is “diligent and systematic inquiry or investigation into a subject in order to discover or revise facts, theories, applications, etc.” (Dictionary.com) ● Considered together, curiosity is the source of our questions – we ask because we want to know; research is the means by which we find an answer. ● In academic work, we formulate clear questions to guide us in our search for answers.
- 4. ● Something you want to know about your discipline, or about a specific area within your discipline. ●Not a topic, fragment, phrase, or sentence. It ends with a question mark! ● Clear and precisely stated. It is not too broad, nor is it too narrow. ●Open-ended, as opposed to closed. It cannot be answered in a sentence or phrase.
- 5. ●List your interests as they pertain to your specific discipline or assignment. ●Consider one of the items on your list. Jot down everything you know about the topic as quickly as you can (list or paragraph form is fine). ● Now find the answers to the following questions in your freewrite, or add the answers to your freewrite: “Who? What? When ? Where? Why? How? So what?” and “What if…?” ●These represent possible “gaps” in your knowledge; the last four are particularly tough because they are open-ended – they often lead to good research questions . ●Continue steps 2 and 3 with each item on your initial list until you have found an open-ended question you would like to answer.
- 6. ●READ ●Often times, we don’t know what we are curious about until we read about subjects that interest us first. Go to the library, and also search online academic and professional sites related to your discipline and topic. ●After you have read, try doing strategy #1 again!
- 7. ●Consider the Rhetorical Modes which we all use to organize our ideas in speaking or writing. ●Comparison & Contrast ●Process ●Classification or Division ●Cause & Effect ●Problem & Solution ●Consider “Why? How? So what?” and “What if…?” for each of these modes.
- 8. ●Focusing Question -- The most important question you discovered from the three prior activities. ●Supporting Questions -- Questions that will help you explore the relationships around the focusing question in greater depth. ●Example ●Focusing Question: How can the university community increase its economic impact on the Florence-Muscle Shoals community? ●Supporting Questions: How does the university currently impact the community economically? What could be done that isn’t being done, and why? What are the limitations?
- 9. ● Make your question one that somebody else will want an answer to as well. They will be your AUDIENCE. ●Your PURPOSE is your reason for asking your question. The answer to your research question will be a complete statement expressed as a sentence – your THESIS. ● If you used a Rhetorical Mode to formulate your question, you should use that mode to ORGANIZE THE PARAGRAPHS of your paper (though you may certainly use other modes as you DEVELOP your ideas!) ● Most importantly, do not get discouraged or worried if you find your thesis or your beliefs changing – this is a natural part of the researching and writing processes!
- 10. Ballenger, B. (2007). The curious researcher: A guide to writing research papers (5th ed.). New York: Pearson Longman. Harris, M. (2006). The Prentice Hall reference guide (6th ed.). New York: Pearson Longman. Lester, J. D. & Lester Jr., J. D. (2002). Writing research papers: A complete guide (10th ed.). New York: Longman.