This document provides guidance on selecting a research problem and developing a research proposal or report. It discusses factors to consider in selecting a problem, such as importance, feasibility, and personal interest. It also outlines the typical sections of a research proposal or report, including an introduction with problem statement and research questions/hypotheses, a literature review, methodology, findings, and conclusions. The document emphasizes developing a clear research problem and questions and providing detailed information on methodology and data analysis.
The document discusses selecting a research problem and provides guidance on various factors to consider. It begins by defining what constitutes a research problem and some common types of problems. It then covers important considerations for selecting a problem such as ensuring the topic is significant, feasible to study, ethical, and of personal interest to the researcher. Additionally, it emphasizes the need for a clear research question and discusses how to write effective questions and define key terms. The document also provides an overview of the research process and common components of a research proposal or report.
The document provides guidance on selecting a research problem and developing a research proposal or report. It discusses factors to consider in selecting a research problem, such as ensuring the topic is important, feasible, ethical, and of personal interest. It also emphasizes developing clear research questions or hypotheses and defining key terms. The typical components of a research proposal or report are introduced, including an introduction with the problem, need, purpose, and research questions/hypotheses; a literature review; methodology section; findings section; and conclusions/implications section.
This document provides information about preparing research proposals and grant applications. It discusses the key components of research proposals, including the introduction, literature review, methods, findings, and conclusions sections. It also outlines different types of funding sources for research, such as private foundations and federal grants. Private foundations often focus on specific geographic areas and causes like education. Writing clear, well-organized proposals that address the funder's guidelines increases the chances of receiving funding.
research problem AND its characteristicsshifa-aisha
The document discusses key aspects of selecting a research problem. It defines a research problem as a question or issue involving uncertainty that is proposed for investigation. Important characteristics of a research problem include that it should contribute new knowledge, be feasible to study, ethical, significant, logical, clear, well-defined, use appropriate language, be original, follow titling conventions, and have current importance. The document provides steps for selecting a problem, including brainstorming ideas, researching background information, focusing the topic, developing keywords, and formulating the problem. Considerations for selecting a problem involve having relevant expertise, interest in the topic, and available data sources.
The problem statement discusses low math skills among many college students, with historically high failure rates of around 15% in introductory Algebra classes. African American students at ABC College fail introductory Algebra at an even higher rate of 22%. Failing early classes not only extends students' time in school by requiring retakes, but is also a primary predictor of dropping out of college altogether. The research will investigate this problem of high failure rates in introductory math classes and the disproportionate impacts on African American students.
This document discusses identifying and stating the research problem. It covers sources of research topics, identifying the research gap, components to consider in establishing the research gap, criteria for choosing a research problem, and how to write the background, statement, objectives and questions of the research problem. The example provided discusses evaluating the implementation of blended learning for nursing subjects in terms of teachers' and students' perceptions. It lists the specific research questions regarding respondents' profiles and their perceptions of various aspects of blended learning implementation.
The document discusses essay tests and their characteristics. It defines essay tests as tests that require students to compose lengthy responses of several paragraphs. Essay tests assess higher-level thinking by measuring skills like analysis, synthesis, and evaluation. They give students freedom of response by allowing them to express ideas in their own words. Essay tests can assess abilities like recalling, organizing ideas and expressing oneself in writing. They come in restricted or extended response formats. The document also provides guidelines for constructing and scoring essay questions.
This document discusses identifying and stating the research problem which is the intellectual stimulus that calls for scientific inquiry. It provides sources of research topics such as prevailing theories, observations, fields of interest, and existing problems. It also outlines criteria for choosing a problem such as being original, significant, and modest. Technical and personal bases are considered in selecting the problem. Guidelines are provided for formulating a good research title and characteristics such as being concise and informative. Examples of research titles are also given.
The document discusses selecting a research problem and provides guidance on various factors to consider. It begins by defining what constitutes a research problem and some common types of problems. It then covers important considerations for selecting a problem such as ensuring the topic is significant, feasible to study, ethical, and of personal interest to the researcher. Additionally, it emphasizes the need for a clear research question and discusses how to write effective questions and define key terms. The document also provides an overview of the research process and common components of a research proposal or report.
The document provides guidance on selecting a research problem and developing a research proposal or report. It discusses factors to consider in selecting a research problem, such as ensuring the topic is important, feasible, ethical, and of personal interest. It also emphasizes developing clear research questions or hypotheses and defining key terms. The typical components of a research proposal or report are introduced, including an introduction with the problem, need, purpose, and research questions/hypotheses; a literature review; methodology section; findings section; and conclusions/implications section.
This document provides information about preparing research proposals and grant applications. It discusses the key components of research proposals, including the introduction, literature review, methods, findings, and conclusions sections. It also outlines different types of funding sources for research, such as private foundations and federal grants. Private foundations often focus on specific geographic areas and causes like education. Writing clear, well-organized proposals that address the funder's guidelines increases the chances of receiving funding.
research problem AND its characteristicsshifa-aisha
The document discusses key aspects of selecting a research problem. It defines a research problem as a question or issue involving uncertainty that is proposed for investigation. Important characteristics of a research problem include that it should contribute new knowledge, be feasible to study, ethical, significant, logical, clear, well-defined, use appropriate language, be original, follow titling conventions, and have current importance. The document provides steps for selecting a problem, including brainstorming ideas, researching background information, focusing the topic, developing keywords, and formulating the problem. Considerations for selecting a problem involve having relevant expertise, interest in the topic, and available data sources.
The problem statement discusses low math skills among many college students, with historically high failure rates of around 15% in introductory Algebra classes. African American students at ABC College fail introductory Algebra at an even higher rate of 22%. Failing early classes not only extends students' time in school by requiring retakes, but is also a primary predictor of dropping out of college altogether. The research will investigate this problem of high failure rates in introductory math classes and the disproportionate impacts on African American students.
This document discusses identifying and stating the research problem. It covers sources of research topics, identifying the research gap, components to consider in establishing the research gap, criteria for choosing a research problem, and how to write the background, statement, objectives and questions of the research problem. The example provided discusses evaluating the implementation of blended learning for nursing subjects in terms of teachers' and students' perceptions. It lists the specific research questions regarding respondents' profiles and their perceptions of various aspects of blended learning implementation.
The document discusses essay tests and their characteristics. It defines essay tests as tests that require students to compose lengthy responses of several paragraphs. Essay tests assess higher-level thinking by measuring skills like analysis, synthesis, and evaluation. They give students freedom of response by allowing them to express ideas in their own words. Essay tests can assess abilities like recalling, organizing ideas and expressing oneself in writing. They come in restricted or extended response formats. The document also provides guidelines for constructing and scoring essay questions.
This document discusses identifying and stating the research problem which is the intellectual stimulus that calls for scientific inquiry. It provides sources of research topics such as prevailing theories, observations, fields of interest, and existing problems. It also outlines criteria for choosing a problem such as being original, significant, and modest. Technical and personal bases are considered in selecting the problem. Guidelines are provided for formulating a good research title and characteristics such as being concise and informative. Examples of research titles are also given.
This document provides guidelines for developing the key sections of a research study, including the title, background, problem statement, objectives, research questions, scope, and significance. An effective title should be concise and clearly indicate the topic, methodology, population, and context of the study. The background section gives context around the problem and justification for the research. The problem statement explicitly describes the issue to be addressed. Objectives and research questions specify the goals and specific inquiries the study aims to answer. Scope and delimitations outline what will and won't be covered. Significance discusses who will benefit from the findings. Sample titles and components of each section are also provided.
The document discusses research problem statements and their components. It provides definitions of a research problem and notes that a good problem statement clearly describes the issue to be addressed, generates the research questions, and identifies gaps in previous literature. It emphasizes that a problem statement should synthesize past related studies and identify what is yet to be investigated to justify the study. It also lists criteria for evaluating problem statements and their key parts such as describing the problem significance, discussing previous research, and stating the study purpose and scope.
The document discusses defining research questions and characteristics of good research questions. It provides definitions of a research question as focusing an investigation and defining an area of interest requiring investigation. A good research question should be worth investigating, improve knowledge or practice, and address a real problem. It should be clear, manageable, and have multiple possible answers without being biased. The document also discusses drafting research questions and expanding them by introducing additional variables. Common errors include questions being too broad or narrow in scope.
This chapter discusses the background and context for the research study. It introduces the problem being examined, which is the challenges and usefulness of social media communication tools for education in new normal learning schemes among teachers at Libertad National High School. The chapter outlines key elements that will be addressed, including the research questions, statement of the problem in general and specific terms, and significance and scope of the study. The problem and background sections provide context for why the researchers are conducting this study.
This document provides information on constructing questionnaires. It defines what a questionnaire is and describes the various types. The key steps outlined for constructing a questionnaire are: writing the study aim, identifying broad topic areas, breaking these into single-item statements, constructing questions and the questionnaire, and validating the questionnaire. Various question types like closed-ended, open-ended, rating scales, and checklists are described. Guidelines are provided for writing clear, unbiased questions and properly structuring the questionnaire. The importance of validation by piloting the questionnaire on a small sample is also covered.
RCE2601 Examination presentation 8 August 2022 at 10h00.pdfSiphokazi18
This document provides instructions for an examination on the RCE2601 module, which teaches research skills and critical thinking. It outlines that the exam will be an online take-home exam where students must write a research proposal on an assigned topic. The proposal should include sections on the title, introduction, problem statement, literature review, research participants, data collection, evaluation, and summary. Guidelines are provided for the content and length of each section. Students are advised to prepare by reading materials from the module and conducting background research to develop their proposal. The goal is to equip teachers with the skills to conduct educational research to identify and address problems in schools.
This document provides guidance on how to write a research proposal. It should include sections for an introduction, literature review, methodology, work schedule, references, and appendices. The introduction provides background on the research problem and establishes the need for the study. It specifies the objectives, research questions, and significance of the study. The literature review examines previous related research. The methodology describes the research design, sampling, instruments, data collection, and analysis. The work schedule outlines the timeline of tasks. References and appendices contain additional supporting materials. Overall, the proposal concisely presents what the research is about and how it will be conducted.
This document outlines the research process and how to conceptualize a research study. It discusses that research has three phases: the conceptual phase, the empirical phase, and the interpretative phase. In the conceptual phase, researchers determine what questions will be addressed and how procedures will identify answers. This involves searching literature, finding collaborators, considering methodology, and assessing feasibility. Researchers must also identify topics, write a title that describes the study, and write an introduction that establishes the problem and purpose. The background study involves conducting primary research to develop a research question or thesis that guides further investigation.
This document discusses defining a research problem and reviewing literature. It defines what a research problem is and its key components. It also outlines the steps to properly define a research problem, which include: 1) stating the problem generally, 2) understanding the nature of the problem, 3) surveying available literature, 4) developing ideas through discussion, and 5) rephrasing the problem. Reviewing literature is important as it helps bring clarity to the research problem, improve methodology, broaden knowledge, and contextualize findings. The literature review plays a critical role throughout the research process.
This document provides an overview of topics covered in Chapter 3 of a research methods course, including non-experimental quantitative designs, qualitative research, data collection methods, developing research problems and questions, formulating hypotheses, and conducting a literature review. It discusses exam details, the research process, evaluating research problems, and tips for reading empirical journal articles.
The document provides guidance on writing a research proposal. It begins by outlining the workshop objectives, which are to select a research topic, formulate a research question, set research objectives, and plan a research proposal. It then covers various sections needed for a proposal, including research questions, criteria for choosing a title and setting, research objectives, and the proposal itself. The document provides examples and practical exercises to help attendees understand how to develop the key elements of a research proposal, such as refining topics into questions, writing objectives, and structuring the different proposal sections. The overall aim is to equip attendees with the necessary skills to write a successful research proposal.
The document provides guidance on developing questionnaires. It defines what a questionnaire is and describes the key steps: identifying topics, breaking topics into one idea per statement, constructing questions, and validating the questionnaire. Types of questions are discussed, including closed-ended and open-ended questions. Guidelines are provided for writing clear, unbiased questions and administering questionnaires to validate them before finalizing. The overall goal is to obtain relevant information to address the research aim through a validated questionnaire.
This document discusses defining and justifying a research problem. It begins by defining what constitutes a research problem and provides examples of problems that are and are not suitable for research. It outlines criteria for selecting a good research problem, such as having interest in the problem area and the problem enhancing knowledge. The document provides guidance on justifying a research problem through literature review and discussing it with experts. It also discusses formulating the problem statement, identifying subproblems, and proposing hypotheses as potential solutions to guide the research.
2. lecture 2 formulation of a research problemCông Nguyễn
This document discusses how to properly formulate a research problem. It explains that a research problem identifies a difficulty or issue within a theoretical or practical context that a researcher aims to solve. Identifying a clear problem is important for determining the appropriate research strategy. The document provides guidance on finding a research problem, formulating the problem, developing research objectives and questions, determining the scope, and stating assumptions. It emphasizes that a good research problem is specific, measurable, achievable, relevant, and time-bound. The structure of introducing a research problem in Chapter 1 of a research study is also outlined.
This document discusses developing research questions for quantitative research. It begins by explaining that a research problem leads to the formulation of research questions, which help clarify and specify the research problem. The document then provides characteristics of good research questions, such as being feasible, clear, significant, and ethical. Various types of research questions are also outlined for different quantitative research designs, including descriptive, correlational, ex post facto, experimental, and quasi-experimental research. Steps in developing a research question are also presented, starting with choosing an interesting topic and asking open-ended questions. An example research topic and questions are given at the end.
Module 2 - Inquiry Identificatio and Problem Statement.pptxRonan Santos
This document provides guidance on formulating a research problem and developing key components of a research proposal, including choosing a topic, writing a title, developing a background, statement of the problem, research questions, scope and delimitations, and significance. It outlines the steps to identify a problem area and refine the research question. Key sections of a proposal like the objectives, investigative questions, and parameters are also described. Examples of titles and components like scope and significance are provided.
Week3 pptslides structure and key terms of research reportHafizul Mukhlis
This document outlines the structure and key terms of a quantitative descriptive research paper. It discusses the main parts as the introduction, method, results, and discussion sections. The introduction section should introduce the research area and topic, discuss related literature and theories, state the problem being addressed, purpose and research questions. It provides details on what each of these components should include. The method section describes the materials, participants, and procedures used in the study. The results section numerically presents the answers to the research questions. Finally, the discussion section includes conclusions, implications, and recommendations from the findings.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document discusses identifying and formulating a research problem. It begins by defining a research problem as a question a researcher wants to answer or a problem they want to solve. Several factors influence problem selection, including the researcher's knowledge and the problem's significance. The document then discusses sources of research problems such as personal and practical experiences, literature reviews, previous research, theories, and social issues. It emphasizes that identifying a research problem is the first and most important step of the research process.
Knowledge spillover refers to the exchange of ideas among individuals that can stimulate innovation. For example, one company's innovation may spur related inventions by other companies as ideas spread. Knowledge spillovers are a non-rival cost that benefits parties not directly involved in an innovation. External economies of scale occur when an industry as a whole benefits from infrastructure improvements, like a better transportation network lowering production costs for all companies located near it. International trade involves the exchange of goods, services, and capital across borders and is important for specialization and innovation in a global economy.
This document defines international trade as the exchange of goods and services among countries globally. It notes that goods are tangible items while services are intangible. World trade has expanded due to improvements in transportation like container shipping, advances in technology and communication, reductions in tariffs through trade agreements, and China's economic reforms and joining the WTO. The document states that part one will explore factors driving international trade such as comparative advantage and trade organizations, while part two will cover international production.
This document provides guidelines for developing the key sections of a research study, including the title, background, problem statement, objectives, research questions, scope, and significance. An effective title should be concise and clearly indicate the topic, methodology, population, and context of the study. The background section gives context around the problem and justification for the research. The problem statement explicitly describes the issue to be addressed. Objectives and research questions specify the goals and specific inquiries the study aims to answer. Scope and delimitations outline what will and won't be covered. Significance discusses who will benefit from the findings. Sample titles and components of each section are also provided.
The document discusses research problem statements and their components. It provides definitions of a research problem and notes that a good problem statement clearly describes the issue to be addressed, generates the research questions, and identifies gaps in previous literature. It emphasizes that a problem statement should synthesize past related studies and identify what is yet to be investigated to justify the study. It also lists criteria for evaluating problem statements and their key parts such as describing the problem significance, discussing previous research, and stating the study purpose and scope.
The document discusses defining research questions and characteristics of good research questions. It provides definitions of a research question as focusing an investigation and defining an area of interest requiring investigation. A good research question should be worth investigating, improve knowledge or practice, and address a real problem. It should be clear, manageable, and have multiple possible answers without being biased. The document also discusses drafting research questions and expanding them by introducing additional variables. Common errors include questions being too broad or narrow in scope.
This chapter discusses the background and context for the research study. It introduces the problem being examined, which is the challenges and usefulness of social media communication tools for education in new normal learning schemes among teachers at Libertad National High School. The chapter outlines key elements that will be addressed, including the research questions, statement of the problem in general and specific terms, and significance and scope of the study. The problem and background sections provide context for why the researchers are conducting this study.
This document provides information on constructing questionnaires. It defines what a questionnaire is and describes the various types. The key steps outlined for constructing a questionnaire are: writing the study aim, identifying broad topic areas, breaking these into single-item statements, constructing questions and the questionnaire, and validating the questionnaire. Various question types like closed-ended, open-ended, rating scales, and checklists are described. Guidelines are provided for writing clear, unbiased questions and properly structuring the questionnaire. The importance of validation by piloting the questionnaire on a small sample is also covered.
RCE2601 Examination presentation 8 August 2022 at 10h00.pdfSiphokazi18
This document provides instructions for an examination on the RCE2601 module, which teaches research skills and critical thinking. It outlines that the exam will be an online take-home exam where students must write a research proposal on an assigned topic. The proposal should include sections on the title, introduction, problem statement, literature review, research participants, data collection, evaluation, and summary. Guidelines are provided for the content and length of each section. Students are advised to prepare by reading materials from the module and conducting background research to develop their proposal. The goal is to equip teachers with the skills to conduct educational research to identify and address problems in schools.
This document provides guidance on how to write a research proposal. It should include sections for an introduction, literature review, methodology, work schedule, references, and appendices. The introduction provides background on the research problem and establishes the need for the study. It specifies the objectives, research questions, and significance of the study. The literature review examines previous related research. The methodology describes the research design, sampling, instruments, data collection, and analysis. The work schedule outlines the timeline of tasks. References and appendices contain additional supporting materials. Overall, the proposal concisely presents what the research is about and how it will be conducted.
This document outlines the research process and how to conceptualize a research study. It discusses that research has three phases: the conceptual phase, the empirical phase, and the interpretative phase. In the conceptual phase, researchers determine what questions will be addressed and how procedures will identify answers. This involves searching literature, finding collaborators, considering methodology, and assessing feasibility. Researchers must also identify topics, write a title that describes the study, and write an introduction that establishes the problem and purpose. The background study involves conducting primary research to develop a research question or thesis that guides further investigation.
This document discusses defining a research problem and reviewing literature. It defines what a research problem is and its key components. It also outlines the steps to properly define a research problem, which include: 1) stating the problem generally, 2) understanding the nature of the problem, 3) surveying available literature, 4) developing ideas through discussion, and 5) rephrasing the problem. Reviewing literature is important as it helps bring clarity to the research problem, improve methodology, broaden knowledge, and contextualize findings. The literature review plays a critical role throughout the research process.
This document provides an overview of topics covered in Chapter 3 of a research methods course, including non-experimental quantitative designs, qualitative research, data collection methods, developing research problems and questions, formulating hypotheses, and conducting a literature review. It discusses exam details, the research process, evaluating research problems, and tips for reading empirical journal articles.
The document provides guidance on writing a research proposal. It begins by outlining the workshop objectives, which are to select a research topic, formulate a research question, set research objectives, and plan a research proposal. It then covers various sections needed for a proposal, including research questions, criteria for choosing a title and setting, research objectives, and the proposal itself. The document provides examples and practical exercises to help attendees understand how to develop the key elements of a research proposal, such as refining topics into questions, writing objectives, and structuring the different proposal sections. The overall aim is to equip attendees with the necessary skills to write a successful research proposal.
The document provides guidance on developing questionnaires. It defines what a questionnaire is and describes the key steps: identifying topics, breaking topics into one idea per statement, constructing questions, and validating the questionnaire. Types of questions are discussed, including closed-ended and open-ended questions. Guidelines are provided for writing clear, unbiased questions and administering questionnaires to validate them before finalizing. The overall goal is to obtain relevant information to address the research aim through a validated questionnaire.
This document discusses defining and justifying a research problem. It begins by defining what constitutes a research problem and provides examples of problems that are and are not suitable for research. It outlines criteria for selecting a good research problem, such as having interest in the problem area and the problem enhancing knowledge. The document provides guidance on justifying a research problem through literature review and discussing it with experts. It also discusses formulating the problem statement, identifying subproblems, and proposing hypotheses as potential solutions to guide the research.
2. lecture 2 formulation of a research problemCông Nguyễn
This document discusses how to properly formulate a research problem. It explains that a research problem identifies a difficulty or issue within a theoretical or practical context that a researcher aims to solve. Identifying a clear problem is important for determining the appropriate research strategy. The document provides guidance on finding a research problem, formulating the problem, developing research objectives and questions, determining the scope, and stating assumptions. It emphasizes that a good research problem is specific, measurable, achievable, relevant, and time-bound. The structure of introducing a research problem in Chapter 1 of a research study is also outlined.
This document discusses developing research questions for quantitative research. It begins by explaining that a research problem leads to the formulation of research questions, which help clarify and specify the research problem. The document then provides characteristics of good research questions, such as being feasible, clear, significant, and ethical. Various types of research questions are also outlined for different quantitative research designs, including descriptive, correlational, ex post facto, experimental, and quasi-experimental research. Steps in developing a research question are also presented, starting with choosing an interesting topic and asking open-ended questions. An example research topic and questions are given at the end.
Module 2 - Inquiry Identificatio and Problem Statement.pptxRonan Santos
This document provides guidance on formulating a research problem and developing key components of a research proposal, including choosing a topic, writing a title, developing a background, statement of the problem, research questions, scope and delimitations, and significance. It outlines the steps to identify a problem area and refine the research question. Key sections of a proposal like the objectives, investigative questions, and parameters are also described. Examples of titles and components like scope and significance are provided.
Week3 pptslides structure and key terms of research reportHafizul Mukhlis
This document outlines the structure and key terms of a quantitative descriptive research paper. It discusses the main parts as the introduction, method, results, and discussion sections. The introduction section should introduce the research area and topic, discuss related literature and theories, state the problem being addressed, purpose and research questions. It provides details on what each of these components should include. The method section describes the materials, participants, and procedures used in the study. The results section numerically presents the answers to the research questions. Finally, the discussion section includes conclusions, implications, and recommendations from the findings.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document discusses identifying and formulating a research problem. It begins by defining a research problem as a question a researcher wants to answer or a problem they want to solve. Several factors influence problem selection, including the researcher's knowledge and the problem's significance. The document then discusses sources of research problems such as personal and practical experiences, literature reviews, previous research, theories, and social issues. It emphasizes that identifying a research problem is the first and most important step of the research process.
Knowledge spillover refers to the exchange of ideas among individuals that can stimulate innovation. For example, one company's innovation may spur related inventions by other companies as ideas spread. Knowledge spillovers are a non-rival cost that benefits parties not directly involved in an innovation. External economies of scale occur when an industry as a whole benefits from infrastructure improvements, like a better transportation network lowering production costs for all companies located near it. International trade involves the exchange of goods, services, and capital across borders and is important for specialization and innovation in a global economy.
This document defines international trade as the exchange of goods and services among countries globally. It notes that goods are tangible items while services are intangible. World trade has expanded due to improvements in transportation like container shipping, advances in technology and communication, reductions in tariffs through trade agreements, and China's economic reforms and joining the WTO. The document states that part one will explore factors driving international trade such as comparative advantage and trade organizations, while part two will cover international production.
This document discusses various quantitative research methods including surveys, correlational research, experimental research, causal-comparative research, and sampling methods. It provides details on how each method works, including how variables are studied and the advantages and limitations of each approach. It also discusses ethical considerations and guidelines for writing the methodology section of a research study.
The document summarizes a presentation on the standard trade model. It discusses three main topics: the standard model of a trading economy, tariffs and export subsidies, and international borrowing and lending. The standard model examines production possibilities, supply and demand curves, and the effects of terms of trade. Tariffs and export subsidies are trade policies that countries use to restrict or promote international trade. International borrowing and lending relates the standard trade model to trade over time through foreign debt.
Trade policy refers to the rules and regulations that govern a country's trade. The main instruments of trade policy are tariffs, subsidies, import quotas, voluntary export restraints, local content requirements, administrative policies, and antidumping duties. Tariffs are taxes on imports or exports, subsidies are government payments to domestic producers, and quotas directly limit the quantity of goods that can be imported. The goal of these policies is typically to protect domestic industries and increase government revenues, but they can also help domestic producers gain export markets.
This document provides an overview of international economics. It defines international economics as the study of economic interactions between countries and the effects of globalization and international issues on economic activity. The document outlines some key concepts in international economics including gains from trade, patterns of trade, balance of payments, and foreign direct investment. It also describes the theoretical and descriptive aspects of international economics, discussing pure and monetary theories as well as the institutional environment for international transactions. Overall, the document introduces the broad field of international economics and some of its fundamental concepts.
The document discusses international capital markets and the gains from trade they provide. It describes the three types of international transactions - trade of goods for goods, goods for assets, and assets for assets. International capital markets allow participants like banks, firms, and governments to issue and trade different types of assets, including bonds, stocks, and currency. This increases gains from trade by improving specialization through comparative advantage and facilitating intertemporal trade of assets. It also allows risk to be reduced through international portfolio diversification.
This document discusses factors that can affect demand, including:
1) Changes in consumer income - Higher incomes allow consumers to purchase more goods, while lower incomes reduce purchasing.
2) Changes in tastes and preferences - Advertising, trends, new products, and seasons can influence what consumers want.
3) Prices of related goods - If substitutes become more expensive, demand may rise for alternatives, while complementary goods see increased demand when used together.
The document discusses various methods used in quantitative research, including survey research, correlational research, experimental research, causal-comparative research, and sampling methods. It provides details on each method/technique, such as how surveys involve using scientific sampling and questionnaires to gather information from a population. It also discusses the different types of experimental, causal-comparative, and correlational research designs. Additionally, it outlines the various steps involved in sampling, including defining the population, selecting a sampling frame, choosing a sampling technique, determining sample size, collecting data, and assessing response rates.
This document discusses identifying an inquiry and stating a research problem. It provides sources that can prompt research questions, such as intellectual puzzles, existing literature, new theories, and personal experience. The criteria for good research questions are that they should be clear, researchable, connected to theory/research, linked together, hold the prospect of an original contribution, and be neither too broad nor too narrow. The scope and delimitations section should indicate the boundaries of the study. The objectives of research should state what the research aims to discover, explain, or explore.
This document discusses how to identify and formulate a research problem. It explains that starting research is like going through a maze, with different routes to reach the goal. The key is determining where to begin. Some potential starting points include daily life experiences, academic readings, personal hobbies, or attention-catching situations. The document then provides tips for narrowing down a topic, such as focusing on a specific time period, location, or issue. Finally, it outlines the characteristics of a good research problem and criteria for evaluating problem statements.
This document discusses how to identify and formulate a research problem. It begins by comparing starting a research investigation to embarking on a journey through a maze, noting there may be different routes to reach the goal but the key is determining where to begin. It then provides examples of potential sources of interest that could inspire research topics, such as daily life experiences, academic readings, and personal hobbies. The document emphasizes the importance of narrowing down a topic and provides steps for doing so, including listing criteria for evaluating a good research problem. Finally, it discusses characteristics a research problem should have such as being specific, realistic, time-bound, measurable, and attainable.
This document provides guidance on selecting a research problem and developing a research proposal or report. It discusses factors to consider in selecting a problem, such as importance, feasibility, and personal interest. It also outlines the typical sections of a research proposal or report, including an introduction with problem statement and research questions/hypotheses, a literature review, methodology, findings, and conclusions. The document emphasizes developing a clear research problem and questions and providing detailed information on methodology and data analysis.
Qualitative research is exploratory and used to gain an understanding of opinions, motivations, and trends. It involves small sample sizes and unstructured techniques like interviews and observations. Quantitative research quantifies problems by generating numerical data through large sample sizes and structured methods like surveys to generalize results. Both have their tradeoffs, with qualitative providing rich details but not generalizability, and quantitative providing reliable population data but not depth. Researchers must consider their goals and resources to determine the best approach.
The teacher reviewed classroom norms and objectives. Students then participated in activities to practice differentiating between inquiry and research, and to discuss the importance of research in daily life. They were asked to invent helpful devices, share ideas about research, and present how research affects society. The teacher emphasized that research is an active learning process that develops critical thinking. It is important as it builds knowledge, helps understand issues, and aids business. Research also helps prove truths and find opportunities.
This document discusses factors that can affect demand, including:
1) Changes in consumer income - Higher incomes allow consumers to purchase more goods, while lower incomes reduce purchasing.
2) Changes in tastes and preferences - Advertising, trends, new products, and seasons can influence what consumers want.
3) Prices of related goods - If substitutes become more expensive, demand may rise for alternatives, while complementary goods see increased demand when used together.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2. Problem!
1. A question raised for inquiry,
consideration or solution
2. An intricate unsettled question
Source: Webster’s 7th New Collegiate Dictionary
3. What do we do with
Problems?
• Ignore them
• Talk about them
• Try to solve them
4. What is a Research Problem?
• It is a problem that someone would like
•
•
to investigate.
It is considered a situation that needs to
be changed or addressed.
These problems consist of:
•
•
•
Areas of concern
Conditions to be improved
Difficulties to be eliminated
• Questions seeking answers
5. The Research Problem
• In educational research, the research
problem is typically posed as a
question.
6. Factors to consider in
Selecting a Research Problem
• The topic should be important (significant)
– Writing a thesis or dissertation is an exercise to
learn how to conduct research.
– However, graduate students can learn the
research process on an important topic just as
easy as learning the research process on a piddle
topic!
7. More Factors to Consider…
• Consider the feasibility of the project.
– How much time do you have available
• Do you really want to do a longitudinal study that will
take 3 years to complete for a MS thesis?
– How difficult is it. Are data available?
– How much will it cost?
9. Factors to Consider in
Selecting a Research Problem
• You should have a personal interest in
the topic.
– By the time you are done, you may really
be tired of the topic
10. More Factors to Consider…
• The “newness” of the topic may hold
you interest longer, however there is
some value in repeating previous
research
13. Writing Clear Questions
• Don’t use words open to interpretation
– Humanistic, teacher centered classroom
• Be very specific
– 4-H agents, not extension agents
• It is measurable
– End of Course Test Scores, not learning
14. Defining Terms
• There are 3 ways to clarify important
terms or meaning in a research question:
1) use of constitutive definition (the dictionary
approach)
2) use of proper example(s)
3) use of operational definition (specifying
operations used to measure or identify
examples of the term)
See p. 53, “Key Terms to Define in a Research St
16. How does one find
topics to research?
• Become a scholar in an area of specialization
• Read, listen, discuss and think critically
• Follow up on ideas that stem from present
research
• Explore areas of dissatisfaction
17. Steps in “Zeroing In”
on a Problem
• Identify a broad area that interests you
• Read the literature
• Narrow the area to 2 or 3 topics
• Thoroughly examine the literature on the 2-3
topics
• Select a single problem from 2-3 topics
18. Refining the Topic
• The topic has to be “sized”!
– Generally this means reducing the scope
of the topic, occasionally it might be
expanded.
– Graduate students often select topics that
are too broad
19. I want to research the
effect of providing
immediate feedback to
university students!
Way too general and broad!
20. Refining the Topic
• The topic has to be “clarified”!
– The topic needs to reworded so that it
states clearly and unambiguously the
matter to be investigated, the variables to
be investigated, and participants, if any,
that will be involved.
21. I want to research the
impact of providing
immediate feedback via e-
Instruction responders in
AEE graduate classes!
Much
Better!
22. Refining the Topic
• A series of research questions or one or
more hypotheses, or both, should be
stated.
• Such questions and hypotheses orient
the study, add cohesiveness, and are
essential in helping solve the problem.
23. Does the use of e-Information
responders to provide
immediate feedback to
graduate students in AEE
classes:
1. Increase student learning?
2. Improve student evaluations of
classes?
24. It is hypothesized that:
• Graduate students in AEE classes who
use the e-Instruction responders will
score higher on mid-term and final
exams than graduate students in AEE
classes who do not use the e-
Instruction responders.
25. It is further hypothesized that:
• Graduate AEE classes in which e-
Instruction responders are used will
have higher course evaluations than
will graduate AEE classes in which the
e-Instruction responders were not used.
26. The Research Process
• Select and define the problem
• Accumulated pertinent knowledge and
information
• Develop specific objectives
• Design the study, the collect and analyze
data
• Interpret data
• Prepare the research report
27. The Research
Proposal/Report
• For graduate students, the research proposal
is presented to your committee for their
approval before you conduct the research or
• For others, the research proposal is typically
presented to a funding agency, school board
or extension administration for
approval/funding
28. The Research
Proposal/Report
• A research proposal is future tense, a
research report is past tense
• A research report may be longer (as in the
case of a thesis or dissertation) or it may be
shorter (as is the case in a journal article or
research paper presented at a conference)
29. What should be in a
research proposal/report?
• Typically a thesis or dissertation in AEE has five
chapters/sections.
– Introduction
– Review of the Literature
– Methodology
– Findings
– Conclusions/Implications
30. Research proposal/report
• The length of a thesis or dissertation will be
from 50-150 pages.
• A journal article or research paper will
contain the same content in the same
sequence as listed in the previous slide but
will be greatly abbreviated.
• A research proposal will contain the first 3
chapters listed in the previous slide.
31. Introduction Section or
Chapter
• The introductory section introduces the
problem to be studied and could range from
3 or so paragraphs to several pages
• This is often followed by a section titled
“Need for the Study”. This is 1- 3 paragraphs
in length. Here you make the case for
studying the problem you have selected.
32. Introduction Section
• Statement of the Problem is next. This
is one or two sentences clearly stating
what it is being study. If often starts
with “The purpose…”
The purpose of this study is to determine if
immediate feedback in AEE graduate classes
improves student learning and course evaluations.
33. Introduction Section
• Research questions and/or hypothesis follow.
– Descriptive research often uses just research
questions. It is permissible to have a hypothesis.
– In experimental, quasi-experimental,
correlational or ex post facto research a
hypothesis is generally expected. You can also
have research questions if desired.
34. Research Question(s)
• Sample Research Questions
–
–
Does the use of e-Information responders to
provide immediate feedback to graduate
students in AEE classes increase student
learning?
Does the use of e-Information responders to
provide immediate feedback to graduate
students in AEE classes improve student
evaluations of classes?
35. Research Question(s)
• One may have several research question
• For data analysis avoid research questions
with an “and”
– Does the use of e-Information responders to
provide immediate feedback to graduate students
in AEE classes increase student learning and
improve student evaluations of classes?
One part of the question may be yes and the
other no. It is best to compartmentalize
everything.
36. The Hypothesis
• In proposing or reporting research, two types
of hypotheses are normally stated:
– Directional
• AEE graduate students will learn more in classes in
which e-Instruction responders are used than in classes
where they are not used.
– Null
• There will be no difference in AEE graduate student
learning in classes in which e-Instruction responders
are used and in classes in which they are not used.
37. The Hypothesis
• It is possible to have a nondirectional
hypothesis. This is stated the same as a
null hypothesis.
• When one performs a statistical test,
they are actually testing the Null
hypothesis
38. Introduction continued…
• The introductory section generally
contains:
– Assumptions – you think people will
answer honestly, they have knowledge of
the subject, they are representative, etc.
Typically this is included in a proposal and in
theses and dissertations but is not reported in
journal articles or research presentations.
39. Introduction continued…
• The introductory section generally
contains:
– Limitations – Things that happened during
the study they may impact on your
findings or the generalizability of the
research
Typically this is included in a proposal and in
theses and dissertations but is not reported in
journal articles or research presentations unless
there is a glaring problem.
40. Introduction continued…
• The introductory section generally
contains:
– Definitions – Define the terms in your
research that the average person might not
know
Typically this is included in a proposal and in
theses and dissertations but is not reported in
journal articles or research presentations.It is
assumed your audience will know the words.
41. Section 2 – Review of
Literature
• By the time you finish your research,
you should know more about the topic
than anyone else, including members
of your committee. You accomplish
this by a thorough review of existing
research regarding the problem.
42. Literature Review
• In a thesis or dissertation, this section may be
10-50 pages.
• In a journal article it may only be 2-3 pages
at the most. You have to prove you know the
research but can’t go overboard because of
page limitations on manuscripts.
43. Literature Review
• It is generally best to start globally and
then narrow it down to the specific
research question you have.
• Next week’s class focuses on how to
conduct a literature review.
44. Literature Review
• You want to synthesize and merge what
others had done, not just string a bunch of
quotes together!!!!
– Moving around the classroom helps to maintain
student interest (Banks, 2001; Carpenter, 1996;
James, 1998)
– Banks (2001) says it is important to move around
in the classroom.
– Carpenter (1996) believes movement in the
classroom helps students to focus on the teacher.
– James (1998) says teachers should change their
position every 3-4 minutes in order to keep
student attention.
YES!
NO!
45. Section 3- Methods
• Describe the research methodology
(correlational, descriptive, etc.) you are used
(or plan to use) and why.
• Describe the population you are studying and
how it is described.
• If a sample is used, tell how big the sample
is, why that sample size was chosen, and the
sample was selected (I.e stratified random
sample, cluster sample, etc.)
46. Section 3 - Methods
• If the research is experimental,
describe the research design and what
was done to control extraneous
variables.
• If the research is historical discuss
sources of data.
47. Section 3- Methods
• Describe the research instrument used.
– How many sections and items or on it and how
do people respond.
– What is the rating scale? What is a high score?
What is a low score?
– How was it developed.
– Was it field tested?
– How do you know it is valid.
– How do you know it is reliable.
48. Section 3- Methods
• Describe how the data were collected
(Personal interview, Mail survey, etc.)
• When and where were the data collected
• What was done about non-respondents?
• How were the data coded.
49. Section 3- Methods
• Describe the statistical process used in
analyzing the data. Why did you use
the statistics you did.
50. Section 4- Findings
• Report the data you have collected.
• Follow the same sequence in presenting the
data so that is corresponds with your
research questions or hypotheses.
• Data should be reported both in writing and
in graphic form (tables, graphs, etc.)
• Report any statistical tests.
• Just report the facts, don’t make any
interpretations.
51. Section 5- Conclusions
• Based upon the findings section, what can be
concluded?
• What are the implications of this research for
practice?
• What recommendations do have for further
research?