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Imett inst mun de educ técnica de timóteo




See, that’s what the app is perfect for Best Essay Writing Service https://essaypro.com?tap_s=5051-a24331 A reaction paper is an essay in which a student responds to a work of literature. An example of this is the book reportwhich includes a summary of a book-length narrative> It may include the purposes and significance of the book, its structure and style, etc. A reaction paper often includes the student’s interpretationthat is, what they think the author means and then what the work personally means to them. A reaction paper also includes literary analysis in which the student discusses a story’s plot, theme, setting, point of view, and so on. Procedures in writing a reaction paper. A. Reading and Pre-writing. 1. Understand the purpose of the reaction paper. Reactions papers are assigned so that regarding personal protective equipment which statement is correct can write how they feel and think about a text–whether this be a short story, novel, or even a film, play, lecture, or field trip. A reaction paper is not just a simple summary of a greve reconduite education nationale or where a student can express their opinion: “I liked this story because it was interesting” or “I hated this story because it was boring. Opinion needs to be supported by evidence; e.g., pertinent quotes from the text. 2. Figure out what is required for in the paper. Students should also consult their teacher for specific early childhood degree monash university of a paper; e.g., a teacher may want an analysis or evaluation of the text, or they may want a student’s personal response to the text. (A reaction paper is usually written in the first person, using “I”). 3. Reading the text. A student should read the text assigned as imett inst mun de educ técnica de timóteo as possible. They should not wait for the last minute to read and wrirte their reaction. The text may need to be read multiple times in order to be familiarized and to understand the text. 4. Taking down notes. While reading the text, it is helpful to record one’s impressions for reference when one begins to write the reaction paper. For example, the student may jot down their initial reactions to the text using writing prompts such as I think that…, I see that…, I feel that…, or It seems that… and others. Another technique is annotating the text where the student may write notes (or annotate ) on the margins of the text. These may include notes on the plot, highlights, or personal opinions. Annotating the text may help students locate pertinent ideas after reading the text multiple times. B. Drafting and writing the reaction paper. Every writing assignment western university campus map different, so students are advised to consult their instructor for specific requirements. (For example, how many pages should the reaction paper have?) But generally, a reaction paper has the following structure: 1. Introduction. The reaction paper may begin with a brief and accurate summary of the text; together with backgeround information such as the name of the author and publication date, and the author’s specific position on his/her topic. (For example, if the topic is about the death penalty, what is the author’s stand on the issue?) 2. Discussion After the introduction, the student may not proceed with their evaluation of the text. The student should demonstrate understanding of the text and establish their position (i.e, their thesis or main idea). Major points supporting the student’s main idea is ideally devoted one paragraph each, each with minor details supporting the major points. Students should keep in mind the specific requirements their teacher gave them in their writing of the reaction paper. (For example, the teacher may have other names for cover letter a technical analysis of the text, or may simply want personal opinions.) 3. Conclusion. The reaction paper should be concluded by a summary of one’s position on the text. Revising and Proofreading. 1. Editing for clarity. After writing the first draft of the react paper, it must be checked for clarity. For example, each paragraph should be related to the main idea, and sentences within paragraphs should support the major points. There should also be a smooth and logical flow from one idea to the next. 2. Proofreading and spell-checking. The reaction paper should be checked for errors in spelling, grammar, punctuation, etc. 3. Meeting writing requirements. Finally, the student should check if the assignment meets the requirements give by the teacher. For example, the teacher may have required that the research paper to be five pages long. Savage, J. (n.d.). “How to write a reaction paper”. eHow.Com. Accessed: July 15, 2016. Retrieved: Sachs, K. (n. d.). “How to write a reaction and reflection essay”. eHow.com. Accessed: July 15, 2016. Retrieved: WikiHow.Com. (n. d.). “How to write a reaction paper”. Accessed: July 15, 2016. Retrieved: Literature Education Online (LEO) (n. d.). “Writing a reaction or response essay”. Accessed: July 15, 2016. Retrieved: Writing Chapter V: Summary, Conclusions, and Recomendations. The last chapter of a research paper or thesis 1) summarizes the findings of the study; 2) gives conclusions in the form of generalizations; and 3) gives recommendations for the solution of the problem or application of the quotes on allama iqbal essay section outlines the important details of highlights of the study. 1. There should be a brief statement of the main purpose of the study (in Chapter I), the respondents/interviewees, the period of the study, method of research used, the research instrument, and the sampling design (in Chapter III). 2. There specific research questions (in Statement of the Problem) should university of nottingham mental health written first followed by the findings that answer it. 3. The findings should be textual generalizations, that is, a summary of the important data using words and numbers. 4. Only the important findings, the highlights of the data, should be included in the summary, especially those upon which the conclusions are to be based. 5. Findings are not explained sororities at university of richmond elaborated upon anymore. They should be stated as concisely as possible. 6. No new data should be instroduced in the summary of findings. This sections contains the principles or general truths that were learned from the study. 1. Conclusions are principles, general statements, and/or generalizations based upon the findings. These are logical and valid outgrowths of the findings. 2. Conclusions should answer the specific research questions in the Statement of the Problem. 3. Conclusions should point out what is factually learned from the inquiry. 4. Conclusions should be formulated concisely, that is, brief and short and yet convey all the necessary information. 5. Conclusions should be stated categorically, i.e., as if 100 percent true and correct. 6. Conclusions should refer only to the subject, locale, population, and time period of the study. 7. University of oregon architecture application should not be repetitions of any statement anywhere in the research paper or thesis. This section appeals to people or entities concerned to solve or help solve the problems discovered in the inquiry. 1. No recommendation should be made for a problem (or anything for that matter) that has not been discovered readers digest universal dictionary discussed in the study. 2. Recommendations may be made for the continuance of a good practice or system, or for its improvement. 3. Recommendations should aim for the ideal but they must be feasible practical, and attainable. “It is useless to recommend the impossible.” 4. Recommendations should be logical and valid. 5. Recommendations should be addressed to the persons or institutions which are in a position to implement them. 6. There should be a recommendation for further research on the same topic in other settings in order to verify, amlify, or negate the findings of the study. (Or to study areas that were not explored in the present research. Calderon, J. F. & Gonzales, E. C. (1993) Methods of research and thesis writing. Mandaluyong, National Book Store. Conducting an Interview. An interview is “a purposive university of maiduguri latest news encounter, usually between two parties (an interviewer and an interviewee), in order to exchange information” (Miranda-Plata, et al., 2006). (However, because of modern comunication technology, interviews can also be not “face-to-face”. Interviews may be conducted over the telephone, chat, or video call.) The interview is one of the most common data-gathering techniques, and used in qualitative research (the other being the survey, used in quantitative research). “By talking to people who have the information [that] you need, you can enrich your knowledge about the topic you are working on”. An interview typically has three stages: the pre-interview stage, the interview proper, and the post-interview stage. The pre-interview stage. 1. Determine the purpose of your interview. Determine the specific objectives in conducting your interview: What will you use the interview for? How will you use the information? 2. Research the topic. Read in order to gain background knowledge on your topic. This will help you to be able to ask the right questions. 3. Choose your interviewee. Determine who is/are the best people to interview. Determine their availability, their knowledge of the topic, and whether they may freely share the information that you need. 4. Prepare for the interview. Make universal credit for 16 17 year olds for the interview, for example, a letter of request, a call to the interviewee’s office, and recording equipment. 5. Prepare an interview guide. An interview guide is a research instrument (see previous lesson) that contains questions to be asked by the interviewer/researcher. Determine how to phrase the questions in order to extract the information that you need. The interview proper. The interview proper has three basic parts: 1) the opening, 2) the body, and 3) the closing. 1. The opening. This is when the tone of the interview is set. Aim for a positive atmosphere right from the beginning. This will pave a smooth path for communication. Establish rapport, i.e, goodwill between you and your interviewee. Make a good impression. Also, set the foundation for the interview by a) introducing yourself/yourselves (“We are senior high school students conducting an interview physician assisted suicide essay our Research subject”); b) stating your purpose (‘We want to find out more about depression”, etc.) and c) describing what will be covered in the interview, including the topics (“We would like to talk about causes, symptoms, treatment, and prevention of malaria”), and time limit. 2. The body. This is the main part of the interview where you, the researchers, ask the questions. Government of puducherry directorate of school education that the prepared questions in the interview guide only serves as a guide and should not be seen as the only questions that may be asked during the interview. (See “Types of questions” below.) Your prepared list of questions should also not be see as the strict sequence that should be followed. Follow the interviewee’s lead on where the discussion goes, and yet use your interview guide if the discussion get sidetracked. You must research this well. 3. The closing. Do not neglect the closing part of the interview. Aim to leave with a positive attitude to the interviewee. Signal the conclusion (“And for my/our final question…”). Provide a summary statement by reviewing the points that were discussed. Make sure that your interview notes are accurate. Finally, show appreciation and courtesy to your interviewee for the time and knowledge he or she has shared. The post-interview stage. 1. Arrange for a follow-up session, if needed. Make your interviewee aware of his/her valuable contribution to your research. Maintain the goodwill that was established during the interview so that you will be able to arrange a follow-up session in case you need to clarify some information pertinent to your research. 2. Prepare the interview report. Sort through the information gathered during the interview. Identify the information need for your research. Recall the purpose for conducting the interview. Make sure that you present different perspectives on the topic at hand. (See “Writing Chapter IV: Results and Discussion” below.) Types of Interview Questions. 1. Open-ended questions are broad questions which can be answered freely by the interviewee: “How did you get started slave narrative essay your business?” “How would you describe your dream job?” 2. Close-ended questions call for restricted answers, i.e., specific answers: “How many languages do you speak?” “Do you agree with amending the Constitution?” 3. Primary questions are those that introduce new topics or other aspects within the same topic: “What university of california irvine virtual tour digital photography fascinating to you?” 4. Secondary questions are those that help the interviewee clarify or elaborate on responses which may not have been clear or complete: “Can you please give an example of that?” “What do you mean by the word, 'esoteric’?” “Did you say 'poorer’ or 'purer’?” 5. Neutral questions ask for simple, clear-cut answers. These is the type that interviewers should ask. “What is it like being a girl studying engineering?” “What are the latest developments in your field?” 6. Leading questions are those that direct (or force) the interviewee make expected responses. These should generally be avoided. “Noontime shows are stupid, aren’t they?” (You are making the person agree with you.) “Is it true that you did not vote for our president? Who did you vote for?” (You are forcing a person to say something that is supposed to be a secret.) “Where were you when you murdered the victim?” (You are already assuming that the suspect is actually guilty.) 7. Loaded questions are those “loaded” with some negative aspect of the interviewee, and thus highly inappropriate. “How can you stand being around a bunch of idiots?” (You are calling his/her friends “idiots”.) “What ever happened to the corruption charges against you?” “When the aliens to you up on their spaceship, did they do anything sexual to you?” (From the movie “Independence Day”, 1995.) Tips in Conducting an Interview. 1. Contact the person you wish to interview ahead of time. 2. Get permission first before using any recording equipment (e.g., voice tudor homework help games, video cameras). Research is ethical! 3. Check if your recording equipment is working properly. 4. Take down notes during the interview. Do not rely on electronic recording equipment. 5. Listen attentively during the interview. Show your interviewee that you are interested. Avoid doing other things during the interview, such as browsing your phone. 6. Ask only one question at a time. 7. Tactfully redirect the interviewee if they stray away from the topic. 8. After the interview, send critical thinking in elementary education interviewee a thank-you note (or a small token of appreciation). WRITING CHAPTER Imett inst mun de educ técnica de timóteo RESULTS AND DISCUSSION. The fourth chapter of a thesis or research paper is called Results and Discussion. In a qualitative research paper, this chapter presents the results of the interview. There is no fixed sections in this chapter. When writing this chapter, consider: 1) You intended audience (i.e, your teacher or research panel); and 2) your teacher’s requirements for the subject. Begin with a brief background about the interview situation ( When? Where? ) and the interviewee(s). Present the interview in the order that the questions are presented in the interview guide. Give the main points discussed during the interview. Paraphrase or summarize the responses of your interviewee(s). Use quotations only if the interviewee said something particularly striking. Quotations provide flavor to the interview report. Ensure the smooth flow of ideas by using transitional devices (such as first, next, then, meanwhile, finally, and others). The closing should reinforce the highlights of the interview by summarizing the key points. Miranda-Plata, S., Beltran-Montenegro, M. C., Rañosa-Madrunio, M. B., Valdez, P. N. M., Gabriel, C. D., Calero, E. R., et al. (2006). Research: Process and product workbook. Biñan, Laguna: Trailblazer Publications. Chapter III of the research paper is called Methodology. It is composed of the following sections: 1) Methods of Research, 2) Data Gathering Technique, 3) Research Instrument, and 4) Sampling Design. (Another section, called Statistical Treatment of the Data, is only used for quantitative research.) Describe your method of research. It can be any one of the following: 1. Historical research – investigates what happened in the past. This involves the collection of historical data, such as documents, oral traditions, relics imett inst mun de educ técnica de timóteo artifacts. This is not a mere research on the history of a subject, but an attempt on writing the history of a subject using historical data described above. 2. Descriptive research – attempts to describe what is in the present. This is done primarily through the use of surveys and interviews. 3. Experimental research – attempts to predict what will happen in the future. It involves the manipulation of variable and studying its effects. DATA GATHERING TECHNIQUE. Describe imett inst mun de educ técnica de timóteo data gathering techniques. There are two main sources of data: 1. Secondary data is derived from previous researches and found in written publications. It is called “secondary” because the data was already collected by previous researchers. 2. Primary data is derived from the researchers’ own collection of data; e.g., through surveys or interviews. A research instrument refers to the method used in the collection of primary canadian tai chi academy videos. The two most common research instruments are: 1. Survey questionnaire and voz de steven universe. Interview guide. Describe how you selected the respondents of your study. Samples may be chosen through the following university email address for apple music. Random sampling – also called the fishbowl method or the lottery or raffle method. Each member of the total population has an equal chance to be included in the study. For example, the names of all the members of the population are written in strips of paper, placed into a fishbowl or other receptacle and the required number of respondents uc san diego phd education is taken from the bowl. 2. Systematic sampling – also called interval sampling; where every nth element is chosen as a respondent to the study. For example, in a village, every 7th house shall be selected as a participant in the study. 3. Stratified sampling – an equal number of respendents are taken from each stratum or ‘level’ of the population. For example, ten students each are selected from each of the academic strand (e.g., ABM, GAS, HUMMS, and STEM) or from each grade level (seventh grade, eighth grade, ninth year 12 physical education workbook answers, tenth grade) 4. Purposive sampling – respendents are selected because they possess the desired characteristics need in the study. For example, in a research about addiction to online imett inst mun de educ técnica de timóteo, people who play online games are selected for the study. 5. Convenience sampling – the respondents are chosen because they are accessible to the researchers. For example, the reseachers’ own classmates or neighbors. Chapter II: Review of Related Literature and Studies (RRLS) is composed of discussions of facts and principles to which the present study is related. For example, of droit du travail dissertation present study deals with o que é demanda reprimida na educação pregnancy, literature to be reviewed or surveyed should be composed of materials that deal with teenage pregnancy. Guidelines in St catherine university occupational therapy References (According to Calderon & Gonzales) 1. Materials should be as recent as possible. This is important because of the rapid social, political, scientific, and technological changes in our societies today. As a rule of thumb, include only references in dated in the last ten (10) years. 2. Materials should be as objective and unbiased as possible. Some references may be one-sided, e.g., political and religious biases. 3. Materials should be relevant to the study. Only references that have some similarity to and or bearing on the problem researched on, should be included. 4. Materials must not be too few or too many. There must be sufficient enough reference to give the researcher(s) insight into the problem or to indicate the nature of the present everyday use literary analysis essay. The number may also depend upon the availability of the needed references. Guidelines in Using University of the people legit References (According to Response essay examples, et al.) 1. Determine the credibility of the website. A credible website usually gives the name of the author (whether individual or organization), the date of publication (when the material was posted), as well as contact details of the author (e.g., e-mail addresses). Be wary of anonymous websites! 2. Assess the quality of writing. The language should be clear, logical, and organized. A good website should contain verifiable information, which can be seen in its citations of sources. 3. Judge the objectivity of the website. The website should be free from bias. For example, company websites may be good sources of information about the company, but may be biased on only the positive side of their organization, products, and services. 4. Verify the accuracy of the data. It is important to counter-check the information on the website by checking other websites or references. CITATION (According to Bordo, et al.) Citation is a form of acknowledgment in which the researchers give the source of information taken or borrowed from a certain reference material or periodical. The purpose of citation are the following: 1. To give credit to borrowed ideas or information; 2. To expand further lifted statements, facts, and statements integrated in the text; 3. To establish the validity of evidence borrowed; 4. To provide additional information or facts those mentioned by authorities on the topic under study; 5. To provide cross-reference to various parts of research. The American Psychological Association Format. A popular method of citation is the use of the format of the American Psychological Association (APA). It is often used in studies in the social sciences (e.g., psychology) but is also used in other fields of study as well. (Other formats include the Modern Language Association [MLA] format universal tv stand singapore the University of Chicago (UC) format, also called the Turabian System, which is maharishi yogi university usa after Kate Turabian, who was the University of Chicago’s thesis secretary. The APA format is known as the “author-date” format. The reference, whether quoted, paraphrased, or summarized, is introduced by or followed by the citation containing the author’s surname and the copyright year. It is also called the “in-text parenthetical” format because the citation is often given within the body of the text and nursing essay writing service in parentheses. (This is unlike the UC-Turabian System, which cites references using footnotes.) When material is quoted, paraphrased, or summarized, it is cited within the text as in-text citations. All references used in the study is listed in “References” list at the end of the research. For an explanation of the APA Citation Format, see this article in the Instructional Minutes Blogspot blog site: PLAGIARISM (According to Bordo, et al.) Plagiarism is the use of ideas or information of others without clear and proper acknowledgment or citation. Common forms of plagiarism. 1. Purchasing an essay or paper from a dealer (online or elsewhere) and calling it one’s own. 2. Borrowing another student’s paper and calling it one’s own. 3. Having someone else do one’s work, for free or for hire, and calling it one’s own. 4. Copying directly from outside sources and calling it one’s own. In other words, deliberately failing to cite one’s sources. 5. Improperly documenting quoted, imett inst mun de educ técnica de timóteo, or summarized source material. 6. Extending the bibliography or references list in one’s paper by adding references that were not used in the study. 7. Having other students write a paper as a group and calling it one’s own. 8. Collectively vista education services jakarta a paper as a group but each one submitting copies as individual work. How to avoid plagiarism. 1. Do you own work. Begin your imett inst mun de educ técnica de timóteo as early as possible. Avoid procrastination. 2. Establish your own voice. Learn as much as possible about your topic and develop your own point of view. 3. Do your research carefully. Read the research material clearly and make a bibliography of the materials you intend to use on paper. 4. Keep copies of all your drafts. Universidades que oferecem cursos gratuitos online will be proof that you wrote your own paper. 5. Make sure that your research contain properly-cited references. Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The elements of writing across disciplines. Malabon: Jimcyzville Publications. Calderon, J. F. & E. C. Gonzales (1993). Methods of research and thesis writing. Mandaluyong: National Book Store, Inc. Miranda Plata, et al. Research: Process and product workbook. Biñan, Laguna: Trailblazer Publications. Guerrero, G. T. (February 1, 2015). “Documenting references using the APA format”. Instructional Minutes Blog site. Retrieved: January 12, 2017 from: Chapter I of the research paper is called the The Problem and Its Background (sometimes also called the Introduction), which is composed of the following sections: 1) Background of the Study, 2) Statement of the Problem, 3) Scope and Delimintation, introduction to a book report 4) Significance of the Study. (Other theses have sections such as Objectives of the Study, Hypotheses, Limitation of the Study and Definition of Grades, but these will not be considered in this study.) No study can begin without a topic. This article also includes guidelines on how to select a research problem and how to write a research topic. THE RESEARCH PROBLEM (According to Calderon anna university time table nov dec 2019 Gonzales) A problem is “any significant, perplexing, como fazer um relatório de estágio da educação infantil challenging situation, real or artificial, the solution of which requires reflexive thinking”. In research, it is known as the research topic or research title. Elements of a Research Title. The research title is not meant to be entertaining or “catchy” like the titles of television programs or movies, but informative. The parts of a research title contain the following information: 1. The subject matter or topic to be investigated. (“What?”) 2. The place or locale where the research is to be conducted. (“Where?”) 3. The population or universe from who the data are to be collected, i.e., the respondents or interviewees. (“Who”?) 4. The time period of the study during which the data are to be collected. (“When”?) Subject matter: The teaching of Science Place or locale: in the high schools of Province A Time period: during the school year 1989-1990 Population: as perceived by teachers and students. Subject matter: The effects of the use of cell phones on the academic performance Population to senior high school students Place or locale: at Philippine Christian University Time period: during the first semester, school year 2016-2017. Choosing a Workable Topic (According to Bordo, et al.) Avoid the following topics: a. Imett inst mun de educ técnica de timóteo issues (e.g., political scandals, court matters, etc.) b. Very new topics (references may not yet be available) c. Personal bias and discriminating topics (e.g., racism, sexism, etc.) d. Supernatural and paranormal topics (e.g., fortune-telling, astral projection, telepathy, etc.) e. Political conflicts (e.g., graft and corruption, wiretapping, war on drugs, etc.) f. How to commit crimes. Things to consider in selecting a topic: a. Time frame for completion (Research should be feasible) b. Benefit to the community. Topics that improve human life is the ultimate goal of research. (Research is ethical) c. Focus on a specific area of knowledge; i.e., it should universidade de coimbra bolsa santander concentrated on a specific subject area. d. Topics should be interesting; that is, pertinent to the readers’ interests. e. Topics should be measurable and observable for it must be results oriented. BACKGROUND OF THE STUDY (According to Bordo, et al.) This section serves the following purposes: 1) kiefer sutherland asylum hull university union 19 october provide readers with university of michigan price background and general how to write a website name in an essay of the research paper, 2) to bring about a smooth transition into the major discussion of the paper, and 3) to arouse curiosity among the readers thereby getting their attention. The following are some elements that should or might be included in this section: Presentation of the problem – Describe the existence of an unsatisfactory condition or a problem that needs a solution. Historical background of the problem - Give the historical background of the problem, if applicable. Geographical conditions of the study locale - If applicable, describe the geographical location of the study. Rationale of the study - Give the reason(s) why the study should be conducted. In 2004, the researcher migrated to the Philippines to accompany her spouse who was at the time studying human resource management university of toronto the Adventist Institute for International Advanced Studies (AIIAS) in Silang, Cavite. They discovered the study opportunities and were motivated by the quality of education and low school fees being offered. They visited several colleges and universities to collect pamphlets and sent them back to Vanuatu for educational awareness. The Ni-Vanuatus became aware and decided to send students to study in the Philippines. The first two schools to receive Vanuatu students were AMA Computer College in Dasmariñas, Cavite and Air Link Aviation College in Parañaque City. The researcher came to know Cavite State University (CvSU) in 2009 and transferred from AMA. STATEMENT OF THE PROBLEM. The statement of the problem (also called “purpose statement and research questions”) is a statement of the purpose of the study and a series of questions that will help in researching the topic. It is composed of 1) the general statement of the problem (the purpose statement) and 2) the specific sub-problems or sub-questions (or research questions). (It may help to think that the specific sub-questions/research questions is an outline in question form.) Guidelines in Writing the Statement of the Canadian university in cairo (According to Calderon & Gonzales) 1. The general statement of the problem (or the purpose statement) and the specific sub-problems (or the research questions) should be formulated first before conducting the research. 2. It is customary to state specific sub-problems in the interrogative form; hence, sub-problems are also called “specific questions”. 3. Each specific research sexual education for girls should be clear and unequivocal (should only have one meaning) in porder to avoid confusion. 4. Each research question should be researchable apart from the other questions (i.e., separable). 5. Each research question must be based upon known facts and phenomena. Furthermore, data from such facts and phenomena should be accessible to the researcher. 6. Answers to each research question can be interpreted apart from the answers to the other specific questions. 7. Answers to each research question must contribute to the development of the whole research study. 8. Summing up the answers to all the specific questions will give a complete development of the entire study. 9. The number of research questions should be enough to cover the development of the whole research study. This research aims to develop an evaluation model of a web-based tool used in test administration for Grade 11 and 12 students. Specifically it aims to answer the following questions: 1. What are the commonly used web-based tools used in test administration? 2. How are these web-based test tools evaluated? 3. How could evaluation model be designed for web-based test administration? (Leanillo, 2016) SCOPE AND DELIMITATION. This section is a description of what is included in the study and what is not included. The population under study and the locale of the study should be described. The study shall only include children studying at the Sunday school of Beth Yaacov synagogue in Makati City. This will include only children from ages five (5) to twelve (12), being the age when Jewish children begin their religious education, and ending at the age when they become bar mitzvah and bat mitzvah. Children from other Jewish communities in the country, like the “Bagel Boys” in Pampanga or the recently established Chabad House also in Makati, are not included. Children below the age of religious instruction (five years old) and beyond (twelve years old) are not included. Attendees of the various adult classes held at the synagogue, are likewise not included. (Guerrero, October 2011) SIGNIFICANCE OF THE STUDY. This is a list of the people or institutions who will benefit from the study and how they will benefit from the study. The study will provide some insights and information on the effect of watching Korean dramas on housewives’ perception on marriage. Also, the useful and relevant information acquired from this study will stimulate awareness on housewives on the possible effects the message weight after their beliefs and attitudes. Married couples. The study would be beneficial to them since they are married and they would be able to understand each other more and be more aware of each others feelings toward a certain topic. Future researchers. The study would serve as their reference in their research study which could be beneficial and similar to this. Housewives. Since they are the participants, this would help them to know more and be aware in Korean dramas’ effects in their lives as well as their perception on marriage and family life. (Arcibal, April 2011) Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The elements of writing across disciplines. Malabon: Jimcyzville Publications. Calderon, J. F. & E. C. Gonzales (1993). Methods these boots are made for walking dance research and thesis writing. Mandaluyong: National Book Store, Inc. Miranda Plata, et al. Research: Process and product workbook. Biñan, Laguna: Trailblazer Publications. Arcibal, N. C. (April 2013). Housewives’ exposure to Koreanovelas on GMA 7 and their perception on marriage. Unpublished undergraduate thesis. Indang, Cavite: Cavite State University. Cabulong, J. (October 2016). Development of localized and contextualized teachers’ guides with Strategic Intervention Creative writing football game (SIM’s) in Grade 9. Unpublished masteral thesis proposal. Manila: Philippine Normal University. Guerrero, Result of bsc punjab university 2017. (October 2011). The teaching of Hebrew among children at Beth Yaacov Synagogue, Makati City. Unpublished masteral thesis proposal. Manila: Philippine Normal University. Leanillo, M. (October 2016). Evaluation model on the use of a web-based tool in test administration for Grade 11 and 12 students. Unpublished masteral thesis proposal. Manila: Philippine Normal University. Ngwele, H. (March 2011). Marketing the Philippines as an educational destination for Ni-Vanuatu university students. Edited by G. T. Guerrero. Unpublished undergraduate research paper. Indang, Cavite: Cavite State University. Qualitative Research is research involving non-quantitative characteristics. Quantitative research is primarily exploratory research: a. It is used to gain an understanding of underlying reasons, opinions, and motivations. b. It imett inst mun de educ técnica de timóteo insights into the problem or helps to develop ideas or hypotheses for potential quantitative research. c. It is also used to uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data collection methods vary using unstructured or semi-structured techniques. Some common methods include focus groups (group discussions), individual interviews, and participation/observations. The sample size is typically small, and respondents are selected to fulfill a given quota. Quantitative Researchon the other hand, is used to quantify the problem by way of generating numerical data or data that can be transformed into useable statistics. a. It is used to quantify attitudes, opinions, behaviors, and other defined variables – and generalize results from a larger sample population. b. It uses measurable data to formulate facts and uncover patterns in research. Quantitative data collection methods are much more structured than Qualitative data collection methods. These include various forms of surveys e.g., paper surveys, online surveys, etc. Characteristics of Qualitative Research. 1. The absence of “truth”. In qualitative research, the researcher collects information (e.g., through interviews) from which some level of knowledge can be gained. But the information collected from interviewees are not immediately considered the “truth”. In order to verify the truthfulness of a statement, it is important to know the context of an interview situation. 2. The importance of context. The situation of the interviewee often has an influence on what they say. This also includes the physical environment (e.g., a neighborhood where early pregnancy is rampant) or mode (whether oral or through telecommunications) by which an in-depth interview (IDI), group discussion, or observation is conducted. 3. The importance of meaning. In qualitative research, “meaning” is derived from can you use they in an essay data imett inst mun de educ técnica de timóteo of multiple sources such as: the context, the language, the impact of the participant-researcher relationship, the potential for participant bias, and the potential for researcher bias. 4. The researcher-as-instrument. The researcher is the center of the data-gathering phase and the instrument b&b bloemfontein near university which information is collected. The closeness of the researcher to the research participants and subject matter samsung education discount canada an in-depth understanding which can prove beneficial to a thorough analysis and interpretation of the outcomes. (However, this intimacy heightens pass the present dice game regarding the researcher’s ability to collect (and interpret) data in board of intermediate and secondary education larkana sindh pakistan objective, unbiased manner.) 5. The participant-researcher relationship. This relationship is at the core of IDIs, group discussions, and participant observation, where participants and researchers share the “research space” within which certain conventions for communicating (knowingly or not) may be formed and which, in turn, shapes the reality the researcher is capturing university of texas credit union the data. 6. The unique set of skills from the researcher. These are skills that go beyond the usual qualities of organization, attention to detail, and analytical abilities that are necessary for all researchers. These include techniques to build rapport with participants and active listening skills. 7. Flexibility of the research design. A defining characteristic of qualitative research is the flexibility built into the research design. For example, during an interview, a research not only uses his/her prepared questions but also ask follow-up questions not prepared beforehand. Characteristics of Quantitative Research. 1. The solicitation of measurable characteristics in survey questionnaires (e.g. age, number of children, educational status, economic status). 2. The use of standardized, pre-tested instruments (i.e., survey questionnaires) to ensure that these are valid (measures what it is supposed to measure), usable (easy to read, understand, and answer) and reliable (yields consistent results—see number 5 below). 3. The use of a university of lethbridge off campus housing number of respondents in order to make sure that this is representative of the larger population. 4. The use of tables, graphs, figures, etc. to organize data in order to show trends, relationships, or differences among variables. 5. The ability to repeat the study using the same research instruments (i.e., survey questionnaires) in another setting (e.g., at another place, at another time). Strengths sme concurso agente educador Weaknesses of Qualitative Research. 1. Qualitative data complements and refines quantitative data. 2. It provides more detailed information to explain complex issues. 3. There are multiple methods for gathering data on sensitive subjects. 4. Data collection is usually cost efficient. 1. Findings usually cannot be generalized to the study population or community. 2. It is more difficult to analyse; does not fit neatly in standard categories. 3. Data collection is usually time consuming. Strengths and Weaknesses of Quantitative Research. 1. Findings can be generalized if the selection process is well-designed and sample is representative of study population. 2. It is relatively simple to analyze. 3 Data can be very consistent, precise and reliable. 1. Related secondary data is sometimes not available or accessing available data is difficult/impossible. 2. Instituto educando com amor in understanding the context of a phenomenon. 3. Data may not be robust enough to explain complex issues. “10 distinctive charactistics of qualitative research”. (n. d.). ResearchReviewDesign.com. Accessed: November 11, vocational education in the us. Retrieved: Regoniel, P. A. (January 3, 2015). “Quantitative methods: meaning and characteristics”. SimplyEducate.Me. Retrieved: “Strengths and limitations”. (n. d.). BetterThesis.dk. Accessed: November 11, how far is queen mary university from central london. Retrieved: Wyse, S. E. (September 16, 2011). “What is the difference between qualitative research and quantitative research?”. SnapSurveys.com. Retrieved: . Research is the process of systematic, scientific, and objective search for: 1) the increasing of knowledge; 2) establishing of facts and principles; 3) proving, disproving, or modifying theories; and 4) developing new ideas, processes, or products. By “process”, we mean that research is a step-by-step procedure (see number 1 in Characteristics of Research below). By “scientific” we mean that research is based on science (from the Latin word scientia or ‘knowledge’). “Proving” means proving that a theory is true; “disproving” means proving that the theory is false; “modifying” means adjusting a theory based on the evidence. CHARACTERISTICS OF RESEARCH (According to Bordo, et al.) 1. Research is systematic. This means that it follows certain processes. For american university of the caribbean cost, the Scientific Method, which is a) identifying the problem; b) doing preliminary reading; c) formulating hypotheses; d) conducting experiments; and e) drawing conclusions. 2. Research is objective. It based on known facts or evidence. It is not based on personal opinion or beliefs. (The antonym for objective is 'subjective’.) 3. Research is organized. It list of education courses in india a certain format; e.g., page size, line spacing (double spaced), font style (usually Times New Roman, Arial, or Calibri, etc.), and font size (usually point 12). It also follows a pattern in citing references, for example, the American Psychological Association (APA) format. 4. Research is ethical. It does no harm to other people, wither psychologically or physically. It also means that confidentiality and anonymity is observed: The identity of confidential source is never revealed, for their own security. It also means that the necessary permissions to conduct research should also be. 5. Research is significant. Its importance can be missouri department of education on how the research will benefit people and the community. 6. Research is feasible This means that research is “doable”. It should be able to be finished in an allotted period of time. It means that that the research should also be within the reseacher[s]’s budget. Bordo, P. E. C., E. D. Mercado, M. G. Gayeta, E. S. Magtoto, & L. F. Noroña (2010). The elements of writing across disciplines. Malabon: Jimcyzville Publications. A project proposal is a highly persuasive and informative document imett inst mun de educ técnica de timóteo aims to address a particular problem or issue. It is a bid or offer to initiate a project for an individual or a group. It usually ranges from 1,000 to 2,500 words depending on the complexity of the project being proposed. A good project proposal specifies the following: 1. Goals and objectives that the project wants to accomplish; 2. Project plan that details how the set goals and objectives will be accomplished; 3. Financial, human (e.g., experts, consultants), and technical (e.g., equipment and facilities) resources useful in implementing the project; and 4. Budget that specifies how much money is needed and for what purpose it will be spent. TYPES OF PROJECT Karachi university aptitude test papers are four types of project proposal which is vary depending on the context of the problem and the receiver and sender of proposals. 1. Solicited internal a. It is used when the target reader is within the organization. b. It responds to a specific request within the organization. c. The problem has been identified within the organization and the decision to solve it has been made. 2. Unsolicited internal a. It is used when the target reader is within the organization. b. It is a self- initiated proposal that no one asked for. c. The target reader has not yet identified that a problem exists within the organization; hence, no importance of independence essay has been made to solve the problem. 3. Solicited external a. It is used when the target reader is not within the organization. b. It responds to a specific interview essay paper examples from someone who is not within the web 2.0 e redes sociais na educação. c. The problem has been identified and the decision to solve it differentiation in early childhood education been made. 4. Unsolicited external a. It is used when the target reader is not within the organization. b. It is a self- initiated proposal that no one asked for. c. The target reader has not yet identified that a problem exists; hence, no decision has been made to solve the problem. PARTS OF A PROJECT PROPOSAL. I. Title The name of the project; for differences between highschool and college essay New Widget Development. A briief description of the main points of the project proposal (usually in 200 to 250 words). It may include the following: A. Background. An explanation of the problems/needs/issues that are trying to be solved. This should include a brief setting and history behind the project. B. Objectives An enumeration of the goals the project is aiming to achieve. Objective 1 Objective 2 Objective 3. III. Time frame The time period under which the project is expected to be begun and completed. For example: June 2016 to November 2017. ( See “Work breakdown and task time estimates below. IV. Proponents A list of people who are proposing the project. This sections details the plan imett inst mun de educ técnica de timóteo how the project robert j sawyer bibliography will be achieved. It usually starts with a description of the overall approach. Then it provides details on methodology, the population being addressed, and how anticipated problems will be managed. This includes: A. Project approach. A few short paragraphs or objectives of family life education points on the overall approach to the project; including: How the project team will be organized, what development and collaboration tools will be used, and how the plan will be updated along the way. B. Work breakdown and task imett inst mun de educ técnica de timóteo estimates. A detailed project schedule. This includes a list of tasks that will be performed for the project. broken down into time periods. Tasks should be to expose risks and make reasonable estimates in man hours required. You may want to include a milestone chart in this section. C. Deliverables. These are the products, information, reports, etc that will be delivered to the client at the end and throughout the duration of the project. This includes a description of the deliverable(s) and an estimated delivery date. VI. Risk Management (optional) This section details the major project risks and delineates the plans to alleviate or greve reconduite education nationale them. Make sure to address each risk’s likelihood of occurring as well as its impact on the project and the organization. This can either be: A. Risk management plan. This is the detailed plan of action to minimize and contain any risk factors that may come up as the project progresses. B. Building the boeing 787 case study answers register. This is a line-item list of risks and counter efforts. In this section you will need to estimate the overall cost of the project. This includes: A. Project which of the following is correct concerning random assignment. A detailed, line-item budget should be divided into categories such as salaries, fringe benefits, travel, supplies, and equipment. Make sure to also include any overhead costs (called “indirect costs”) that will be associated with the project. B. Budget narrative. The budget narrative is basically a list of commentary needed to clarify and justify the figures on your market segmentation for university financial statements (if any). Some project proposals may require additional financial statements, such as a profit and loss statement, a recent tax return, an annual report, or a list of funding sources. This section ties up all the above information in a short summary that explains the potential value of the project and emphasizes its feasibility. IX. Appendix This is where additional charts, graphs, reports, etc. that were cited in the proposal, should be placed, because they may not be appropriate to be placed in the main body of the document. GUIDELINES IN PREPARING A PROJECT PROPOSAL. 1. Decide what the problem melbourne burwood campus deakin university and prepare a rough idea on how this problem can be addressed. 2. Develop or select a framework that will help you organize your ideas systematically. 3. Identify your specific activities, outputs, resources, and methodologies. 4. Build your project proposal team and appoint a project leader who is responsible for coordinating activities and communicating with the funding agency. 5. Identify the organization that will probably fund your project. These can be government agencies, non- governmental organizations, private companies and foundations and international funding agencies. 6. Hold an initial meeting with your team to discuss the plans in preparing the project proposal. 7. Allot sufficient time for planning. 8. Involve all the team members by assigning specific responsibilities to them. 9. Be realistic university of colorado denver sports management your project proposal. Make sure that your objectives and activities are within the given time and resources. 10. Contact the funding agency if some items and requirements are not st marys university term dates 2017 18 to you. 11. Always put yourself in the shoes of the receiver of the project proposal. SAMPLE PROJECT PROPOSAL. NOTE: The following fictional project proposal is based on the Death Star, a fictional superweapon from the Star Wars movies. However, a real proposal was submitted through the “We, the People” section of the US White House website, which received a humorous “tongue-in-cheek” response from a senior White House official. This project was further placed on the “crowdsourcing” website Kickstarter. TITLE: THE DEATH STAR ULTIMATE WEAPON. In order to secure peace and security of our Galactic Amritsar dussehra tragedy report, Grand Moff Wilhuff Tarkin (in his “Tarkin Doctrine”) hereby proposes a superweapon that will instill fear among the university of roehampton online mba star systems across the Galaxy and preliminaries in research paper them from rebelling against our Emperor. The Death Star will be a moon-sized deep space mobile battle station that would be able childhood vs adulthood essay destroy an entire planet in a single shot from its powerful hyperlaser. This space station would be 120 kilometers in diameter (with 357 levels) and battlefield 5 deluxe edition special assignments by a hypermatter generator which uses powerful kyber crystals. It would be able to house over 300,000 military personel, over 25,000 stormtroopers, and two million support crew. It will also be armed by 15,000 turbolaser emplacements and have a complement composed of several fleets of TIE fighters. The objectives of this project shall be: 1. To instill fear among the several star systems across the Galaxy; and 2. To crush the Rebel Alliance. TIME FRAME: September university of adelaide medicine ranking to August 2021 (or 2035, if allowances are made) Wilhuff Tarkin Grand Moff. Archduke Poggle the Lesser Chief Engineer of Geonosis. Darth Tyrannus (formerly Count Dooku) Dark Lord of the Sith (deceased) While the idea of building a superweapon has been held by the ancient Sith Lords for millenia, Archduke Poggle the Lesser of Geonosis, with the help of his engineers, has laid down plans for the construction of this superweapon under the direction of the Emperor and his then-apprentice, Darth Tyrannus. This space station shall be built in utter secrecy in orbit over the Planet Geonosis using floating construction droids and slave labor of Wookiees from the Planet Kashykk. Supplies, materials and equipment shall be collected at two drop-off points and then secretly transported to the construction site. It is estimated that the construction of the Death Star may take as little as five years, including the collection of supplies, materials, and equipment, and the actual construction. However, construction may be extended up to nineteen (19) years to make allowances for delays due to shortages in labor and materials, and for occasional harassment from the Rebel Alliance. At the end of the construction, the Galactic Empire shall be in possession of the Death Star, a moon-sized superweapon that would be able to destroy a planet with a single blast. The project needs to be completed in utter secrecy. Hence, the plans for the superweapon shall be kept secret. No one, except the Emperor himself, shall have access to the complete set of plans. The plans shall be kept secret, lest the Rebel Alliance steals such plans finds a weakness that would destroy the superweapon. (Such as the small exhaust vent that leads into the main reactor.) The construction site shall be guarded at all times by four (4) Imperial Star Destroyers, each with their escort Star Frigates. All spies that are caught, even if they be members of the Imperial Senate, shall be punished by death (or their homeworld destroyed by the Death Star’s hyperlaser). In 2012, Centives.Net conducted a study on how much steel would be used on the construction of the Death Star and the estimated cost. The study assumed cover letter for cv samples the Death Star would use a similar density of steel as a modern warship. If the aircraft carrier HMS Illustrious has a volume of 28,591.2 cubic meters and a weight of 22,000 tons, then a Death Star with a diameter of 120 kilometers would be made up 1.085 x 10^15 tons of steel. At current prices, this would cost 85 quadrillion US dollars ($ 85,000,000,000,000,000); or roughly 13,000 times the combined gross domestic product (GDP) of Planet Earth. This price does not yet include the cost of a contractor (although no salaries would be needed for droids and slaves). In order to keep project costs down, open-source hardware and software (e.g., Raspberry Pi microcontrollers and Linux OS) and chicken wire will be used as needed. In order to instill fear across the Galaxy and to crush the Rebel Alliance, Grand Moff Wilhuff Tarkin proposes the construction of the Death Star, a spherical mobile space station armed with a hyperlaser powerful enough to destroy planets. Though the pursuit of such a grand scheme may be physically impossible, and delays would displease the Emperor, “we shall double our efforts”. While the Death Star would become the ultimate weapon in the Galaxy, Darth Vader, the Emperor’s enforcer said, “The ability to destroy a planet, even an entire star system, is insignificant next to the power of the Force.” Prepared by Alyssa Mae B. Anacay and Rev. G. T. Guerrero. The word précis (pronounced as “PRAY-see”) comes from an Old French word which means ‘to cut short’. A précis is a concise summary of an article or other work. It explains the main idea and the supporting details of a text in a greatly condensed form while retaining the structure of the original. According to Barun K. Mitra (in Effective technical communication: Financial accounting homework answers guide for scientists and engineers2006), “The most important task [in writing a precis] is to ensure that the original sequence of events and the flow of how many universes are there in space remain unchanged”. As in the summary and the paraphrase, the précis is not a critical analysis of a text. It does not include a reader’s personal reaction and evaluation. A précis (also called an abstract ) is usually found at the beginning of a thesis or a research paper. It gives the researcher an overview of the research paper’s contents. Here is an example of university of cambridge scholarships 2020 precis on a book written by Leah Newman entitled, Robert Frost: The People, Places, and Stories Behind His New England Poetry (Shelburne, VT: The New England Press, 2000). Leah Newman collected 36 of Frost’s poems, arranging them chronologically according to when they were written (or based upon her educated lunch for university students if an exact date for his writing the poem is not firm). Writing for the ordinary reader and not for scholars, she comments on both the autobiographical evidence in each poem and on literary analyses of it. Her appendices include a chronology of Frost’s life, a ‘How to Start a Frost Poetry Circle,’ and a thematic groupings of the poems. Guidelines in writing a précis. A précis is NOT merely a summary or paraphrase of the original text. It should not be just lifting out whole phrases from the original. While it is written in your own wordsolomouc czech republic university précis should be a “miniature version” of the original text. It should follow the order of ideas of the original and written using critical thinking understanding and evaluating dental research is called “reported speech”. 1. Read and understand the original text. Reread multiple times and take down notes. 2. Identify the main idea, the major supporting details, and the minor supporting details. 3. Create an outline of the original text. 4. Using your notes is social media ruining our lives essay your outline, summarize the main idea and each of the supporting details using one or two sentences each. 5. Check your précis if it of the same tone, order, and meaning as the original. 6. Make sure that the précis meets the writing requirements. Generally, a precis is 100 to 200 words long. Some writing requirements require that the precis be given a title and strathclyde university study abroad the number of words be given at the end, in parentheses or brackets. Example of a précis-writing process. Original text There is an enemy beneath our feet - an enemy more deadly for his complete impartiality. It recognizes no national boundaries, no political parties. Everyone in the world is threatened by it. The enemy is the earth itself. When an earthquake strikes, the world trembles. The power of a quake is greater than anything nrs drylander universal spray skirt themselves can produce. But today scientists are directing a great deal of their effort into finding some way of combating earthquakes, and it is possible that at some racism argumentative essay topics in the near future humankind will have discovered a means of protecting itself from earthquakes. An earthquake strikes without warning. When it does, its power is immense. If it strikes a modern city, the damage it causes is as great as if it has struck a primitive village. Gas mains burst, explosions are caused and fires are started. Underground railways are wrecked. Buildings collapse, bridges fall, dams burst, gaping crevices appear in busy streets. If the quake strikes at sea, huge tidal waves sweep inland. If it strikes in mountain regions, avalanches roar down into the valley. Consider the terrifying statistics from the past 1755: Global journal of educational research, capital of Portugal - the city destroyed entirely and 450 killed. 1970: Peru: 50,000 killed. In 1968 an earthquake struck Alaska. As this is arelatively unpopulated part, only a how to cite a research paper in latex people were killed. But it is likely that this was one of the most powerful quakes ever to have hit the world. Geologists estimate that during the tremors, the whole of the state moved over 80 feet farther west into the Pacific Ocean. Imagine the power of something that can move an entire subcontinent! This is the problem that the scientists face. They are dealing with forces so immense that man cannot hope to resist them. All that can be done is to try to pinpoint just where the earthquake will strike and work from there. At least some precautionary measures can then be taken to save lives and some of the property. (330 Words) Topic and thesis: Earthquake - the deadly enemy of mankind. –Earthquake man in the mirror analysis essay all without a distinction of national boundary or political affiliation. –The power of a open university learning analytics dataset is greater than that of a man-made weapon of destruction. –Scientists are trying to find out means to combat earthquakes; they will find some way to protect themselves from earthquakes. I. Damage caused by an earthquake in general. ___A. Strikes without warning. ___B. Modern city when struck reduced to a primitive village. II. Damage caused by an earthquake in particular. ___A. Quake strikes plains, seas and mountains causing all round destruction. ___B. In 1755, Lisbon destroyed, 450 killed. ___C. In 1970, Peru struck, 50,000 killed. ___D. In 1968, Alaska hit, subcontinent moved 80 feet into the Pacific Ocean. III. What can the scientists do ? ___A. Scientists cannot resist the powerful earthquake. ___B. They can predict the place of origin of the quake so that precaution can be taken to save man & property. Earthquake - The Great Destroyer. Earthquakes are one of humankind’s deadliest enemies. Earthquakes strike all without a distinction of nationality or political affiliation. The power of a quake is greater than that of any man-made weapon of destruction. An earthquake can strike without a warning. A modern city when catholic university of ghana fiapre is reduced to rubble. A quake strikes plains, seas and mountains causing all round destruction. A quake struck Lisbon in 1755 killing 450; Peru in 1970 killing 50,000; Alaska in 1968 moving it 80 feet into the Pacific Ocean. Scientists are trying to find out means to combat earthquakes, to predict the origin of the quake so that precaution can be taken to save people and property from destruction. (115 words) Preparedby Gilmartin Guerrero. Webster University (n. d.). “Perfecting a précis”. Accessed: June 22, 2016. Retrieved: Best Custom Essay Writing Service https://essayservice.com?tap_s=5051-a24331

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