Colegio de la Purisima Concepcion

Roxas City

School of the Graduate Studies

Midterm Examination in EDUC 200

Name: MARY JOY L. FAJARILLO Date Submitted: August 19, 2017

1. The most important kind of research is applied research. Applied research refers to

scientific study and research that seeks to solve practical problems. Applied research is

used to find solutions to everyday problems, cure illness, and develop descriptive

research innovative technologies, rather than to acquire knowledge for ethnographic

research knowledges sake. For example, applied researchers may investigate ways to:

a. Improve agricultural crop production

b. Treat or cure a specific disease

c. Improve the energy efficiency of homes, offices, or modes of transportation

2. Ive read about a speech pathologist in the intensive care unit, Anna-Liisa Sutt works

with people unable to speak because of the breathing tubes in their neck. Being left

voiceless makes it difficult for patients to be involved in their own care, leading them to

feel isolated and distressed. Anna-Liisas research looked at using a speaking valve with

these patients to help them communicate with the ICU team and families. The speaking

valve connects to the tube in the patients throat and allows them to speak, so they can

answer doctors questions and talk with their families. It was initially thought these

valves might interfere with the patients lungs so lung activity was carefully monitored.

The research found that the patients were able to better communicate with the ICU staff

and their families, and a change in practice resulted in similar breathing outcomes for the
 ICU patients that were using the speaking valve. Anna-Liisa is now completing a PhD,

looking at the effect of speaking valve on patients lung function. Anna-Liisas research

has attracted international attention shes been invited to speak at conferences in

Australia and the USA. This research received only a small amount of funding, but its

impact is significant. Patients who participated in the trial were able to express

themselves whilst still on a breathing machine and felt less isolated. Using the speaking

valves is now common practice in our ICU.

3. Unlike similar information found in newspapers or television broadcasts, information

available on the Internet is not regulated for quality or accuracy; therefore, it is

particularly important for the individual Internet user to evaluate the resource or

information. Keep in mind that almost anyone can publish anything they wish on the

Web. It is often difficult to determine authorship of Web sources, and even if the author is

listed, he or she may not always represent him or herself honestly, or he or she may

represent opinions as fact. The responsibility is on the user to evaluate resources

effectively.

Ask yourself these questions before using resources from the World Wide Web:

Author

Is the name of the author/creator on the page?

Are his/her credentials listed (occupation, years of experience, position or

education)?
 Is the author qualified to write on the given topic? Why?

Is there contact information, such as an email address, somewhere on the

page?

Is there a link to a homepage?

If there is a link to a homepage, is it for an individual or for an organization?

If the author is with an organization, does it appear to support or sponsor the

page?

What does the domain name/URL reveal about the source of the information,

if anything?

If the owner is not identified, what can you tell about the origin of the site

from the address?

Note: To find relevant information about the author, check personal homepages on

the Web, campus directory entries and information retrieved through search engines.

Also check print sources in the Library Reference area; Who's Who in America,

Biography Index, and other biographical sources can be used to determine the

author's credentials.

Purpose

Knowing the motive behind the page's creation can help you judge its content.

Who is the intended audience?

Scholarly audience or experts?

General public or novices?

If not stated, what do you think is the purpose of the site? Is the purpose to:
 Inform or Teach?

Explain or Enlighten?

Persuade?

Sell a Product?

Objectivity

Is the information covered fact, opinion, or propaganda?

Is the author's point-of-view objective and impartial?

Is the language free of emotion-rousing words and bias?

Is the author affiliated with an organization?

Does the author's affiliation with an institution or organization appear

to bias the information?

Does the content of the page have the official approval of the

institution, organization, or company?

Accuracy

Are the sources for factual information clearly listed so that the

information can be verified?

Is it clear who has the ultimate responsibility for the accuracy of the

content of the material?

Can you verify any of the information in independent sources or from

your own knowledge?

Has the information been reviewed or refereed?

 Is the information free of grammatical, spelling, or typographical

errors?

Reliability and Credibility

Why should anyone believe information from this site?

Does the information appear to be valid and well-researched, or is it

unsupported by evidence?

Are quotes and other strong assertions backed by sources that you

could check through other means?

What institution (company, government, university, etc.) supports this

information?

If it is an institution, have you heard of it before? Can you find more

information about it?

Is there a non-Web equivalent of this material that would provide a

way of verifying its legitimacy?

Currency

If timeliness of the information is important, is it kept up-to-date?

Is there an indication of when the site was last updated?

Links

Are links related to the topic and useful to the purpose of the site?

Are links still current, or have they become dead ends?

What kinds of sources are linked?

 Are the links evaluated or annotated in any way?

Note: The quality of Web pages linked to the original Web page may

vary; therefore, you must always evaluate each Web site independently.

Conclusion

Be very critical of any information you find on the Web and carefully

examine each site.

Web pages are susceptible to both accidental and deliberate alteration, and

may move or disappear with no notice.

Print out or download all pages you plan to use in your research so that your

bibliography will be complete and accurate.

4. The success of data collection requires careful preparation. The first and often the most

difficult question is "Why am I doing this survey?" Many studies start with a general hope that

something interesting will emerge, and they often end in frustration. The general interest has first

to be translated into precisely formulated, written objectives. Every survey should be reasonably

sure to give an adequate answer to at least one specific question. This initial planning requires

some idea of the final analysis; and it may be useful at the outset to outline the key tables for the

final report, and to consider the numbers of cases expected in their major cells.

Every study needs a primary purpose. It is easy to argue "While we have the subjects there, let's

also measure... but overloading, whether of investigators or subjects, must be avoided if it in

any way threatens the primary purpose. Sometimes subsidiary objectives may be pursued in

subsamples (every nth subject, or in a particular age group) or by recalling some subjects for a

second examination: when their initial contact has been favourable then response to recall is

usually good.
Before planning the detail of a study, it is wise to carry out a library search of the relevant

background publications. Occasionally this may show the answer to the study question without

any need for further data collection; or it may uncover useful sources of published information,

such as the registrar general's mortality and cancer registry reports, which can form the basis of

an analysis without the requirement for an expensive and time consuming field survey. Even

when survey work remains necessary, experience in earlier related investigations may guide the

design or indicate pitfalls to be avoided.

5. Having identified the variables to include in your research, you will need to structure your

research questions in a way that the reader can clearly understand what you are trying to achieve.

How you structure these research questions will depend on the type of research questions you

have and the variables you are examining. The type of quantitative research question that you use

in your dissertation (i.e., descriptive, comparative and/or relationship) needs to be reflected in the

way that you write out the research question; that is, the word choice and phrasing that you use

when constructing a research question tells the reader whether it is a descriptive, comparative or

relationship-based research question. Therefore, in order to know how to structure your

quantitative research question, you need to start by selecting the type of quantitative research

question you are trying to create: descriptive, comparative and/or relationship. Quantitative

research questions tend to start with words like "What are", "How do", "Does", "How often",

amongst others. Which words you start with will depend on the type of quantitative research

question you are trying to create (i.e., descriptive, comparative and/or relationship) and

the goal of the question. The type of quantitative research question you are trying to create (i.e.,

descriptive, comparative and/or relationship) and the choice of variables you are trying to

measure, manipulate and/or control (i.e., independent, dependent and/or control variables)
influence how you structure the research question. As a general rule, we suggest that independent

variables are set out first, followed by dependent variables, and then control variables (if there

are any).

6. Our definition of a hypothesis stresses that it can be tested. To meet this criterion the hypothesis must

be operationalised - that is the concepts employed in the hypothesis must be measurable.

Developing hypotheses requires that you identify one character, variable or descriptor of a sampling unit

that causes, affects, or has an influence on, another character, variable or descriptor of the same or other

sampling units. The character, variable or descriptor that affects other variables or sampling units is called

the independent variable. The character, variable or descriptor which is affected by the independent

variable is called the dependent variable or response variable.

Research without hypotheses

In exploratory research our base knowledge of a subject may be so low that we cannot formulate

meaningful hypotheses. Nonetheless, exploratory research should be guided by a clear sense of purpose.

Instead of hypotheses, the design for the exploratory study should state its purpose, or research

objectives as well as criteria by which the exploration will be judged successful.

For example, if we are trying to encourage farmers to make use of compost, we may first need to know

the social structure or social norms of the farming community before we can begin making meaningful

hypotheses about which individuals will influence the decision and the factors they consider when

making their decision. We can state that our exploratory study would have the purpose of generating

hypotheses about personal characteristics which correlate with the adoption/rejection of composting, the
composition of the decision-making unit, and the factors which influence the decision either to adopt or

reject. Success would be measured in terms of generating testable hypotheses.

7. A. My topic area is: Religion and Culture

B. The research problems within this topic area are: Religion and culture seem like

complex ideas to study from the perspective of International Relations. After all, scholars

and philosophers have long debated the meaning of these terms and the impact they have

had on our comprehension of the social world around us. So is it an impossibly

complicated task to study religion and culture at the global level? Fortunately, the answer

is no, for we can recognise and respect complexity without being confused about what

we mean by each term.

C. The purpose of my study are: Set out to draw a diagram of religion and culture in

world affairs. The aim was to show that religious and cultural factors matter if we want to

deepen our understanding of international relations. The method has been to define

elements of each concept and consider the impact of these elements on aspects of our

individual, national and international experience. Hopefully, you are convinced that

understanding religious and cultural issues is necessary if you want to join some of the

most important discussions about world politics today. There is little that concerns IR

today that does not involve elements of religion or culture, or both. Equally, it is

important to recognise as a final thought that we have only just begun to explore these

issues and we need to go deeper in our consideration of the importance of religious and

cultural actors and interests. Understanding them will help us better understand an ever

more complex and divided world.

D. My research question are:
a. Where can we see examples of religion and culture at work in the domains of

world politics?
 b. How do religious and cultural factors impact on our ability to live together?
c. How can we define religion and culture in a way that is useful to the study of

world politics?
d. Do you believe that religion has a role to play in public debates or should it be

confined to private spirituality only?

e. What would the benefits and losses be in each situation?
f. Should policymakers try to release the powerful energy of religio-cultural identity

for the sake of a better world, or should they try to keep a lid on it for fear of

unleashing forces that might damage our capacity to get along with others?

E. My hypothesis is: Cultural factors are similarly dynamic, both in influence and in the

forms they take. As James Clifford wrote, cultures do not hold still for their portraits

(1986, 10), and as such the influence of culture on individual and global politics requires

precise thinking.

8. Responsibilities for ethical research

Within a framework of good governance and appropriate training, responsibility for the

conduct of ethical research must ultimately lie with the researchers themselves.

They will be expected to recognise the relevant ethical principles, to operate within the spirit of

these principles, and be able to justify any research activity that does not accord with these

principles.

Principle 1: Protection of the participants' interests

Gain informed consent from participants

Protect the interests of vulnerable groups

Assure the anonymity of participants, where appropriate

 Assure the confidentiality of information, where appropriate

Respect the privacy of participants (and avoid undue intrusion)

Operate with transparency (open dealings with participants)

Provide equality of treatment

Principle 2: Compliance with the law

Ensure data security

Establish ownership of the data (intellectual property and copyright)

Recognise legal (and moral) sensitivities surrounding the topic of research

Use legally acceptable methods of research (avoiding fraud, 'hacking', 'spamming' etc)

Operate within the law (such as compliance with the Data Protection Act and equality

legislation) and Government policy (such as Safeguarding)

Principle 3: Scientific integrity and beneficence

Inform the ethics reviewer of any significant changes made to the protocol following

approval

Demonstrate the value of conducting the research

Have the necessary credentials (researcher qualifications and experience)

Use an appropriate research design (with suitable strategies and methods)

Be open and honest in dealing with colleagues and funding agencies

Principle 4: Safety

Protect participants from risks to physical and / or psychological harm or distress

Ensure protection of your own personal safety and that of any collaborators
10. Empirical research is research using empirical evidence. It is a way of

gaining knowledge by means of direct and indirect observation or experience. Empiricism values

such research more than other kinds. Empirical evidence (the record of one's direct observations

or experiences) can be analyzed quantitatively or qualitatively. Through quantifying the evidence

or making sense of it in qualitative form, a researcher can answer empirical questions, which

should be clearly defined and answerable with the evidence collected (usually called data).

Research design varies by field and by the question being investigated. Many researchers

combine qualitative and quantitative forms of analysis to better answer questions which cannot

be studied in laboratory settings, particularly in the social sciences and in education. The

researcher attempts to describe accurately the interaction between the instrument (or the human

senses) and the entity being observed. If instrumentation is involved, the researcher is expected

to calibrate his/her instrument by applying it to known standard objects and documenting the

results before applying it to unknown objects. In other words, it describes the research that has

not taken place before and their results.

In practice, the accumulation of evidence for or against any particular theory involves

planned research designs for the collection of empirical data, and academic rigor plays a large

part of judging the merits of research design. Several typologies for such designs have been

suggested, one of the most popular of which comes from Campbell and Stanley. [2] They are

responsible for popularizing the widely cited distinction among pre-experimental, experimental,

and quasi-experimental designs and are staunch advocates of the central role of randomized

experiments in educational research.

 Colegio de la Purisima Concepcion
Roxas City

School of the Graduate Studies

INVITATION TO PARTICIPATE IN A RESEARCH PROJECT

INFORMATION STATEMENT

Project Title: Religion and Culture

Investigator: Mary Joy Lopez Fajarillo

Researcher, Colegio de la Purisima Concepcion, Roxas City, Capiz

Dear Madam/Sir

You are invited to participate in a research project being conducted by the School of Graduate

Studies of Colegio de la Purisima Concepcion. This information sheet describes the Religion and

Culture in your school. Please read this sheet carefully and be confident that you understand its

contents before deciding whether to participate. If you have any questions about the project,

please ask me (see contact details above).

Who is involved in this research project? Why is it being conducted?

Mary Joy Lopez Fajarillo is conducting this research as a requirements in the Graduate Studies.

The aim of this research is to help every individual to understand differences between Religion

and Culture as viewed by different individuals.

Why have you been approached?

You have been approached on the basis that you identify yourself as belonging to either the

Muslim, Christian or Jewish religion, or because you do not identify yourself with belonging to a

particular religious group. You have not been approached randomly, but rather, have been

identified by one of the researchers or by one of your friends, family or acquaintances that might

be aware of you being affiliated or not affiliated to a particular religious group. This is referred to

as a snowball sampling technique and it involves people who have already been participants in a

research project providing the names of other people who might be suitable participants. Because

your participation is voluntary , we will not be asking for informed consent from you. Instead, it

is assumed your participation will involve completing questionnaires online or in hardcopy, on

your own, at a time of your own choosing, and by voluntarily submitting your responses online

or by reply paid postage.

What is the project about? What are the questions being addressed?

This project will be about understanding the differences between Religion and Culture as

perceived by different individuals, with different beliefs. A total of 400 participants will be

participating in this study.

If I agree to participate, what will I be required to do?

Participation will require the full completion of various questionnaires that will take

approximately 20 minutes of your time. Questionnaires will ask you about your religious

identity, the extent that you believe in religion, your perceptions and attitudes towards

forgiveness. An example question related to forgiveness would be, I am likely to harbour

grudges. An example question related to how you perceive religion would be, Ultimately, there

is only one correct answer to each religious question. If you feel uncomfortable to respond to a

particular question, you may discontinue at any point. You are asked to answer questions as

honestly as possible. As a rule, your first reaction to a question is usually the best to use.

What are the risks or disadvantages associated with participation?

There are no foreseeable risks for your participation outside your normal day-to-day activities.

What are the benefits associated with participation? The results will help psychologists

understand how different religious beliefs and backgrounds are important factors to consider in

therapeutic settings.

What will happen to the information I provide?

Your completed questionnaire is anonymous and will not ask for your name or any information

that can identify you personally. Your questionnaire will be kept confidential at Colegio de la

Purisima Concepcion. Only a small number of people may will have access to this information

for research purposes. Results may be published in psychological journals, made available to

various religious groups, conferences, and various other sources.

What are my rights as a participant?

 You have the right to withdrawal your participation at any time without prejudice.

You have the right to have any unprocessed data withdrawn and destroyed, provided it can be

reliably identified, and provided that so doing does not increase the risk for the participant.

You have the right to have any questions answered at any time.

Whom should I contact if I have any questions?

Please contact Mary Joy Lopez Fajarillo in the first instance on 09070249671. If your require

support for any issue that may have resulted from your participation, you may approach any one

of the following contacts below that can assist you in finding a support service appropriate to

addressing your needs:

Dr. Samson B. Begas- 09084397532

Rev. Fr. Vivencio Besa- 09086547881

Yours sincerely,

MARY JOY LOPEZ FAJARILLO

Researcher