Definition of ResearchDefinition of ResearchResearch is a purposive, systematic and Research is a purposive, systematic and scientific process of gathering, analyzing, scientific process of gathering, analyzing, classifying, organizing, presenting, and classifying, organizing, presenting, and interpreting data for the solution of a interpreting data for the solution of a problem, for prediction, for invention, for the problem, for prediction, for invention, for the discovery of truth, or for the expansion or discovery of truth, or for the expansion or verification of existing knowledge, all for the verification of existing knowledge, all for the preservation of human life (Calderon & preservation of human life (Calderon & Gonzales, 1993)Gonzales, 1993)

TYPESTYPES OF RESEARCHOF RESEARCH

According To Vizcarra, (2004)According To Vizcarra, (2004) Basic research- Basic research- also known as “pure also known as “pure

research”. It is usually done to develop theories research”. It is usually done to develop theories or principles. Researcher try to explore so as to or principles. Researcher try to explore so as to come up with principles which will serve as the come up with principles which will serve as the bases for further knowledge and developmentbases for further knowledge and development

Applied research- Applied research- it is done to test theories it is done to test theories and concepts developed for verification, and concepts developed for verification, application, development, support and their application, development, support and their relationship to existing body of knowledgerelationship to existing body of knowledge

Classification of Research Classification of Research by Methodsby Methods

1. Qualitative Research Designs1. Qualitative Research Designs

- Historical- Historical

- Ethnographic- Ethnographic

- Case study- Case study

2. Quantitative Research Designs2. Quantitative Research Designs

- Descriptive research- Descriptive research

- Experimental research- Experimental research

Action research- Action research- it focuses on immediate it focuses on immediate solution of the problem without necessarily solution of the problem without necessarily using scientific principles in order to find using scientific principles in order to find solution to problems. Action research is inquiry solution to problems. Action research is inquiry or research in the context of focused efforts to or research in the context of focused efforts to improve the quality of an organization and its improve the quality of an organization and its performance. It typically is designed and performance. It typically is designed and conducted by practitioners who analyze the conducted by practitioners who analyze the data to improve their own practice. Action data to improve their own practice. Action research can be done by individuals or by research can be done by individuals or by teams of colleagues. The team approach is teams of colleagues. The team approach is called collaborative inquircalled collaborative inquiryy."."

Qualitative ResearchQualitative Research

Historical research - it attempts to broaden our Historical research - it attempts to broaden our knowledge because it systematically collects, knowledge because it systematically collects, evaluates, describes and explain activities evaluates, describes and explain activities occurring in the past occurring in the past

Ethnographic research- it aims to provide a Ethnographic research- it aims to provide a holistic view of the problems. The instrument holistic view of the problems. The instrument used in data gathering is usually observation, used in data gathering is usually observation, interview and participation. Careful analysis interview and participation. Careful analysis should be made to come up with a should be made to come up with a comprehensive perspective of the problemcomprehensive perspective of the problem

Case study design- it is similar to ethnographic Case study design- it is similar to ethnographic and historical research in almost all and historical research in almost all approaches. It uses the past and the present to approaches. It uses the past and the present to describe the future of the problem. It utilizes describe the future of the problem. It utilizes observations, interviews and examinations like observations, interviews and examinations like IQ or diagnostic test to identify the strengths IQ or diagnostic test to identify the strengths and weaknesses of the problemand weaknesses of the problem

Quantitative ResearchQuantitative Research

Descriptive design- is a scientific method Descriptive design- is a scientific method which involves observing and describing which involves observing and describing the behavior of a subject without the behavior of a subject without influencing it in any way. Many scientific influencing it in any way. Many scientific disciplines, especially social science and disciplines, especially social science and psychology, use this method to obtain a psychology, use this method to obtain a general overview of the subject general overview of the subject

Types of Descriptive ResearchTypes of Descriptive Research

Typical Descriptive Design: Examines Typical Descriptive Design: Examines characteristics of a single sample (explores characteristics of a single sample (explores aspects of phenomena of interest). aspects of phenomena of interest).

Comparative Descriptive Design: Compares Comparative Descriptive Design: Compares two or more groups that occur naturally in a two or more groups that occur naturally in a setting (explores for differences).setting (explores for differences).

Descriptive Correlational Design: Describes Descriptive Correlational Design: Describes the relationship among variables in a the relationship among variables in a particular sampleparticular sample

Predictive Correlational: Attempts to explore Predictive Correlational: Attempts to explore what factors predict (have an influence on) what factors predict (have an influence on) another variable. Because this design another variable. Because this design explores causality, the term explores causality, the term independent independent variablevariable is used to describe the predictor is used to describe the predictor variables that are thought to predict the variables that are thought to predict the outcome variables (often called the outcome variables (often called the dependent variable).dependent variable).

Experimental Research Design- it is different Experimental Research Design- it is different from other research design in as much that this from other research design in as much that this design tries to explore the nature, design tries to explore the nature, characteristics, relationships, and differences of characteristics, relationships, and differences of one or more variable. The term “experiment” one or more variable. The term “experiment” requires manipulation of variables to observe requires manipulation of variables to observe effects or results. This designs describes what effects or results. This designs describes what will be. It means that the researcher has to will be. It means that the researcher has to determine the effects of the variables being determine the effects of the variables being manipulated together with the main objectives of manipulated together with the main objectives of the studythe study

Research ProperResearch Proper

CHAPTER 1CHAPTER 1 INTRODUCTIONINTRODUCTION

Rationale/ Background of the StudyRationale/ Background of the Study First part of chapter 1. There must be theme which First part of chapter 1. There must be theme which

serves as an outline so that there is continuity of serves as an outline so that there is continuity of ideas. The theme is based on the important ideas. The theme is based on the important variables of the study, their scope, nature and variables of the study, their scope, nature and characteristics. characteristics.

Approach is macro to micro (international – national Approach is macro to micro (international – national – regional- local). – regional- local).

Introductory statement must be eye-catching. Introductory statement must be eye-catching. The issues relating to the investigation should The issues relating to the investigation should be quoted or documented to encourage be quoted or documented to encourage readers to read on. Suggest you quote from readers to read on. Suggest you quote from well known writers of the discipline or take well known writers of the discipline or take quotes from ISI refereed journalsquotes from ISI refereed journals

The last part of the study is a brief situational The last part of the study is a brief situational analysis to present information on the problem analysis to present information on the problem and what makes the researcher indulge into and what makes the researcher indulge into that study. The analysis must show that the that study. The analysis must show that the study is relevant and contributes to present study is relevant and contributes to present issues and concern issues and concern

Statement of the ProblemStatement of the Problem

This is a statement which describes the This is a statement which describes the problem of your study. problem of your study.

Example- The main aim of this study is to Example- The main aim of this study is to determine the significant relationship between determine the significant relationship between learning preference and performance outcome learning preference and performance outcome of third year high school studentsof third year high school students in the Toril in the Toril District during SY 2009-2010District during SY 2009-2010

It also consists of sub problems which will It also consists of sub problems which will answer concerns from the main problem answer concerns from the main problem statementstatement

Example- Specifically, it seeks answer to the Example- Specifically, it seeks answer to the following questions:following questions:

1.1. What is the respondents distribution profile What is the respondents distribution profile when grouped according to:when grouped according to:

1.1 gender1.1 gender

1.2 school1.2 school

1.3 learning preference1.3 learning preference

2.2. What is the level of performance outcome What is the level of performance outcome of the students on Math and Science, of the students on Math and Science, English and Filipino and MAPEH when English and Filipino and MAPEH when analyzed according to their learning analyzed according to their learning preferences?preferences?

3.3. Is there a significant difference in the Is there a significant difference in the respondent’s level of performance respondent’s level of performance outcome when grouped according to outcome when grouped according to profile?profile?

4.4. Is there a significant relationship between Is there a significant relationship between respondent’s learning preference and respondent’s learning preference and performance outcome during school year performance outcome during school year 2009 – 2010?2009 – 2010?

Hypothesis of the StudyHypothesis of the Study

Hypothesis is a statement to be proven. It is an Hypothesis is a statement to be proven. It is an educated guess. Hypothesis is based on the sub educated guess. Hypothesis is based on the sub problems of the study.problems of the study.

Hypothesis are stated in null or positive formHypothesis are stated in null or positive form There are two types of hypothesis: descriptive There are two types of hypothesis: descriptive

statistical hypothesis: Descriptive is used for statistical hypothesis: Descriptive is used for descriptive questions while a statistical hypothesis descriptive questions while a statistical hypothesis is for questions on the relationship or differences is for questions on the relationship or differences of data obtained from the questions askedof data obtained from the questions asked

Example descriptive: The level of Example descriptive: The level of performance outcome of the students on performance outcome of the students on Math and Science, English and Filipino and Math and Science, English and Filipino and MAPEH when analyzed according to their MAPEH when analyzed according to their learning preferences is low. (based on sub learning preferences is low. (based on sub problem 2)problem 2)

Example of statistical: There is no significant Example of statistical: There is no significant difference in the respondent’s level of difference in the respondent’s level of performance outcome when grouped performance outcome when grouped according to profile (based on sub problem according to profile (based on sub problem 3)3)

Related LiteratureRelated Literature

These are the writings and literatures of gurus in the These are the writings and literatures of gurus in the discipline that will serve as support of your study. discipline that will serve as support of your study.

The literature and writings must come published books, The literature and writings must come published books, articles and journals of the discipline or any related articles and journals of the discipline or any related disciplinediscipline

The literature helps the researcher to look for possible The literature helps the researcher to look for possible theories, concepts, or principles to support his research theories, concepts, or principles to support his research study. It also proves that the study is researchable and study. It also proves that the study is researchable and possess noveltypossess novelty

If possible, get literatures from refereed journals If possible, get literatures from refereed journals

Theoretical and Conceptual Theoretical and Conceptual FrameworkFramework

The theoretical framework supports your study The theoretical framework supports your study with some specific theories and concepts to with some specific theories and concepts to show that the study is researchable on a show that the study is researchable on a scientific basis. The theories relative to the scientific basis. The theories relative to the investigation provide directions on undertaking investigation provide directions on undertaking the study.the study.

In looking for theories, refer to the related In looking for theories, refer to the related literatures that you have collectedliteratures that you have collected

The theory must be something that will really The theory must be something that will really support your study and if possible the basis of support your study and if possible the basis of your variablesyour variables

Example: “Instructivist” Learning Example: “Instructivist” Learning Theory and Playground Theory which Theory and Playground Theory which supports the sample study supports the sample study

Example: “Instructivist” Learning Example: “Instructivist” Learning Theory and Playground Theory which Theory and Playground Theory which supports the sample study supports the sample study

Conceptual FrameworkConceptual Framework

Independent VariableIndependent Variable Dependent VariableDependent Variable

Students Learning PreferenceStudents Learning Preference Student’s PerformanceStudent’s Performance

- Visual- Visual - Math and Science - Math and Science

- Aural- Aural - English and Filipino- English and Filipino

- Verbal- Verbal - MAPEH- MAPEH

- Physical - Physical

- Logical- Logical

GenderGender

SchoolSchool

Variables of the StudyVariables of the Study

Variables of the study- independent variables Variables of the study- independent variables (predictor) are the input variables. This is (predictor) are the input variables. This is manipulated by the researcher and the manipulated by the researcher and the manipulation causes an effect on the manipulation causes an effect on the dependent variable. The dependent variable is dependent variable. The dependent variable is measured, predicted or otherwise monitored measured, predicted or otherwise monitored and is expected to be affected by the and is expected to be affected by the manipulation of the independent variable. The manipulation of the independent variable. The moderating variable is a second independent moderating variable is a second independent variable that is included because it is believed variable that is included because it is believed to have significant contribution or contingent to have significant contribution or contingent effect on the originally IV-DV relationship. effect on the originally IV-DV relationship.

Significance of the StudySignificance of the Study

This part of your study deals with the This part of your study deals with the benefits of your study. Who are those benefits of your study. Who are those who will benefit from the study (Direct who will benefit from the study (Direct and indirect)?and indirect)?

List all the beneficiariesList all the beneficiaries

Example: The findings of the study may be beneficial Example: The findings of the study may be beneficial to the following to the following

School AdministratorsSchool Administrators- results of the study may - results of the study may serve as a basis for the school administrators to serve as a basis for the school administrators to redesign their current curriculum.redesign their current curriculum.

TeachersTeachers- results of the study will help the - results of the study will help the teachers know the learning preference of their teachers know the learning preference of their students and therefore can be a basis for students and therefore can be a basis for improving their teaching strategies in accordance improving their teaching strategies in accordance to the learning needs of the students to the learning needs of the students

Definition of TermsDefinition of Terms

There are two ways of defining terms- operational and There are two ways of defining terms- operational and conceptualconceptual

Operational definition of terms- definition used by the Operational definition of terms- definition used by the researcher is based on his/her study. They can be researcher is based on his/her study. They can be defined according to variables included in the defined according to variables included in the instrument of the study. Example: instrument of the study. Example: Academic Academic Performance-Performance-in this study, it refers to the average in this study, it refers to the average percentage grade in eight subjects of 3rd year high percentage grade in eight subjects of 3rd year high school students in four selected schools of Toril Districtschool students in four selected schools of Toril District

Conceptual definition of terms- mostly concerned with Conceptual definition of terms- mostly concerned with the definitions of attributing authorities or simply the the definitions of attributing authorities or simply the meaning used in books and other published journalsmeaning used in books and other published journals

CHAPTER 2- METHODOLOGYCHAPTER 2- METHODOLOGY

Research DesignResearch Design This is either qualitative or quantitative. This is either qualitative or quantitative.

You have to specify the specific design You have to specify the specific design used. Example Descriptive correlational or used. Example Descriptive correlational or descriptive comparative design.descriptive comparative design.

You have to justify why you used such You have to justify why you used such design or is the design the appropriate design or is the design the appropriate research design for your study? research design for your study?

Example- The research designed used in this Example- The research designed used in this study is the descriptive correlational research study is the descriptive correlational research design since the study aims to determine the design since the study aims to determine the relationship between student’s learning relationship between student’s learning preference and their academic performance. preference and their academic performance. According to Vizcarra (2004), descriptive According to Vizcarra (2004), descriptive correlational design should be used when the correlational design should be used when the study aims to determine relationship between study aims to determine relationship between two or more variablestwo or more variables

ParticipantsParticipants

This is the number of respondents of your This is the number of respondents of your study. You have to discuss how you arrive study. You have to discuss how you arrive to such number of data. Does it represent to such number of data. Does it represent the whole population of your study? In the whole population of your study? In determining the total determining the total population of your population of your study, the most common tool used is study, the most common tool used is the the

SLOVIN’s Formula SLOVIN’s Formula n = N / 1 – Nen = N / 1 – Ne22

Where Where

n = samplen = sample

N = total populationN = total population

ee22 = margin of error preferred = margin of error preferred

Sampling technique must also be discussed. Sampling technique must also be discussed. How did you go on with your sampling? Two How did you go on with your sampling? Two general types of sampling: Probability random general types of sampling: Probability random sampling and non-probability sampling.sampling and non-probability sampling.

Probability sampling- equal the opportunities Probability sampling- equal the opportunities for the population top be chosen as participants for the population top be chosen as participants of the study: simple random sampling (lottery of the study: simple random sampling (lottery or fishbowl technique), proportional random or fishbowl technique), proportional random sampling (from different groups and must be sampling (from different groups and must be proportionate), stratified random sampling, and proportionate), stratified random sampling, and systematic random samplingsystematic random sampling

Non-probability sampling- these are Non-probability sampling- these are convenience sampling, purposive sampling, convenience sampling, purposive sampling, quota samplingquota sampling

InstrumentInstrument It refers to the instrument used in the It refers to the instrument used in the

gathering of data. How did you gather gathering of data. How did you gather data? If you make use of a questionnaire… data? If you make use of a questionnaire… how reliable is it and how valid is it. The how reliable is it and how valid is it. The question of reliability and validity is at question of reliability and validity is at stake. Therefore the questionnaire must stake. Therefore the questionnaire must first be validated before you use it. It can first be validated before you use it. It can either be face validated or undergo content either be face validated or undergo content analysis using different statistical tools.analysis using different statistical tools.

The instrument must be described- the parts must be The instrument must be described- the parts must be emphasized clearly.emphasized clearly.Example: The main instrument used in gathering data is a Example: The main instrument used in gathering data is a questionnaire adapted and patterned from Memletics questionnaire adapted and patterned from Memletics Learning Style Inventory. It has 25 items where the Learning Style Inventory. It has 25 items where the students were given a four point interval scale of 4) students were given a four point interval scale of 4) strongly agree, 3) agree, 2) disagree and 1) strongly strongly agree, 3) agree, 2) disagree and 1) strongly disagree in answering. Item numbers 2, 3, 9, 18 and 20 disagree in answering. Item numbers 2, 3, 9, 18 and 20 were grouped together for they reflect characteristics of were grouped together for they reflect characteristics of visual preference; item numbers 6, 12, 13, 15 and 24 for visual preference; item numbers 6, 12, 13, 15 and 24 for aural preference; item numbers 4, 8, 11, 16 and 22 for aural preference; item numbers 4, 8, 11, 16 and 22 for verbal preference; item numbers 5, 7, 10, 17 and 21 for verbal preference; item numbers 5, 7, 10, 17 and 21 for physical and item numbers 1, 14, 19, 23 and 25 for logical physical and item numbers 1, 14, 19, 23 and 25 for logical preference. The highest score obtained was considered as preference. The highest score obtained was considered as the preferred mode of learning of the respondents.the preferred mode of learning of the respondents.The other source of data for this study was the Form 138 A The other source of data for this study was the Form 138 A or the Report Card of the students from their respective or the Report Card of the students from their respective advisers. From this, their performance outcome was advisers. From this, their performance outcome was derived.derived.

ProcedureProcedure This refers to the different steps This refers to the different steps

and procedures the you have to do and procedures the you have to do before you can finish your before you can finish your research. State from the very research. State from the very beginning up to presentation of beginning up to presentation of data data

Data Analysis ToolsData Analysis Tools This pertains to the different This pertains to the different

statistical tools that you will be using statistical tools that you will be using in your study.in your study.

You have to cite the statistical tools You have to cite the statistical tools to be used per sub-problem of your to be used per sub-problem of your studystudy

Example: Descriptive and Non Parametric Example: Descriptive and Non Parametric Test of Difference and Correlation were Test of Difference and Correlation were used in this study. Data were tested using used in this study. Data were tested using Statistical Package for Social Sciences Statistical Package for Social Sciences (SPSS v. 10.0).(SPSS v. 10.0).

Frequency and Percentage. Frequency and Percentage. It was used to It was used to determine the respondent’s distribution determine the respondent’s distribution profile according to gender, school and profile according to gender, school and learning preferences.learning preferences.

MeanMean. It was used to determine the level of . It was used to determine the level of respondent’s performance outcome in Math respondent’s performance outcome in Math and Science, Filipino and English and and Science, Filipino and English and MAPEH MAPEH

The following range of interpretation was used to The following range of interpretation was used to interpret the mean score obtained:interpret the mean score obtained:

RangeRange DescriptionDescription75.00 – 79.9975.00 – 79.99 Low PerformanceLow Performance80.00 – 84.9980.00 – 84.99 Fair PerformanceFair Performance85.00 – 89.9985.00 – 89.99 Average PerformanceAverage Performance

90.00 – 94.9990.00 – 94.99 Satisfactory Satisfactory PerformancePerformance95.00 above95.00 above Outstanding Performance Outstanding Performance

Mann – Whitney TestMann – Whitney Test. It was used to . It was used to determine the significant difference in determine the significant difference in student’s performance outcome and student’s performance outcome and analyzed according to gender.analyzed according to gender.

Kruskal – Wallis TestKruskal – Wallis Test. It was used to . It was used to determine the significant difference in determine the significant difference in student’s performance outcome when student’s performance outcome when grouped according to school and learning grouped according to school and learning preference.preference.

Chi –Square TestChi –Square Test. It was used to determine . It was used to determine the significant relationship between the significant relationship between student’s learning preference and student’s learning preference and performance outcome performance outcome

It should be noted that the type of statistics to be It should be noted that the type of statistics to be used depends on the data that you have gathered: used depends on the data that you have gathered: nominal, ordinal, interval or ratio data. Use nominal, ordinal, interval or ratio data. Use nonparametric test if data are in nominal (gender) nonparametric test if data are in nominal (gender) or ordinal form (order form: high medium or low). or ordinal form (order form: high medium or low). Use parametric test when data obtained are in Use parametric test when data obtained are in interval (temperature in degrees) or in ratio scale interval (temperature in degrees) or in ratio scale (age in years)(age in years)

Also, take note of your hypothetical question: if you Also, take note of your hypothetical question: if you are looking for significant difference… use test for are looking for significant difference… use test for difference such as: kruskal wallis, mann whitney for difference such as: kruskal wallis, mann whitney for nonparametric and for parametric … ANOVA or t-nonparametric and for parametric … ANOVA or t-testtest

If looking for relationship … use chi square for If looking for relationship … use chi square for parametric test and Pearson r or regression for parametric test and Pearson r or regression for parametric testparametric test

CHAPTER 3- RESULTS AND DISCUSSIONCHAPTER 3- RESULTS AND DISCUSSION

Descriptive results of Descriptive results of the study can be the study can be presented in tabular presented in tabular (table) or graphical (table) or graphical manner (pie or bar)manner (pie or bar)

All results must be All results must be discussed thoroughlydiscussed thoroughly

FactorFactor MeanMean DescriptionDescription

0

20

40

60

80

100

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

East

West

North

The number of tables or graph depends on the The number of tables or graph depends on the number of sub-problems you have in your problem number of sub-problems you have in your problem statement statement

Always give support or justification to the results of Always give support or justification to the results of your study by citing previous research studies. your study by citing previous research studies. Example: Results of the study showed that the Example: Results of the study showed that the academic performance of the students are high academic performance of the students are high when taught according to their learning preference. when taught according to their learning preference. This is in consonance with the study of Vizcarra, This is in consonance with the study of Vizcarra, where results of his study on learning preference where results of his study on learning preference and academic performance of students in selected and academic performance of students in selected schools in Manila were correlatedschools in Manila were correlated

CHAPTER 4- SUMMARY, CONCLUSION AND CHAPTER 4- SUMMARY, CONCLUSION AND RECOMMENDATIONRECOMMENDATION

This chapter presents the summary of findings, This chapter presents the summary of findings, conclusions and recommendationsconclusions and recommendations

Summary of FindingsSummary of Findings This includes all the findings found in your results and This includes all the findings found in your results and

discussion (chapter 3). Present the findings discussion (chapter 3). Present the findings chronologically based on your sub problems. Figures chronologically based on your sub problems. Figures are included in this sectionare included in this section

ConclusionConclusion The conclusion of your study must be drawn The conclusion of your study must be drawn

from your summary of findings. Do not from your summary of findings. Do not conclude anything that is not found in your conclude anything that is not found in your resultsresults

The number of conclusion depends on the The number of conclusion depends on the number of sub problems you have. If you number of sub problems you have. If you have 5 sub problems it is also expected that have 5 sub problems it is also expected that your will have 5 conclusions your will have 5 conclusions

RecommendationsRecommendations Your recommendations must be in line Your recommendations must be in line

with your findings and conclusions.with your findings and conclusions. Recommendations are strategies or Recommendations are strategies or

actions to be done in order to address actions to be done in order to address significant results of your study significant results of your study

TipsTips

In constructing your questionnaire, never ask In constructing your questionnaire, never ask questions which you don’t have in your related questions which you don’t have in your related literature or in your theoretical framework. This literature or in your theoretical framework. This is because, the literatures are the support to is because, the literatures are the support to the results of the questions being asked.the results of the questions being asked.

It is advisable that you make your draft It is advisable that you make your draft questionnaire while looking for some related questionnaire while looking for some related literatureliterature

Example: Related LiteratureExample: Related Literature

The purpose of a monthly breast self-examination is for a woman The purpose of a monthly breast self-examination is for a woman to gain familiarity with her breasts so that any changes in textureto gain familiarity with her breasts so that any changes in texture, , including the presence of a lump, can be detected as early as including the presence of a lump, can be detected as early as possible. The American Cancer Society (ACS) recommends that possible. The American Cancer Society (ACS) recommends that women, starting at age 20, should be educated on the benefits and women, starting at age 20, should be educated on the benefits and limitations of performing a monthly BSE limitations of performing a monthly BSE

PurposePurpose 55 44 33 22 11 To help woman gain familiarity To help woman gain familiarity with her breast texturewith her breast texture ( )( ) ( )( ) ( )( ) ( )( ) ( )( ) To help woman detect breast To help woman detect breast cancers at earliest its earliest stagecancers at earliest its earliest stage ( )( ) ( )( ) ( )( ) ( (

To monitor for any possible changes in woman’s breast textureTo monitor for any possible changes in woman’s breast texture

Analyst’s Role: Amortization and Depreciation PolicyAnalyst’s Role: Amortization and Depreciation Policy

Analyze the footnotes of the annual report. They indicate the types of physical Analyze the footnotes of the annual report. They indicate the types of physical assets that generate revenue for the organization. Make sure that an assets that generate revenue for the organization. Make sure that an independent entity has revalued the assets if a revaluation model is used after independent entity has revalued the assets if a revaluation model is used after

the assets are initially recordedthe assets are initially recorded 11. . I analyze the footnotes of the annual reportI analyze the footnotes of the annual report

2. I make sure that an independent entity has 2. I make sure that an independent entity has

revalued the assets if a revaluation modelrevalued the assets if a revaluation model

is used after the assets are initially recordedis used after the assets are initially recorded