Rsch Skills Assignment Corina Ultimate

8/12/2019 Rsch Skills Assignment Corina Ultimate

1/19

Lecturer: Anne Saliu

Campus: Wentworth Houses - Gants Hill

Student name: .......... Corina Popa

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Index

Social media or Social Menace3

Task1

P1.1. Assess different research methods ...............................................3

P1.1.1. Experimental Research..3

P.1.1.2. Survey Research...

P.1.1.3. Evaluative Research..!

P.1.1.. "#servational Research... !

P.1.1.$. %evelopmental Research..... &

P1.1.!. 'pplied versus (undamental Research...)

P.1.2. Justification for the use of a research methodology.....................9

P.1.3. The importance of qualitatie and quantitatie data in research..9

P.1.!.The pro"lems that can arise #hen underta$ing research..............11

Task 2

P.2.1.The use of research sources.............................................................12

P.2.2.The importance of using primary information sources..................13

P.2.3. %escri"e a recogni&ed system of referencing................................1'

Task 3

P.3.1 Presentation of a research proposal to a dened audience...........16

P.3.2.The role of ethics in research............................................................1(

*i#lio+raphy.....................................................................................................1&

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Social media or Social Menace

Millions o, people around the -orld -ith access to the nternet are mem#ers o,one or more social net-orks. They have a permanent online presence -here they

create pro,iles/ share photos/ share their thou+hts -ith ,riends and spend hours 0ust

catchin+ up -ith -hat hundreds o, ,riends are doin+ -ith their li,e #ut its dark side is still

#ein+ measured.

There arises the need to examine the e,,ects o, social media on individuals and

,amilies.

ou are reuired to prepare your process o, investi+atin+ the ,actors that

determine these individuals ,ascination -ith social media and the e,,ects it has on their

,amilies.

P1.1 Assess different research methodologies

P.1.1.1 )xperimental research

Experimental research is #ased on a methodolo+y that meets three criteria4 randomassi+nment4 the su#0ects are randomly assi+ned to treatment +roups/ experimental

control4 all ,eatures o, the treatments are identical except ,or the independent varia#les/

and appropriate measures4 the dependent measures are appropriate ,or testin+ the

research hypothesis.

Experimental research/ o,ten called true experimentation/ uses the scienti,ic method

to esta#lish the cause5e,,ect relationship amon+ a +roup o, varia#les that make up a

study. The true experiment is o,ten thou+ht o, as a la#oratory study/ #ut this is not

al-ays the case6 a la#oratory settin+ has nothin+ to do -ith it. ' true experiment is any

study -here an e,,ort is made to identi,y and impose control over all other varia#lesexcept one. 'n independent varia#le is manipulated to determine the e,,ects on the

dependent varia#les. t is +enerally reco+ni7ed as the most appropriate method ,or

dra-in+ causal conclusions a#out instructional interventions. 'lthou+h experiments are

-idely reco+ni7ed as methods o, choice ,or determinin+ the e,,ects o, an instructional

intervention/ they are su#0ect to limitations involvin+ method and theory. (irst/

concernin+ method/ the reuirements ,or random assi+nment/ experiment control and

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appropriate measures can impose arti,iciality on the situation. Per,ectly controlled

conditions are +enerally not possi#le in authentic educational environments such as

schools.

Three common research desi+ns used in experimental research are4 #et-een su#0ects/

-ithin su#0ects and ,actorial desi+ns. n #et-een5su#0ects desi+ns/ su#0ects are

assi+ned to one o, t-o 8or more9 +roups -ith each +roup constitutin+ a speci,ic

treatment. Each participant per,orms under only one level o, the independent varia#le in

a #et-een5su#0ects experiment/ -e can collect more data at that level durin+ a sin+le

experimental session. *ecause participants are likely to +et tired or lose interest in -hat

they are doin+/ it is easier to keep the total experimental time short ,or each o, them.

Random assi+nment o, participants ,or #et-een 5 su#0ect experiments is actually uite

e,,ective in removin+ potential #ias amon+ +roups. (or/ althou+h randomness may

seem like the ultimate in lack o, orderliness/ it is at least un#iased. n -ithin5su#0ects

desi+ns/ the same su#0ect receives t-o 8or more9 treatments. (or example/ students

may #e assi+ned to a small class ,or one year and a lar+e class ,or the next year/ or

vice versa. :ithin5su#0ects desi+ns are pro#lematic -hen experience -ith one

treatment may spill over and a,,ect the su#0ect;s experience in the ,ollo-in+ treatment/

as -ould likely #e the case -ith the class si7e example.n ,actorial desi+ns/ +roups are#ased on t-o 8or more9 ,actors/ ,or example one ,actor #ein+ lar+e or small class si7e

and another ,actor #ein+ -hether the su#0ect is a #oy or +irl/ -hich yields ,our cells

8correspondin+ to ,our +roups9.

:hile #et-een su#0ects experiments reuire more participants and have increased

varia#ility due to individual di,,erences/ they do o,,er the advanta+e o, allo-in+ shorter

experimental sessions and makin+ count5#alancin+ unnecessary. ndividual di,,erences

amon+ the participants assi+ned to each +roup representin+ a level o, the independent

varia#le can #e reduced usin+ a matched5+roups procedure.

P.1.1.2. Survey Research

' survey is a data collection tool used to +ather in,ormation a#out individuals. ' survey

may ,ocus on ,actual in,ormation a#out individuals/ or it mi+ht aim to collect the opinions

o, the survey takers. The survey is a non5experimental/ descriptive research method.

Surveys can #e use,ul -hen a researcher -ants to collect data on phenomena that

cannot #e directly o#served. t is a method o, sociolo+ical investi+ation that uses

uestion #ased or statistical surveys to collect in,ormation a#out ho- people think or

act.

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' survey can #e administered in a couple o, di,,erent -ays. n one method/ kno-n as a

structured intervie-/ the researcher asks each participant the uestions. n the other

method/ kno-n as a uestionnaire/ the participant ,ills out the survey on his or her o-n.

Surveys are +enerally standardi7ed to ensure that they have relia#ility and validity.Standardi7ation is also important so that the results can #e +enerali7ed to the lar+er

population.

*urey methods4

ntervie-s < Structured/ semi5structured/ unstructured6

=uestionnaire

There are three types o, intervie-s that can #e conducted -hen carryin+ out research

pro0ects. Those are structured/ semi5structured/ and unstructured.

Structured intervie-s reuire adherence to a very particular set o, rules. Each uestionthat is outlined should #e read -ord #y -ord #y the researcher -ithout any deviation,rom the protocol. n some cases/ the intervie-er is also reuired to sho- consistency in#ehavior across all intervie-s. This includes #odily posture/ ,acial expressions/ andemotional a,,ect. Reactions to participant responses should #e kept to a minimum oravoided entirely.

Semi5structured intervie-s are a #it more relaxed than structured intervie-s. :hileresearchers usin+ this type are still expected to cover every uestion in the protocol/they have some -i++le room to explore participants responses #y askin+ ,orclari,ication or additional in,ormation. ntervie-ers also have the ,reedom to #e more,riendly and socia#le.

>nstructured intervie-s are most o,ten used in ethno+raphies and case studies 8typeso, ualitative studies9. They are #est used -hen researchers -ant to ,ind as muchin,ormation as possi#le a#out their topic. The #ene,it is that unstructured intervie-so,ten uncover in,ormation that -ould not have #een exposed usin+ structured or semi5structured intervie-s. The researcher and participant are not limited #y the protocol.%ata sets collected usin+ unstructured intervie-s -ill #e lar+er than the rest.

+uestionnairesare a prede,ined series o, uestions used to collect in,ormation

,rom individuals. The t-o most common types o, survey uestions are closed5ended

uestions and open5ended uestions. ?losed5ended 8or @closed uestionA9 is a uestion

,or -hich a researcher provides a suita#le list o, responses 8e.+. es B Co9. This

produces mainly uantitative data. "pen5ended 8or @open uestionA9 is a uestion the

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researcher doesnt provide the respondent -ith a set ans-er ,rom -hich to choose.

Rather/ the respondent is asked to ans-er Din their o-n -ordsD. This produces mainly

ualitative data.

P.1.1.3.Evaluative Research

Evaluation research seeks to provide o#0ective assessments o, past/ present/ or

proposed pro+rams o, action. Thou+h seekin+ to #e o#0ective/ most evaluation research

is sponsored #y actors in the environment o, the pro+ram/ -hether superordinate

or+ani7ations/ auditin+ or+ani7ations/ peer or+ani7ations/ donor or+ani7ations/ or

others. The methodolo+y o, evaluation research may #e mana+erial/ oriented to

providin+ mana+ement -ith needs assessments/ impact studies/ cost5#ene,it

in,ormation/ or critical path analysis ,or plannin+ purposes6 experimental or uasi5

experimental/ oriented to-ard identi,yin+ causal processes6 or intersu#0ective/ oriented

to-ard providin+ ethno+raphic/ phenomenolo+ical/ or other su#0ectively understood

in,ormation/ o,ten employin+ a D#ottom upD or D+rounded theoryD approach/ thou+h

participant o#servation may #e used as -ell.

P.1.1.. "#servational Research

"#servational research is type o, correlational 8i.e./ non,experimental9 research in-hich a researcher o#serves on+oin+ #ehavior. There are a variety o, types o,o#servational research/ each o, -hich has #oth stren+ths and -eaknesses. Thesetypes are or+ani7ed #elo- on the extent to -hich an experimenter intrudes upon orcontrols the environment.

-aturalistic o"seration/ also kno-n as nonparticipant o"seration/ has nointervention #y a researcher. t is simply studyin+ #ehaviors that occur naturally innatural contexts/ unlike the arti,icial environment o, a controlled la#oratory settin+.mportantly/ in naturalistic o#servation/ there is no attempt to manipulate varia#les.

Stren+th4 :e can measure -hat #ehavior is reallylike. ',ter all/ the researcher iso#servin+ real5li,e. This type o, research/ then/ has hi+h ecological alidity8the extentto -hich a situation +enerali7es to real5li,e circumstances9.

:eakness4 :e don;t kno- the cause o, #ehaviors/ nor do -e kno- i, any o#servation is

representative o, -hat normally occurs.

Participant "seration

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ere/ unlike naturalistic o#servation/ the researcher inter,eres in the environment.*asically/ this re,ers to insertin+ yoursel, as a mem#er o, a +roup in order to o#serve#ehavior you -ouldn;t other-ise have access to. 'lthou+h it seems like naturalistico#servation and participant o#servation are simply cate+ories/ you should understandthat there is really a continuum o, intrusion into the environment. t depends on the

extent to -hich the researcher is involved in the research study. (or example/ i,someone sets up an event 8e.+./ puttin+ trash in a path to see -ho picks it up9/ this isnot naturalistic o#servation 8see criteria a#ove9. This is also not participant o#servationresearch #ecause the researcher is not a part o, the +roup #ein+ o#served. Think o, thisas a continuum -ith naturalistic o#servation on one end and participant o#servation onthe other.

P.1.1.$%evelopmental Research

The purpose o, developmental research is to assess chan+es over an extended periodo, time. (or example/ developmental research -ould #e an ideal choice to assess the

di,,erences in academic and social development in lo-5income versus hi+h5income

nei+h#orhoods. t is most common -hen -orkin+ -ith children as su#0ects ,or o#vious

reasons and can #e undertaken usin+ several methods4 lon+itudinal/ cross sectional/

and cross seuential.

Fon+itudinal studies assess chan+es over an extended period o, time #y lookin+ at

the same +roups o, su#0ects ,or months or even years. Fookin+ at academic and social

development/ -e may choose a small sample ,rom each o, the lo-5 and hi+h5income

areas and assess them on various measures every six months ,or a period o, tenyears. The results o, lon+itudinal studies can provide valua#le ualitative and

uantitative data re+ardin+ the di,,erences in development #et-een various +roups.

The ma0or concern -ith lon+itudinal research/ aside ,rom the o#vious lack o, control/

randomi7ation/ and standardi7ation/ is the len+th o, time it takes to complete the

study. ma+ine startin+ a pro0ect that must #e constantly maintained ,or a period o, ten

or more years. The su#0ect mortality rate due to illness/ relocation/ and other ,actors

alone could result in ma0or concerns/ not to mention the amount o, ener+y and time that

must #e devoted to the research.

?ross Sectional Studies. "ne -ay to reduce the amount o, time and the mortality ratein a developmental study is to assess di,,erent a+es at the same time rather than usin+

the same +roups over an extended period. ' cross sectional study mi+ht look at the

same theory re+ardin+ academic and social development #ut assess a small +roup o,

three year olds/ six year olds/ nine year olds and 12 year olds at the same time.

The assumption is that the di,,erences #et-een the a+e ran+es represent natural

development and i, that o, a lon+itudinal study had #een used/ similar results -ould #e

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,ound. The o#vious #ene,it is in the len+th o, time it takes to complete the study/ #ut the

assumptions that the six year old +roup -ill achieve the same academic and social

development as the nine year old +roup can #e invalid.

P.1.1.! 'pplied versus (undamental Research

(undamental research is that one carried out in an attempt to discover/ and has #een

descri#ed as #ein+ curiosity driven. :hen people undertake ,undamental research they

do so in order to learn a#out -hat it is they are researchin+/ and as such it very o,ten

leads to ne- insi+hts. (rom this #asis/ it is possi#le ,or ne- developments and solutions

to old pro#lems to #e considered.

"ne o, the characteristics o, ,undamental research is that the results can o,ten #e

unpredicta#le and unexpected. t also needs the person or the people -ho are doin+ the

research to #e open minded as to -hat they actually discover/ as opposed to havin+ a

pre5conceived notion o, -hat may occur and so only addressin+ -hat they #elieve to #e

pertinent. t is also necessary that -hat may appear to #e unrelated ,acts to #e taken

into consideration. This means that ,undamental research has o,ten +ot to #e

multidisciplinary #y its very nature.

'pplied research di,,ers ,rom ,undamental research #ecause it is used to solve actual

pro#lems rather than 0ust a -ay o, +ainin+ kno-led+e. This means that many scientists

use applied research in an attempt to solve some o, the many very real issues themodern -orld ,aces -ith/ such as improvin+ crop production6 treatin+ or curin+

particular diseases6 and improvin+ the ener+y e,,iciency o, #uildin+s/ and

transportation.

There are some scientists -ho ,eel very stron+ly a#out the t-o di,,erent types o,

research and -ho #elieve that more emphasis should #e placed upon applied research

in a concretee,,ort to improve the human condition/ and the ,uture o, the -orld as a

planet.

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P.1.2 Justify the use of a research methodology to "e used for the

research proposal

My personal opinion is that in a survey proposal the most common method o,

+atherin+ in,ormation is the uestionnaire #ecause it is less costly and it is the #est -ay

to reach more people/ includin+ people at some distance. consider that it is simple/

easy to apply it and the data analysis could #e started as soon as your su#0ects

completed the uestionnaires. *esides/ this method keeps a-ay the intervie-er #ias

that could impact the relia#ility o, the data collection.

' uestionnaire is essentially a structured techniue ,or collectin+ primary data. t is

+enerally a series o, -ritten uestions ,or -hich the respondents has to provide the

ans-ers.

Mail surveys can #e e,,ective methods o, collectin+ data. Provided #asic rules a#out

desi+n/ relia#ility/ and validity are adhered to and some methods o, achievin+ adeuateresponse rates are adopted/ the data -ill #e ro#ust. Galid conclusions can #e dra-n

,rom such data. Such research can and -ill continue to stimulate hypotheses and

improve uality o, any aspects or issues ,or mankind pro#lems.

P.1.3 %iscuss the importance of "oth qualitatie and quantitatie data inresearch

P.1.3.The importance o, ualitative and uantitative data inresearch

n sociolo+y/ quantitatie research re,ers to the systematic empirical investi+ation o,

social phenomena via statistical/ mathematical or numerical data or. The o#0ective o,

uantitative research is to develop and employ mathematical

models/ theories andBor hypotheses pertainin+ to phenomena.

, the researcher vie-s uantitative desi+n as a continuum/ one end o, the ran+e

represents a desi+n -here the varia#les are not controlled at all #ut only o#served.?onnections amon+st varia#les are only descri#ed. 't the other end o, the spectrum/

ho-ever/ are desi+ns -hich include a very close control o, varia#les/ and relationships

amon+st those varia#les are clearly esta#lished. n the middle/ -ith experiment desi+n

movin+ ,rom one type to another is a ran+e -hich #lends those t-o extremes to+ether.

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There are ,our main types o, =uantitative research4 %escriptive/ ?o relational/ ?ausal5

?omparativeB=uasi5Experimental/ and Experimental Research.

The overall structure o, a uantitative desi+n is #ased on the scienti,ic method. t

uses deductive reasonin+/ -here the researcher ,orms a hypothesis/ collects data in an

investi+ation o, the pro#lem/ and then uses the data ,rom the investi+ation/ a,teranalysis is made and conclusions are shared/ to prove that the hypotheses is not ,alse

or ,alse.

",ten collections o, statistics and num#er crunchin+ are not the ans-er to

understandin+ meanin+s/ #elie,s and experience/ -hich are #etter understood throu+h

ualitative data. 'nd uantitative data/ it must #e remem#ered/ are also collected in

accordance -ith certain research vehicles and underlyin+ research uestions. Even the

production o, num#ers is +uided #y the kind o, uestions addressed to the su#0ects/ so

it is essentially su#0ective/ althou+h it appears less so than ualitative research data.

The qualitatie methodis carried out -hen -e -ish to understand meanin+s/ look at/

descri#e and understand experience/ ideas/ #elie,s and values/ intan+i#les such as

these. Example4 an area o, study that -ould #ene,it ,rom ualitative research -ould #e

that o, students learnin+ styles and approaches to study/ -hich are descri#ed and

understood su#0ectively #y students.

The stren+th o, ualitative research is its a#ility to provide complex textual descriptions

o, ho- people experience a +iven research issue. t provides in,ormation a#out the

@humanA side o, an issue < that is/ the o,ten contradictory #ehaviors/ #elie,s/ opinions/

emotions/ and relationships o, individuals. =ualitative methods are also e,,ective inidenti,yin+ intan+i#le ,actors/ such as social norms/ socioeconomic status/ +ender roles/

ethnicity/ and reli+ion/ -hose role in the research issue may not #e readily apparent.

:hen used alon+ -ith uantitative methods/ ualitative research can help us interpret

and #etter understand the complex reality o, a +iven situation and the implications o,

uantitative data.

t is important to note/ ho-ever/ that there is a ran+e o, ,lexi#ility amon+ methods used

in #oth uantitative and ualitative research and that ,lexi#ility is not an indication o,

ho- scienti,ically ri+orous a method is. Rather/ the de+ree o, ,lexi#ility re,lects the kind

o, understandin+ o, the pro#lem that is #ein+ pursued usin+ the method.

P.1. Explain the pro#lems that can arise -hen undertakin+ research

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P.1..The pro#lems that can arise -hen undertakin+ research

:hen content is not immediately availa#le to researchers/ there may #e real restrictions

in +ainin+ access 8,or example/ #ecause no license has #een purchased96 or it may #e

that the pro#lem lies in search and navi+ation/ com#ined to some extent -ith lack o,

researchers expertise.

The most common impacts are delays in research/ and inconvenient and disruptive

interruptions to -ork,lo-4 researchers report losin+ their thread/ havin+ to revisit and

ad0ust research at a later date in time/ and in some cases ,or+ettin+ to +o #ack to ,ill in a

+ap.

Many researchers ,reuently -ork a-ay ,rom their home #ase in the course o, their

-ork/ and -hile they seldom/ i, ever/ +o to other li#raries speci,ically to +et access to e5

content/ they may -ish to secure access durin+ the course o, a visit ,or other purposes

The ran+e o, issues raised in the study is vast/ and speci,ic pro#lems may a,,ect only a

limited +roup o, researchers. *ut ,or those +roups/ the pro#lems can arise repeatedly/

are di,,icult to #e solved/ and can have a ma0or impact on their -ork.

?opyri+ht restrictions on t-entieth5century -orks/ especially those -hose o-nership is

uncertain/ cause di,,iculties ,or researchers in history/ music/ media and

communications and other su#0ect areas6 and so do the restrictions on ho- di+ital ,iles

can #e manipulated ,or research purposes.

The key reasons -hy researchers encounter access di,,iculties are4

H content has not #een di+iti7ed and made availa#le online6

H institutions have not purchased print copies or acuired a license ,or online access to

content that researchers need and that they ,ind throu+h a -ide ran+e o, discovery

services6

H discovery services themselves are o,ten complex/ and not -ell5inte+rated -ith li#rary

systems6

H licenses ,or online content are seen as complex and sometimes restrictive o, access

,or non5mem#ers o, institutions6

H institutions lack the technical or administrative capacity to make online licensed

resources availa#le to non5mem#ers6

The halo e,,ect re,ers to a #ias/ -here#y the perception o, a positive trait in a person or

product positively in,luences ,urther 0ud+ments a#out traits o, that person or products #y

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the same manu,acturer. "ne o, the more common halo e,,ects is the 0ud+ment that a

+ood lookin+ person is intelli+ent and amia#le.

P.2.1 Justify the use of research sources

P.2.1.The use o, research sources

Research data is either primary or secondary/ dependin+ on the source o, the

in,ormation. *oth types o, research data are valua#le ,or market research or any other

type o, study.

Primary data is in,ormation collected #y the researcher directly throu+h instrumentssuch as surveys/ intervie-s/ ,ocus +roups or o#servation. Tailored to his speci,ic needs/primary research provides the researcher -ith the most accurate and up5to5date data.

Secondary data/ on the other hand/ is #asically primary data collected #y someoneelse. Researchers reuse and repurpose in,ormation as secondary data #ecause it iseasier and less expensive to collect. o-ever/ it is seldom as use,ul and accurate asprimary data.

Primary data is the data collected #y the researchers themselves such as4

1. intervie-6

2. o#servation6

3. action research6

. case studies6

$. li,e histories6

!. uestionnaires6

&. ethno+raphic research6

). lon+itudinal studies6

*econdary sources are data that already exists

1. Previous research6

2. ",,icial statistics6

3. Mass media products6

. %iaries6

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$. Fetters6

!. Iovernment reports6

&. :e# in,ormation6

). istorical data and in,ormation6

Adantages of using secondary data

1. The ,irst advanta+e o, usin+ secondary data 8S%9 has al-ays #een savin+ time.

Moreover/ in the so 5 called nternet Era/ this ,act is more than o#vious. n the past/

secondary data collection used to reuire many hours o, trackin+ on the lon+ li#raries

corridors. Ce- technolo+y has revolutioni7ed this -orld. The process has #een

simpli,ied. Precise in,ormation may #e o#tained via search en+ines. 'll -orth li#rary has

di+iti7ed its collection so that students and researchers may per,orm more advancesearches.

2. 'ccessi#ility. n the past/ S% -as o,ten con,ined to li#raries or particular institutions.

nternet has especially #een revolutionary in this sense. avin+ an internet connection

is ,reuently the only reuirement to access. ' simple click is sometimes more than

enou+h to o#tain vast amount o, in,ormation. The pro#lem/ nevertheless/ is no- #ein+

a#le to see -hether the data is valid.

3. Stron+ly connected to the previous advanta+es is savin+ money. n +eneral/ it is

much less expensive than other -ays o, collectin+ data. "ne may examine lar+er data

sets like those collected #y +overnment surveys -ith no additional cost.

%isadantages of using secondary data

1. nappropriateness o, the data. %ata collected #y a researcher 8primary data9 is

collected -ith a concrete idea in mind. The inappropriateness may #e/ ,or instance/ as

data #ein+ collected many years a+o/ that the in,ormation re,ers to an entire country

-hen one aims to study a speci,ic re+ion/ or the opposite/ one aims to study an entire

country #ut the in,ormation is +iven in a re+ion -ide. There are t-o possi#le -ays to #e

taken -hen S% is not appropriate4 19 ans-erin+ your research uestion partially -ith the

su#seuent lack o, validity6 29 you need to ,ind an alternative techniue o, data

collection/ such as survey or intervie-s.

2. Fack o, control over data uality.

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P.2.2 Evaluate the importance o, usin+ primary in,ormation sources

P.2.2.The importance o, usin+ primary in,ormation sources

Primary Sources are the direct evidence or @,irst handA accounts o, events -ithout

secondary analysis or interpretation. ' primary source is a -ork that -as -ritten or

created at a time that is contemporary or nearly contemporary -ith the period or su#0ect

#ein+ studied.

The validity o, in,ormation is its relevance and appropriateness to a research uestion

and the directness and stren+th o, its association -ith the analy7ed concepts. ",ten you

-ill have to use #est availa#le in,ormation -hose validity may #e -eak. "ne solution ,or

validity is to adopt a -ider ran+e o, measures to reduce dependence on any one.

Relia#ility is/ literally/ the extent to -hich -e can rely on the source o, the data and/

there,ore/ the data itsel,. Relia#le data is dependa#le/ trust-orthy/ un,ailin+/ sure/

authentic/ +enuine/ reputa#le. ?onsistency is the main measure o, relia#ility. So/ in

literary accounts/ the reputation o, the source is critical.

The novelty o, in,ormation is particularly important to the science as ,indin+s canchan+e drastically in short periods o, time. o- current the source you are lookin+ at is

relevant #ecause you -ant to kno- that the in,ormation is updated or revised i,

necessary. "n the other hand/ some sources may remain authoritative even thou+h

they are older. Some older sources are Dseminal -orksD -hich represent the startin+

point o, a ne- discipline/ or the 0umpin+ o,, point o, a ne- -ay o, lookin+ at a pro#lem.

Triangulation Trian+ulation re,ers to the use o, more than one approach to theinvesti+ation o, a research uestion in order to enhance con,idence in the ensuin+

,indin+s. Since much social research is ,ounded on the use o, a sin+le researchmethod and as such may su,,er ,rom limitations associated -ith that method or ,romthe speci,ic application o, it/ trian+ulation o,,ers the prospect o, enhanced con,idence.Trian+ulation is one o, the several rationales ,or M>FTMET"% RESE'R?. The termderives ,rom surveyin+/ -here it re,ers to the use o, a series o, trian+les to map out anarea. %ata trian+ulation involves usin+ di,,erent sourceso, in,ormation in order toincrease the validity o, a study. n Extension/ these sources are likely to #e stakeholdersin a pro+ramJparticipants/ other researchers/ pro+ram sta,,/ other community

Corina Popa Page 14


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The title o, the 0ournal6The pa+e num#erBs o, the article in the 0ournal6

's much other in,ormation as you can ,ind a#out the 0ournal/ ,or example the volumeand issue num#ers.

(or electronic resources/ try to collect the in,ormation on the le,t i, it is availa#le/ #utalso record4

The date you accessed the source

The electronic address or email

The type o, electronic resource 8email/ discussion ,orum/ ::: pa+e/ etc9

P.3.1 Present a research proposal to a de,ined audience utilisin+appropriate survey techniues

P.3.1. Presentation o, a research proposal to a de,ined audience

outu#e link4

P.3.2 %iscuss the role o, ethics in research

P.3.2.The role o, ethics in research

There are several ethical issues that must #e considered -hen desi+nin+ research that-ill utili7e participants -ho are human #ein+s. There are a num#er o, ethical

principles that should #e taken into account -hen per,ormin+ under+raduate and

master;s level dissertation research. 't the core/ these ethical principles stress the need

to 8a9 do +ood 8kno-n as #ene,icence9 and 8#9 do no harm8kno-n as non5

mal,easance9. n practice/ these ethical principles mean that/ as a researcher/ you need

to4 8a9 o#tainin,ormed consent ,rom potential research participants6 8#9 minimi7e the risk

Corina Popa Page 16


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o, harm to participants6 8c9 protect their anonymity and con,identiality6 8d9 avoid

usin+ deceptive practices6 and 8e9 +ive participants the ri+ht to -ithdra- ,rom your

research.

The primary concern o, the investi+ator should #e the sa,ety o, the research

participant. This is accomplished #y care,ully considerin+ the riskB#ene,it ratio/ usin+ allavaila#le in,ormation to make an appropriate assessment and continually monitorin+ theresearch as it proceeds.

The scienti,ic investi+ator must o#tain in,ormed consent ,rom each researchparticipant. This should #e o#tained in -ritin+ 8althou+h oral consents are sometimesaccepta#le9 a,ter the participant has had the opportunity to care,ully consider the risksand #ene,its and to ask any pertinent uestions. n,ormed consent should #e seen asan on+oin+ process/ not a sin+ular event or a mere ,ormality.

The investi+ator must enumerate ho- privacy and con,identiality concerns -ill #e

approached. Researchers must #e sensitive to not only ho- in,ormation is protected,rom unauthori7ed o#servation/ #ut also i, and ho- participants are to #e noti,ied o, anyun,oreseen ,indin+s ,rom the research that they may or may not -ant to kno-.

The investi+ator must consider ho- adverse events -ill #e handled6 -ho -ill providecare ,or a participant in0ured in a study and -ho -ill pay ,or that care are importantconsiderations.

n addition/ #e,ore enrollin+ participants in an experimental trial/ the investi+atorshould #e in a state o, Deuipoise/D that is/ i, a ne- intervention is #ein+ tested a+ainstthe currently accepted treatment/ the investi+ator should #e +enuinely uncertain -hich

approach is superior. n other -ords/ a true null hypothesis should exist at the onsetre+ardin+ the outcome o, the trial.

%i,,erent kinds o, research produce di,,erent kinds o, ethical pro#lems. Research

ethics should #e #ased on a realistic assessment o, the overall potential ,or harm and

#ene,it to research su#0ects.

Corina Popa Page 17


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Scholarly Research L Examiner.com. 21. ntervie- types4 Structured/ semi5

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structured5semi5structured5and5unstructured .

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"o#rces.

[$%&'%(] A)aila*le at+ ,ttp+--li*e*.s#rre!.ac.#/-li*rar!-s/ills-'ntrod#ction

20to20esearc,20and20anaging20'noration

20&eicester-page21.,t . [Accessed 02 April 2014].

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http4BB---.eho-.comB,actsQ!)!&)Qde,ine5primary5secondary5data.html.N'ccessed 2 'pril 21O.

Evaluatin+ n,ormation Sources L Iet Research elp. 21. Evaluatin+

n,ormation Sources L Iet Research elp. N"CFCEO 'vaila#le at4

http4BBhelp.li#rary.u#c.caBevaluatin+5and5citin+5sourcesBevaluatin+5in,ormation5

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=uantitative research 5 :ikipedia/ the ,ree encyclopedia. 21. =uantitative

research 5 :ikipedia/ the ,ree encyclopedia. N"CFCEO 'vaila#le at4

http4BBen.-ikipedia.or+B-ikiB=uantitativeQresearch. N'ccessed 2 'pril 21O.

Research Ethics. 21. Research Ethics. N"CFCEO 'vaila#le at4

http4BBdepts.-ashin+ton.eduB#ioethxBtopicsBresrch.html.N'ccessed 2 'pril21O.

"#servational Research. 21. "#servational Research. N"CFCEO 'vaila#le at4

http4BBpsych.csu,resno.eduBpsy1B?ontentB%esi+nBConexperimentalBo#servation

.html. N'ccessed 2 'pril 21O.

. 21. . N"CFCEO 'vaila#le at4 http4BB---.sa+epu#.comBupm5

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