TUMBLR

Sunday, September 22, 2019

Triangulation

Triangulation

Synonyms:

Confirming, Reinforcing, Rejecting
Triangulation facilitates validation of data through cross verification from more than two sources. It tests the consistency of findings obtained through different instruments and increases the chance to control, or at least assess, some of the threats or multiple causes influencing our results.
Triangulation is not just about validation but about deepening and widening one’s understanding. It can be used to produce innovation in conceptual framing. It can lead to multi-perspective meta-interpretations.[Triangulation is an] attempt to map out, or explain more fully, the richness and complexity of human behaviour by studying it from more than one standpoint? - Cohen and Manion

Types

Denzin (1973, p.301) proposes four basic types of triangulation:
  • Data triangulation: involves time, space, and persons
  • Investigator triangulation: involves multiple researchers in an investigation
  • Theory triangulation: involves using more than one theoretical scheme in the interpretation of the phenomenon
  • Methodological triangulation: involves using more than one option to gather data, such as interviews, observations, questionnaires, and documents.
Reasons for triangulation

Carvalho and White (1997) propose four reasons for undertaking triangulation:
  • Enriching: The outputs of different informal and formal instruments add value to each other by explaining  different aspects of an issue
  • Refuting: Where one set of options disproves a hypothesis generated by another set of options.
  • Confirming: Where one set of options confirms a hypothesis generated by another set of options
  • Explaining: Where one set of options sheds light on unexpected findings derived from another set of options.
  • Triangulation to minimize bias
  • The problem with relying on just one option is to do with bias. There are several types of bias encountered in research, and triangulation can help with most of them.
  • Measurement bias – Measurement bias is caused by the way in which you collect data. Triangulation allows you to combine individual and group research options to help reduce bias such as peer pressure on focus group participants.
  • Sampling bias – Sampling bias is when you don’t cover all of the population you’re studying (omission bias) or you cover only some parts because it’s more convenient (inclusion bias). Triangulation combines the different strengths of these options to ensure you getting sufficient coverage.
  • Procedural bias – Procedural bias occurs when participants are put under some kind of pressure to provide information. For example, doing “vox pop” style interrupt polls might catch the participants unaware and thus affect their answers. Triangulation allows us to combine short engagements with longer engagements where participants have more time to give considered responses.

Educational paradigm

 Introduction

•Selects of the area
•Identifies and defines
•Reviews the literature
•States hypotheses
•Defines the objectives
•Finalizes the research plan

   Research MethodResearch 

methods are of utmost importance in a research process.ParadigmA paradigm provides a conceptual framework for seeing and making sense of thesocial world.Kuhn, 1970(Introduction of the term) "universally recognized scientific achievements that for a time provide model problems and solutions to a community of practitioners" "something like a paradigm is a prerequisite to perception itself".

    Burrell and Morgan (1979) "To be located in a particular paradigm is to view the worldin a particular wayPatton (1990) He terms it as "world view”

The Two Paradigms 

•Quantitative Paradigm
 •Qualitative Paradigm

  Measurement is defined as the assignment of numbers to objects and events according to logically accepted rules( Quantitative approach uses ‘measurement’ as the most precise and universally accepted method for assigning quantitative values( Quantitative research is termed the traditional, positivists, the experimental or empirical tradition by some of the authorities like Comte, Mill, Durkheim, Newton, etc

Quantitative Paradigm

  • The measurement uses certain properties ofnumbers while observed phenomena. Theseproperties are described as under: The property of identity The property of order The property of additivity 2
  •  Qualitative Research Qualitative approach is used in phenomenological inquiry for the verification of proposition, which takes into consideration the totality of phenomenon and does not attempt at analyzing it into quantifiable components. Qualitative research in contrast to quantitative approach is by some regarded as less ‘scientific’ and ‘softer.’ Detailed perspectives of the participants in the ‘naturalistic’ settings.

  •  Characteristics Quantitative QualitativeApproach Scientific approach. Naturalistic approach. Logical positivism uses Phenomenological quantitative approach in inquiry uses qualitative the verification of approach to the theoretical propositions verification of proposition. Deductive( Top-down Inductive (bottom-up approach) approach) Researcher formulates The researcher generates and uses hypothesis and hypothesis and ground theory with data. the0ry from the data collected during field work.

Quantitative 

  • QualitativeUnderstanding Based on logical positive Based on paradigm it test specific phenomenological hypothetical paradigm it understands generalization with the phenomenon in narrow angle lens context specific settings in a wide angle and deep angle lensAim Aims at descriptive Aims at description, explanation and exploration and discovery prediction of social using in depth knowledge phenomenonMethod Uses scientific method No sing method; uses a with “hard science” wide range of discrete tapping. strategies and methodsSubject Behavior of the subject Behavior of the subject is under study is assumed to assumed to be fluid, be regular and dynamic, situational, predictable, studied social, contextual, and under controlled personal; studied under condition natural condition
  •  QuantitativeQualitativeObservation Nature of observation is Nature of observation is objective. subjective.Test items Closed-ended structured Open-ended questionnaires, tests, questionnaires are used as attitude scales, rating test items to obtain in- scales are used depth knowledge.Sampling Probability sampling Purposive sampling is a which depends on the dominant strategy. selection of random and The researcher uses small representative sampling samplesDistance There is much social The researcher is the distance between primary data collection researcher and the subject instrument.“ He has a direct contact with and gets close to people , situation and phenomenon under study.
  •    Quantitative QualitativeFindings It aims at analysis of The analysis of qualitative representative and date require organizing validated quantitative raw data into logical data through meaningful categories sophisticated statistical and examining them in and software package holistic fashion for interpretation of data There is some Study of real world manipulation of the situation as they unfold variable under controlled naturally without any condition manipulationTime Takes little time to Takes a long deal of time conduct to conduct

    Major Types of ResearchesQuantitative Paradigm 

1. Descriptive survey research 
2. Correlation research
 3. Causal-comparative research
 4. Experimental research.

Qualitative Paradigm 

1. Phenomenology. 
2. Ethnography. 
3. Case studies.
 4. Grounded theory

     Merits and Demerits of Quantitative Paradigm

 Merits

 1. The research has statistical reliability 
2. Quantitative research involves quantifications based on numbers. 3. The results of the quantitative research can be generalized. 
4. The use of multivariate methods and analysis is helpful in measuring and controlling the variable or variables which intervene between independent and dependent variables.

   Demerits 

1. Quantitative research uses quantitative data. 
2. It is not always possible to formulate specific hypothetical generalizations. 
3. Involve researcher ‘bias.’ 
4. The primary disadvantage of quantitative research is that issues are measured if they are known prior to beginning of the study, especially in survey research. 5. The selection and use of large samples for drawing reliable statistics involves a lot of efforts in terms of money and man-power.

   Merits and Demerits of Qualitative Paradigm

 Merits

 1. Qualitative research is not a unitary approach. It utilizes a variety of alternative approaches to the traditional, positivistic research. 
2. It utilizes qualitative data which are detailed and descriptive.
 3. Qualitative research is most suitable in the study of human behavior which is fluid, dynamic, situational, social, contextual, and personal 
4. It does not start with advanced formulation of specific deductive hypothesis . 
5. Qualitative research utilizes flexible design and “avoids getting locked into rigid designs.
 6. The researcher has direct and close contact with the people, situation, and phenomenon under study. 
7. The final report of the qualitative research studies are detailed and interesting narrations about the phenomenon

15. Demerits
 1. Subjective bias is a constant threat to objective data gathering tools and analysis of techniques. 
2. The findings lack generalization because of the nature and size of the samples used for data collection.
 3. Qualitative research utilizes a variety of methodologies in studying a phenomenon in holistic perspective. In certain cases, it is difficult to focus on complex interdependencies of its parts and understand the meaning of the phenomenon as a whole.
 4. It is cost effective and takes a long deal of time.

        Criteria for SelectionCriteria Quantitative Qualitative Paradigm ParadigmResearcher’s worldview Researcher’s comfort with Researcher’s comfort with the ontological, the ontological, epistemological, epistemological, axiological, rhetorical, and axiological, rhetorical, and methodological methodological assumptions of the assumptions of the quantitative paradigm qualitative paradigmThinking and experience Technical writing skills, Literary writing skills,of the researcher. computer statistical skills, computer text analysis library skills. skills, and library skills.Researcher’s physiological Comfort with rules and Comfort with lack of rulesattributes guidelines for conducting and procedures for research, low tolerance for conducting research, high ambiguity, time for a study tolerance for ambiguity, of short duration. time for lengthy study.

       Criteria Quantitative Qualitative Paradigm ParadigmNature of the problem Previously studied by Exploratory research; other researchers so that variables unknown; body of literature exists; context important; may known variables; lack theory base for existing theories. study.Audience for study Individuals accustomed Individuals accustomed

ACTION RESEARCH

Action research

Action research is a a deliberate, solution oriented investigation made by a person or a group. It involves action and research. Action is in the sense that it brings about some changes in the area which action research focus on and research. In the sense that it is a systematic investigation into a problem The term action research was coined by Kurt lewin

Key points:____

*Action research is a kind of applied research

*It is a a reflective process which help teachers to explore and
 examine aspects of teaching and learning method to take action to change and improve
 
*it helps educator's to develop practical solutions to address them quickly and effectively

Steps of action research:_

*Title of the study

*Statement of the problem
 
*Need and significance of the study

*Objectives of the study

*Probable causes of the problem
*Formulation of action hypothesis
*Design of the study
*Analysis of data
*Findings
*Conclusion

Objective or purpose:_

*To improve classroom teaching
*To raise the achievement level of students
*To facilitate suitable atmosphere for effective learning
*To help teachers and administrators to study their problems well
*To develop scientific attitude in teachers
*T0 remedy problems of delinquency and backwardness
*To help School authorities to find out suitable rmedial measures....

Characteristics of action research

  • Focus on immediate problem and its solution
  • Not concerned with building theories or generalisation
  • Aims to improve practices or work conditions
  •  A plan of action
  • The educator researches on practices
  •  Dynamic process
  •  Practical Focus
  •  Sharing the search
  • Application of action research in classroom
  • Classroom action research begin with or questions about classroom experiences issues or challenges
  • It is a reflexive process which helps teacher to explore and examine aspects of teaching and learning and to take action to change and improve

 Methods

  • Observing individuals or  the groups
  • Using audio and video recording
  • Using structure or unstructured interviews
  • Using for taking photography
  • Distributing survey or questionnaires
Example of action research...

A mathematical teacher at the time of practice time of practice and and drill works find that some of the students are not able to to solve the problems in spite of fact

 Remedial measures:_

* The topic has been taught to them in class
*The problem have already been assigned to them in form of homework for practice
*while checking the home assignment that teacher has found that they have correctly solved the problem

Advantages of action research....

*It develops attitude in the teachers
*Teachers can adopt a teaching method and promote all round development of the people
* It increase achievement level of students
*Curriculum can be effectively developed
*It solves problem on discipline
*It removes discrepancies among pupils and students
*Solves problems of delinquency and backwardnes

Disadvantages:_

*Lack of time
*Validity
*Results are not generalizable
*Range of models and process
*Lack of generalizability
*Lack of repeatability and rigour
*Difficulties in distinguishing between action and research
*Delay in in completion of action research due to  wide range of reasons are not rare occurrences


Saturday, September 21, 2019

PEDAGOGY – INTEGRATING ICT, CULTURAL INTEGRATION

PEDAGOGY – INTEGRATING ICT, CULTURAL INTEGRATION

INTRODUCTION

 Information and Communication Technologies are combined with forums, services, tools, technologies, information, knowledge, etc. which can be used for achieving goals of teaching learning pedagogy , also enhancing performance. ICT has contributing to whole universe. To access to education, impartiality in education, quality in Education, efficient education, also governance and administration. 
The entire education system has transformed into an innovative learning system. However, keeping in mind the practical aspects of teaching through ICT, especially in schools of rural and remote areas, it is assumed that the desired goals would be achieved once the computer technology, local area networks and the information management system are develop. As a result, there are clear and detailed planning, design and well-built technical support system, yet the desired outcomes have not been achieved.
Cultural integration in education refers to education and instruction designed for the cultures of several different race in an educational system. This approach to teaching and learning is based upon consensus building, respect, and fostering cultural pluralism within racial societies.

INTERGRATING ICT WITH PEDAGOGY

The major reasons behind the failure are not integrating the purpose, functions and procedure of functional system adequately. That is why ICT fails to function in assisting; spreading information and knowledge, hence, the applications and effects of ICT are not obtained. In paper there are so many techniques and so many tools are defined to use ICT very effective way. There are countries which incited one step towards to ICT learning. They are allowed you to do online course for the learner and experience about ICT in different sectors. PRAGATIis  a very elegant example of use of ICT technology. PRAGATI is a unique integrating and interactive platform. The platform is aimed at addressing common man’s grievances, and simultaneously monitoring and reviewing important programmes and projects Of the Government of India as well as projects flagged by State Governments

OBJECTIVES

  •  The main aim to use ICT technology is to serve better education to whole world, providing high quality education with world class facilities to the youth of India and the earth, so that they can compete with the students all over the world.
  •  − To enhance the efficiency of teachers developing expression power and improve the learning experience
  • . − To implement the lifelong learning. 
  • − The proper understanding and application of the concepts. 
  • − Elaboration reasoning and critical thinking abilities, also develop proper study habits. − To increase judgment and decision making ability.
  •  − To encourage for risk taking, scientific temper, etc.
  •  − To keep up with rapid changes
  • . − To encourage equal opportunities to achieve better education.
  •  − To automatically and dynamically adjust the learning delivery.
  •  − Enable the learners to perform a complete self-assessment that will help them identify their strengths and weaknesses.
  •  − To understand learners’ grasping power, help with changing the complexity, efficiency, idea, speed, and other characteristics of the course to suit the learner.
MAJOR CHALLENGES OF ICT

  • There are multiple issues and challenges confronting the implementation of ICT education in schools and educational institutions and the problems are much more magnified in case of schools located rural and remote area when the access to electricity and internet are next to impossible. The biggest challenge is the need for constant renewal in terms of content. The policy makers, educators, administrators and students in higher education are facing certain challenges like, Environmental challenges, Educational challenges and Cultural challenges.
  • Environmental challenges :There is restriction on infrastructure area for the complete ICTs integration in education. So it becomes very significant for policy makers and planners before any development of ICT in education. Few things which we have to keep in mind when we implement ICT in education like proper classrooms and buildings need to be available for the latest technology as well as availability of telephony and electricity
  • Educational challenges: It is one of the biggest challenges to develop ICT in education because of balancing educational goals with financial realities. In education, ICTs need huge amount of investments. Additional effort and time required to train teaching manpower, motivate educators and integrate ICT as a tool into their curriculum. In short, development of ICT in education requires to establishment facilities with appropriate infrastructure and adaptation of the latest technologies
  • Cultural challenges: English is the foremost language of the internet. Miscellanies of culture in different area of the world are also challenges to introducing ICT in education. Almost 80% of online content, educational software are in English. English is not the first language in most of the countries. So it denotes a serious obstacle to integrating ICTs use in education system. For example, in India and Pakistan, almost all the websites are in English. Thus, some people may not access the information due to lack of in English efficiency.
SIGNIFICANCE OF ICT :

  • Information and Communication Technology (ICT) can allow educators and learners to make important contributions in learning and achieving specific goals. There, needs to define some approaches to use ICT in the formal education sector to be revised and examined. Documentation, research techniques should be applied. Relationships between ICT, curriculum development, pedagogy and practice in classroom setting are considered. The term 'ICT', in curriculum is discussed. A framework for the investigation of contemporary understandings of ICT in pedagogical practice is presented. Three dimensions of ICT curriculum: I) proposed; 2) implemented and 3) achieved are employed in this framework. The structural approaches that can be applied for the examination of ICT in each of these three dimensions are discussed. This study will provide a ;
  •  E-learning and access to  e-libraries. 
  • − Access to varieties of learning resources. 
  • − Access to online courses of any university. 
  • − Propinquity to information 
  • − Collaborative learning. 
  • − Educational data storage. 
  • − Learning at any time and any place. 
  • − Distance learning. 
  • − Reduces time on many routine tasks. 
  • − Access to the sources and resources of information. 
  • − Touch with any legend researcher. 
  • − Multimedia approach to education. 
  • − Teaching of different subjects made interesting. 
  • − Access e-mail, chat, forum and blogs multiple communication channels. 
  • − Easy, understandable and interesting learning. 
ICT IN 21ST CENTURY’S

For improving student learning outcome, we need to improve educational quality. Thus, students can be able to procure the skill which is needed for 21st century learning. Communication and Collaboration, digital literacy, citizenship, critical thinking and problem solving, creativity and being productive users of technology are important for 21st century skills. There are three skills of life and career in 21st Century. 1] Leadership & responsibility 2] Productivity & accountability and 3] Social & cross-cultural skills[1]. In learning environment, 21st century support to the professional learning. So the educators can easily collaborate and share their best practices. It enables students to learn with relevant contexts. It allows teachers for accessing quality teaching and learning tools, technologies and resources. It supports to expand face-to-face and online learning for cross cultures. In 21st century, mainly six key components are defines for learning
1] Emphasize core subjects
 2] Emphasize learning skills
 3] ICT tools to develop teaching and learning skills 
4] Teach and learn in a 21st century context 
5] Teaching and learning 21st century content and
 6] Use of 21st century assessments that measure 21st century skills.

CULTURAL INTEGRATION

All of us are concerned about diminishing moral values and the growing intolerance among communities, castes and groups that make up our great
nation . What is depressing is the sad reality that spread of education in the Country has made no serious difference in this regard. In fact, there are at
least some of us who suspect that the perfunctory education provided through our schools may have, to some extent, contributed to this distressing situation. Our school education relies almost exclusively on predetermined sets of
‘competencies’ to be acquired through rote memorization, thereby denying our children opportunities to exercise their innate thinking capabilities and their individual creativity. Our classroom pedagogy deprives children opportunities
to learn in a collaborative, reflective manner that would have at least helped them acquire basic social skills. Our outdated system of examination has contributed to a mad rush for ‘ranks’, ‘seats’ and ‘jobs’…making us wonder
whether we have, at some point in time, lost sight of the real.

 objectives of education.

  • We are bothered about the declining awareness among our children about
  • their own cultural backgrounds. Another cause for concern is the fact that
  • education is looked upon by marginalized sections of the society to get
  • ‘cultured’ in order to ‘get out of the rut’. Literacy, while opening up the entire
  • world to these sections may also alienate them from their basic cultural
  • strengths. We need to ensure that children from these sections recognize the
  • strengths of their own ethos…and build up on those.
  • It was in this context that the reconstituted CABE’s Committee of ‘Integration of Culture Education in the School Curriculum’ was given the rather broad
  • mandate: to look into the ‘what’, the ‘why’ and the ‘how’ of inculcating cultural values through the School Curriculum.
  • The Terms of Reference for the Committee are challenging:
a) To suggest ways of enhancing the quality of cultural awareness
among school going children.
b) To suggest ways of introducing both in curricular and extra curricularbways, the learning of our traditional, folk, classical and contemporary art forms
c) To suggest ways of helping the students to appreciate the world of
arts, music and literature
d) To suggest ways of introducing a capsule on the appreciation of arts
in the curriculum of teacher education
e) To suggest ways of introducing art appreciation as an elective
subject in the universities
d) To help understand the status of art and music schools and colleges
in the country.

Processes adopted

a) The sub-committee first met in Delhi and discussed the issue of
teaching /learning process of culture in schools on 2nd November 2004.
b) Some educationists, writers and theatre activists met in Mysore, RIE
and discussed the problems of cultural education broadly. The meeting
was held on March 10, 2005
c) A meeting of painters, musicians, writers and activists involved in
primary education were called in Bangalore from 23rd March 2005 to
26th March. 
d) Second meeting of the sub committee was held in Delhi, NCERT on March 31, 2005
e) Some further suggestions received from Shri Javed Akhtar with emphasis on exposing the child to popular arts. These ideas were generated after the second Delhi meet, 
f) Some further suggestions on the holistic use of the concept of
‘integration’ in a multi-cultural society by Ms Krishna Sobti. These ideas were generated during the discussion in the second Delhi meet. 
g) A detailed account of the integration of culture education in the school and college curriculum. This document was prepared after talking to school and college students, teachers, and parents by the Spic Macay. Dr Kiran Seth one of the members has got this done. 

CONCLUSION

The modern science, engineering and technology are based on Information and Communication Technology. ICT is a developmental tool and this technology can be helpful in meeting the governance, employment, education, health and commercial needs of the nation. To integrate ICT into the curriculum, institutions should provide suitable support to the teachers in terms of finance, infrastructure and e-resources. The success of ICT in rural areas will require many changes to the current landscapes, for example increased availability of education, training, infrastructure, and affordable ICT capital.

REFERENCE

  • International Journal of Computer & Mathematical Sciences IJCMS ISSN 2347 – 8527 , Priyanka Patel, Nehal Patel., Volume 6, Issue 5 May 2017
  • http://ictliteracy.info/rf.pdf/UsingICTQuality.pdf

  • [1] Abtahi, M. S., &Hamidi, N. (2011). THE IMPORTANCE OF ICT IN EDUCATIONAL SYSTEM AND CURRICULUM. In INTED2011 Proceedings (pp. 2853-2865). IATED. 
  • [2] Daniel, J. S. (2001). Using ICT for quality teaching, learning and effective management. UNESCO Asia and Pacific Regional Bureau for Education. 
  • [3] Mbodila, Munienge, Telisa Jones, and KikungaMuhandji. "Integration of ICT in education: Key challenges." International Journal of Emerging Technology and Advanced Engineering 3.11 (2013): 515-520. 
  • [4] Raju, S. V., Raju, M. B., Abbaiah, G., &Gudavalli, M. (2016, February). Role of ICT in Outcome Based Education. In Advanced Computing (IACC), 2016 IEEE 6th International Conference on (pp. 815-819). IEEE. 
  • [5] Bottino, R. M. (2004). The evolution of ICT‐based learning environments: which perspectives for the school of the future?. British Journal of Educational Technology, 35(5), 553-567. 
  • [6] Heap, N. W., Kear, K. L., & Bissell, C. C. (2004). An overview of ICT-based assessment for engineering education. European Journal of Engineering Education, 29(2), 241-250. 
  • [7] Stoner-Weiss, K. (1999). Central weakness and provincial autonomy: Observations on the devolution process in Russia. Post-Soviet Affairs, 15(1), 87-106. 
  • [8]http://www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf 

DESCRIPTIVE RESEARCH

DESCRIPTIVE RESEARCH 

Descriptive research is used to describe characteristics of a population or phenomenon being studied. It does not answer questions about how/when/why the characteristics occurred.  For example, over time the periodic table’s description of the elements allowed scientists to explain chemical reaction and make sound prediction when elements were combined. Hence, descriptive research cannot describe what caused a situation. Thus, descriptive research cannot be used as the basis of a causal relationship, where one variable affects another. In other words, descriptive research can be said to have a low requirement for internal validity.


Characteristics of Descriptive Research

  • The term descriptive research then, refers to research questions, design of the research and data analysis that would be conducted on that topic. It is called an observational research method because none of the variables that are part of the research study are influenced in any capacity.
  • Some distinctive characteristics of descriptive research are:
  • Quantitative research: Descriptive research is a quantitative research method that attempts to collect quantifiable information to be used for statistical analysis of the population sample. It is an popular market research tool that allows to collect and describe the nature of the demographic segment.
  • Uncontrolled variables: In descriptive research, none of the variables are influenced in any way. This uses observational methods to conduct the research. Hence, the nature of the variables or their behavior is not in the hands of the researcher.
  • Cross-sectional studies: Descriptive research is generally a cross-sectional study where different sections belonging to the same group are studied.
  • Basis for further research: The data collected and analyzed from descriptive research can then be further researched using different research techniques. The data also can help point towards the types of research methods are to be used for the subsequent research.


Descriptive Research Methods
There are 3 distinctive methods to conduct descriptive research. They are:

  • Observational Method
  • The observational method is the most effective method to conduct descriptive research and both quantitative observation and qualitative observation are used in this research method.
  • Quantitative observation is the objective collection of data which is primarily focused on numbers and values –  it suggests “associated to, of or depicted in terms of a quantity”. For example, the researcher can track if current customers will refer the brand by using a simple Net Promoter Score question.
  • Qualitative observation doesn’t involve measurements or numbers but instead just monitoring characteristics. In this case the researcher observes the respondents from a distance. Since the respondents are in a comfortable environment, the characteristics observed are natural and effective For example, in a supermarket, a researcher can from afar monitor and track the selection and purchasing trends of the customers. This offers a deeper insight into the purchasing experience of the customer.
  • Case Study Method
  • Case studies involve in-depth research and study of individuals or groups. Case studies lead to a hypothesis and widen a further scope of studying a phenomenon. However, case studies should not be used to determine cause and effect as they don’t have the capacity to make accurate predictions because there could be a bias on the part of the researcher. The other reason why case studies are not an accurate way of conducting descriptive research is because there could be an atypical respondent in the research and describing them leads to poor generalizations and move away from external validity.
  • Survey Research
In survey research, respondents answer through surveys or questionnaires, or polls. They are a popular market research tool to collect feedback from respondents. In order for a survey to gather good quality data, it should have good survey questions, which should be a balanced mix of open-ended questions and close ended-questions. The survey method can be conducting online or offline which is makes it the go-to option for descriptive research where the sample size is very large.

Examples of Descriptive Research

An example of where descriptive research can be used is if a school district that wishes to evaluate teachers attitudes about using technology in the classroom. By conducting surveys and observing their comfortableness using technology through observational methods, the researcher can gauge what they can help understand if a full-fledged implementation can face an issues. This also helps in understanding if the students are impacted in any way with this change.

Advantages of Descriptive Research

  • Some of the major advantages of descriptive research are:
  • Data collection: Descriptive research can be conducted by using specific methods like observational method, case study method and survey method. Between these 3, all major methods of data collection are covered which provides a lot of information. This can be used for future research or even developing hypothesis of your research object.
  • Varied: Since the data collected is both qualitative and quantitative, it gives a holistic understanding of a research topic. This causes data that was not planned to be collected gets tracked and the data is varied, diverse and thorough.
  • Natural environment: Descriptive research allows for the research to be conducted in the natural environment of the respondent and this ensures that high-quality and honest data is collected.
  • Quick to conduct and cheap: As the sample size is generally large in descriptive research, the data collection is quick to conduct and is cheap.
  • Forms basis for decision-making: As the data collected in descriptive research represents a larger population and is robust, it is easy to make decisions on the basis of the statistical analysis of that data.


Disadvantages of Descriptive Research

  • Some of the major disadvantages of descriptive research are:
  • Confidentiality: Respondents aren’t always truthful if questions are too personal or they feel that they are being “watched”. This may negate the validity of the data.
  • Halo effect: If the research observer has a potential bias towards the research topic or some respondents in the research, the observations then maybe considered as invalid or untrue.
  • Sample isn’t representative: Due to the randomness of the sample, it is very tough to validate that the sample is an accurate representation of the whole population.
  • No scope to learn cause: Since descriptive research only focuses on the “what” of an objective or phenomenon, it does not delve into the “why or how” and that is a limitation in learning specific causes.

CONCLUSION :
Descriptive research is used extensively in social science, psychology and educational research. It can provide a rich data set that often brings to light new knowledge or awareness that may have otherwise gone unnoticed or encountered.  It is particularly useful when it is important to gather information with disruption of the subjects or when it is not possible to test and measure large numbers of samples.  It allows researchers to observe natural behaviors without affecting them in any way. 

LONGITUDINAL RESEARCH


LONGITUDINAL RESEARCH

Longitudinal research is a type of correlational research that involves looking at variables over an extended period of time. This type of study can take place over a period of weeks, months, or even years. In some cases, longitudinal studies can last several decades.
How Longitudinal Research Works
So why would researchers want to conduct studies that take a very long time to complete? One reason is that a longitudinal study can be used to discover relationships between variables that are not related to various background variables. This observational research technique involves studying the same group of individuals over an extended period.
Data is first collected at the outset of the study, and may then be repeatedly gathered throughout the length of the study. Doing this also allows researchers to observe how variable may change over time.

EXAMPLE

 Imagine that a group of researchers is interested in studying how exercise during middle age might impact cognitive health as people age. The researchers hypothesize that people who are more physically fit in their 40s and 50s will be less likely to experience cognitive declines in their 70s and 80s.
The researchers obtain a group of participants who are in their mid-40s to early 50s. They collect data related to how physically fit the participants are, how often they work out, and how well they do on cognitive performance tests. Periodically over the course of the study, the researchers collect the same date from the participants to track activity levels and mental performance.

CHARACTERISTICS

  • They are observational in nature
  • They are a type of correlational research
  • Longitudinal research is often contrasted with cross-sectional research
  • Longitudinal research involves collecting data over an extended period, often years or even decades
  • Cross-sectional research involves collecting data at a single point in time
  • Types of Longitudinal ResearchThere are three major types of longitudinal studies:Panel Study: Involves sampling a cross-section of individuals                          types
  • Cohort Study: Involves selecting a group based on a specific event such as birth, geographic location or historical experience.
  • Retrospective Study: Involves looking to the past by looking at historical information such as medical records.
The Benefits

  • So what are some of the reasons why a scientist choose to conduct longitudinal research over other methods? For many types of research, longitudinal studies provide unique insight that might not be possible any other way.
  • The benefit of this type of research is that it allows researchers to look at changes over time. Because of this, longitudinal methods are particularly useful when studying development and lifespan issues. Researchers can look at how certain things may change at different points in life and explore some of the reasons why these developmental shifts take place.
  • An example of how this research can be used include longitudinal studies that look at how identical twins reared together versus those reared apart differ on a variety of variables. Researchers track these participants from childhood into adulthood to look at how growing up in a different environment influences things such as personality and achievement.
  • Since the participants share these same genetics, it is assumed that any differences are due to environmental factors. Researchers can then look at what the participants have in common versus where they differ to see which characteristics are more strongly influenced by either genetics or experience.Because longitudinal studies take place over a period of years (or even decades), they can be very useful when looking at changes in development over time. Researchers can utilize this kind of research to establish a sequence of events when looking at the aging process.
The Drawbacks

  • As with other types of psychology research, longitudinal studies have both their strengths and weaknesses. There are some important advantages to conducting longitudinal research, but there are also a number of drawbacks that need to be considered.
  • Longitudinal Studies Can Be Expensive
  • Longitudinal studies require enormous amounts of time and are often quite expensive. Because of this, these studies often have only a small group of subjects, which makes it difficult to apply the results to a larger population. Another problem is that participants sometimes drop out of the study, shrinking the sample size and decreasing the amount of data collected.
  • Participants Tend to Drop Out Over Time
  • This tendency for some participants to be more likely to drop out of a study is known as selective attrition. In our example above, participants might drop out for a number of reasons. Some might move away from the area while others simply lose the motivationto participate. Others might become housebound due to illness or age-related difficulties, and some participants will pass away before the study is concluded.
  • In some cases, this can lead to an attrition bias and influence the results of the longitudinal study. If the final group no longer reflects the original representative sample, this attrition can also threaten the validity of the experiment. Validity refers to whether or not a test or experiment accurately measures what it claims to measure. If the final group of participants is not a representative sample, it is difficult to generalize the results to the rest of the population.
  • The World’s Longest-Running Longitudinal Study
  • The world's longest-running longitudinal study is the Genetic Studies of Genius, which is today referred to as the Terman Study of the Gifted. The study was originally started in 1921 by psychologist Lewis Terman to investigate how highly intelligent children developed into adulthood.
  • The study is still going on today, although the original sample has understandably grown much smaller. The study originally had over 1,000 participants, but that number had dwindled to just 200 by 2003. Some of the participants included scientist Ancel Keys and educational psychologist Lee Chronback. Researchers plan to continue the study until the last participant either drops out or dies.
CONCLUSION

A longitudinal study can provide a wealth of information on a topic. Such studies can be expensive, costly, and difficult to carry out, but the information obtained from such research can be very valuable
.
Refference : 

https://www.verywellmind.com
                                               

   

Evaluation research

Evaluation research

Evaluation research involves assessing the quality of a study using standards advanced by individuals ieducation.unfortuntaly there, are no ironclad standards for evaluating educational research.in the academic research community in school districts or in local state or federal agencies.still we need some mains of determining the quality of studies, especially published research or reports presented to practioner audience.

Meaning

Evaluation is the systematic assessment of the worther merit of some subject.evaluaton research or program evaluation,refers to the kind of applied socal research that attempts to evaluate the effectiveness of 

Trends and issues


Teacher shortage

  •   a rapidly increasing youth population and shift increase in the proportion of a children attending school many developing countries are facing serious difficulties in recruiting and Finance in the qualified teachers.
  • Teacher shortage is a market determined quality reflecting the mismatch between the supply and demand for faculty resource in the academic market.
  • Since teacher resource is a key input in the production of higher education service the demand for teacher resource is derived from the underlying demand for higher education service from students.
  • Hence the economic response to market condition of academic institution providing higher education is a crucial determinant of both teacher shortage and quality of Education.
  • Several factors like a government policies regulatory norms and requirements the revenue generation possibilities other non revenue sources of  institutional capacity and reputation define operating environment of education Institution.
  • Several factors like government policies regulatory norms and requirements the revenue generation possibilities other Non governmental source of fund institutional capacity and reputations define the operating environment of education institution.
  • Decisions concerning recruitment depoloyment and nurturing of teacher resources are are all made by academic institution hence the effective impact of any policy depends on how this affect the decisions of academic institution.
  • Teacher shortage represent a mismatch between the demand and supply of teacher resource teacher resource are required only as a one of several input in the production of higher education service.
  • Monetary incentives are not the only nor perhaps the most significant influence on the decision to make up an academic career of a teacher.
  • A part from salaries other important structural development of the supply of teacher resource include
  •        Service conditions like a teaching workload opportunities for research Administrative facilitation etc.... 
  • Salaries obtainable in other professions and Employment with comparable qualifications.

   3. Career advancement prospect         Leke promotion skill           upgradation programs possibilities   for    external    recognition of resarch.
4. Institutional  reputation i.e faculty resource would tend to shift   to an institution with a better     operation and there would be less    attrition
5.  Better post retirement benefits
6. Providing prestigious Fellowship    for include  talent Scholars     towards PhD work and academic   career
  •   The above key steps would improve the attractiveness of academic career and enhance the long run supply of teacher resource.
  • In addition the supply of teacher resource maybe and hands in the short to medium the bi set another measures. Several of them would have a one time impact of the supply of faculty resource these include.
  •          Increasing the opportunity for participation in academic work by other potential teacher and researches.
      1.   Relaxation of the age of                retirement of faculty
2.     Creation of post such as                  emeritus professor /fellows
3. Creating policies that attract             NIRs  and other international            academic personnel
  • The problem of teacher shortage is generally recognised as a key problem confronting the education sector.
  • It is necessary for policy makers and regulator to keep in view the cross connection of teacher shortage with other problems and the future of education.

Student -teacher ratio

  • Teaching staff constitutes a vehicle aspect of education student teacher ratio is one of the the critical indicators of education as it provide inside to measure the quality of education.
  • Sufficient number of teacher is required at all level to inform good quality education.
  • The student teacher ratio in India is quite law and need improvement does it is imperative to improve the student teacher ratio to enhance the quality of education and to make a human resource Global competitive.
  • Shortage of faculty is felt in institution for higher education as well as many positions are lying vacant.
  • Faculty crunch is felt even at the prestigious Institution of learning with their elaborative funding and infrastructure.
  • A report by All India Council for Technical Education (AICTE) avashyak confirm the shortage of teaching staff.
  • Professor and raiders constituted more than teaching stink hence more lectures are needed to Infuse fresh blood in the educational system.

Un economic schools

  •  Schools with insufficient strength of people are termed as an economic schools as the strength of students in school is the criterion for determine continuous of the schools.
  • Many of Government and aided schools have been found and economic as per a survey.
  • The increase in number of an economic school  has serious repercussions for the public education system at large and the number of teaching post which have been affected buy a steady decline in student strength in government school over the years.
  • And protected teachers of aided schools stand to lose their jobs because of the drop in the students strength and division fall.
  • Teachers of aided school main loss their job if they do not fall in the protected teachers category.
  • It becomes the responsibility of the local bodies the local community and also people working in the education Spear at large to bring an economic schools back on track.
  • An economic School can come up with better Government and administrative intervention

Tuesday, September 10, 2019

RESEARCH METHODOLOGY


RESEARCH METHODOLOGY
Research work is traditionally defined as the gathering data to answer the questions and finding a solution to problems. The research work may be asked to provide an answer to questions of theoretical interest to a particular discipline. This may include such questions which  have no interest to the society. In this chapter, the aim is to provide a brief overview of research methodology along with a simple model of research methodology. We will try to find out the importance of research methodology in handling the data. The research in management and social science is concerned with human beings, which is attached to their surroundings. The organizational behavior is an important part of the focus of research in management and social sciences and researcher must consider this part carefully to come to conclusions. The concepts of validity and reliability provide the criteria by which we need to judge our choice of research methods. These criteria determine the credibility and academic value of research work.

The validity means the success of a method in assessing what is to be assessed. If the method is valid then the result can be taken as true. There are four main approaches for assessing validity, viz. Face validity, content validity, predictive validity, and construct validity. The reliability is a criterion that refers to the consistency of the data stemming from the use of a particular research method. A measure is reliable to the extent that the repeated application of it under the same conditions gives the same result. However,
whatever research method is used, it is always possible to consider carefully features of research design that make for reliability. Research is commonly known as a search for knowledge. It can be defined as a search for systematic knowledge. Research is
scientific and systematic investigation about a specific aspect. It is a movement from known to unknown. Research is considered a careful investigation or inquiry to
find out new facts in any branch of knowledge. It is an original contribution to the existing stock of knowledge making for its advancement. Therefore research is a systemized effort to acquire new knowledge. Research should not be considered as an academic activity only, it also applies to all the respect of the human activity. Research is the basis for making the process of decision effective and more meaningful. It includes the definition of research problem formulation of hypothesis, collection of data, analyzing of data and arriving at
conclusions. After the conclusions are drawn, it is also necessary to find out testing of the conclusions about the hypothesis. Now research has acquired so much of prominence in all the activities, that no development can be thought without proper
application of research. Research is now take up by many professionals. It is a way of thinking. It critically examines the various aspect of professional work. It is a habit of questing. What you do and systematic examination of observed information to find the answer, to make appropriate change for effective use of the information.


CHARACTERISTICS OF RESEARCH

a)      Controlled:

There are many factors that affect on the outcome. In a study of cause and effect relationships, it is important to be able to link the effect (s) with the cause (s) and vice versa. The concept of control implies that, in exploring set up your study in a way
that minimizes the effects of other factors affecting the relationship. This is possible in physical sciences, whereas in social sciences such controls as impossible, therefore attempts are
made to quantity their impact.

b)     Rigorous:

You must be scrupulous in ensuring that the procedures followed to find the answer to questions are relevant; appropriate and justified. Again, the degree of rigor varies between the physical and the social sciences.

c)      Systematic:

This implies that the procedures adopted to undertake an investigation follow a certain logic sequence. The different steps cannot be taken haphazardly. Some procedures must follow others.

d)     Valid and Verifiable:

This concept implies that whatever you conclude based on your findings is correct and can be verified by you and others.

e)      Empirical:

This means that any conclusions drawn are based upon hard evidence gathered from information collected from real-life experiences or observations.

f)       Critical:

Critical scrutiny of the procedures used and the methods employed is crucial to a research inquiry. The process of investigation must be foolproof and free from drawbacks. The process adopted and the procedures used must be able to
withstand critically scrutiny.

OBJECTIVES OF RESEARCH:

A) Academic Objectives
            It relates to the development of new concepts and addition to an old concept. It means that the urge for knowledge is the main factor in this type of objective of the research.

B) Utility objectives
 It relates to the utility of research work, as research work, as research is accepted for more use to the society. It has to provide the base for policy formation in society.
This type of research must be in a position to provide for achievements in attending organizational objectives. As explained above the research provide a base for investigation by which the relationship between two variables can be established. It is only in systematic research where induction and deduction are possible. Observation is the main element in the research study by which decision-making ability can be increased. Collection of primary and secondary data is involved in the research process and now with these requirements objectives of the research can be further classified into the following:
1. Decision-making objectives.
2. Environmental objectives
3. Market objectives
4. Customer objectives
5. Profit and promotional objectives.

1. Decision-making objectives:
Decision making is now influenced by research. The project identification and implementation are based on the research conducted. There cannot be any business policy that is not affected by research findings. Controlling, which is the main
function in the management can effectively be organized through
research study.
2. Environmental objectives:
All the decisions in the business are taken about the environment in which business operates. All the factors affecting the business-like state, investor, worker, customer and the competition requires systematic investigation before any decision is to be taken.
3. Market objectives:
The market objectives of the research are defined as market research. This includes the market share of products, the profit margin of the organization and total sales volume of the company. Based on the careful investigation of the available market
information, relevant market strategies can be drawn regarding new product development, product selling approach and product modification.
4. Customer objectives:
The need of the customer is assessed, well in advance even before the product is planned. The utility of the product is decided based on the quality of the product, about the requirements of the customers. It is in this respect that the inquiry is conducted to
find out the level of the satisfaction of customers.

5. Profit and promotional objectives:
In most of the companies' profit maximization is the main objective to be attended by them. This requires investigations and consultations to be conducted. Surveys are also conducted to work out the variables in support of the promotional activities. The research provides a strong base for these activities. The development of a business entity is based on a corporate image which is the outcome of the relationship between internal and external factors of the
companies.

 NATURE OF RESEARCH

Research is a process in which an in-depth study of the problem is carried out. This requires investigation to be conducted based on collections and compilation of data along with its interpretation and presentation. Research is properly conducted, it helps in the decision
making process. There cannot be any research exercise which will not yield any additional input to knowledge.  As such research involved a critical examination of facts which leads to the formation of new concepts of modification of old concepts.
The research activities will help us in the testing of hypothesis and establishing a relationship between variables by this we can identify the methods for the solution of the research problems. The research is a fact finding process, which influences
the decisions to be taken. This also provides an opportunity to check the effectiveness of the decision taken. The research is a scientific process and it is required to conduct in proper sequences, which includes activities right from identification of research problem, formulation of hypothesis, testing of hypothesis, observation and relationship of variables and drawing of conclusions


 IMPORTANCE OF RESEARCH

All development and progress in society are an outcome of research work. The development of logical thinking is promoted by conducting research activities.
Research provides a base for the policies formation of the Government related to agriculture, industries and infrastructural services in the region. In this context investigation in the structure of the economy is conducted through a compilation of data and analysis of facts. Research provides for predicting of future prospects of the region. Research has special importance in solving various problems of business and industries. Market research, operation research, and motivation research are conducted in the business for various requirements. The importance of research can also be certain through its application in the socio-political sector to find out the solution to the social and political problem of the society.


 RELEVANCE OF RESEARCH

Though research is extensively used everywhere in business for planning, forecasting and decision making, but it may lose its relevance of business competition in the society. Therefore in underdeveloped countries normally having no competition it may consider as luxury and for this very reason, it may be neglected in the society. In the existing stage of business competition, where problems are becoming more complex, research, is becoming more relevant than before. The usefulness of research can very well be seen in the managerial functions. Research establishes the relationship between variables and functional areas. It is an effective tool for forecasting. It also provides necessary help for the optimum utilization of the available resources. The formulation and implementation of policies and strategies will be more effective when they are based on the research studies. Research is the main source of decision making as it helps the process of thinking, analyzing and interpretation of the business situations. It provides a base for innovations product development and product modifications.

RESEARCH PROCESS

There are various approaches to research work. Every research project is different from each other on account of its time and place in which it is to be conducted. But all the research projects will have a common understanding of the society and have common
steps through which research is conducted. To have proper research work, every research project work, every research project has to have a research problem
identified. The the research process will consist of a particular objective which should be clearly stated and there should be a hypothesis that has to proceed right or wrong. In addition to this, each research project will have a research design which
indicates as to how required data will be collected, analyzed and interpreted.
The research process consists of a series of various actions, which are necessary for effective research work. It includes all such stages required to carry out research work. This must specify the desired steps involved in conducting research work.
It is necessary to understand that there is no specific sequence or established order in which research work is carried out. Therefore in the research process, there are certain guidelines regarding steps involved in research work. The stages in the research process are listed as, selecting research problems and stating of hypothesis, formulating of
research design, collecting, analyzing and interpreting data. These steps can be summarized as under

1. Formulate the research problem
2. Get the background information.
3. Refine your search topic
4. Consider your research option.
5. Select the appropriate tool (i.e. sampling procedure)
6. Use the tool effectively
7. Locate your material (i.e. data for research)
8. Analyses the material located (i.e. data analysis)
9. Organize and write report.
10. References and bibliography.

The stages which are explained above are depended on each other. It is clear from the above steps sequence in the research process, which are described as under-

1. Formulation of research problem
2. Review of the existing literature
3. Formation and development of the working hypothesis
4. Preparation of research design
5. Determining sample design
6. Data collection
7. Project execution
8. Data analysis
9. Testing of hypothesis
10. Data interpretation
11. Report of the research work.
In order to understand the research process perfectly brief description of each of the stages will be of more help to researchers

1.      Formulation of the research problem:

The research problem relates to the statement of problem and relationship between two variables under study. Research has to identify the problem first and later on its required to single out the problem. This will give scope to the researcher to decide a general area of interest or subject matter of that researcher who has no knowledge about the subject matter will not be in a position to collect and analyze data. Therefore researcher is supposed to have proper knowledge of later stages before be perform the earlier stages. The research process is a system of interdependent related stages. Before giving a brief description of the various stages involved in the research process it is necessary to understand the difference between research method and research process.
2.      Review of the existing literature:

Research can not be conducted without reviewing of existing literature may be conceptual or empirical in nature. Conceptual literature is concerned with the concept of theories empirical literature is concerned with earlier studies of similar nature already conducted. This review of existing studies provide a base to understand how to plan for the study.

3.      Formation and development of working hypothesis:

After the formation of the research problem and reviewing of the available existing literature now hypothesis is required to be explained by the researcher. The normal assumptions which are the base of the study which may be tentative in nature are considered as hypothesis

4.      Preparation of research design:

The research design is prepared by the research after the formulation of research the problem, reviewing of literature and developing hypotheses. It is an outline on a conceptual structure within its limit research work is supposed to be carried on. The research design is prepared with an object of collecting relevant data with the minimum efforts and with a minimum of expenditure, just to control wasteful expenditure
.
5.      Determining sample design:
        
The the success of the research study is largely based on proper identification of the sample to be selected for the study. the method for selecting is normally known as a sample design. It is a sample plan already decided before later is collected from
given population A brief description of these techniques of various sampling is given below.

I. Deliberate sample:
This technique involve deliberate selection of sample which represents the whole universe.
II. Simple random sampling:
As this sample is controlled by probability, there is every equal chance for all the items of the universe to get selected.
III. Systematic sampling:
This is the most simple and practical way of sampling. It is covered under the techniques of probability sampling.
IV Stratified sampling:
This is also a the technique of probability sampling, which is used for the population not having homogeneous group.
V. Quota sampling:
This is an important from the non-probability technique of sampling quota sampling is considered as judgment sampling.
VI. Custer sampling:
This is a probability sampling technique cluster refers to a group and in this sampling technique first, the population is grouped, then the specific group is selected for the study.

VII. Area sampling:
The area sampling is just like a cluster sampling when the geographical area under the investigation is very large than the total area is divided into a non-overlapping small areas.


6.      Data collection:

The data is collected as per the requirement of the study. this may be primary or secondary in nature. If the secondary is sufficient enough to assess the research problem then there is no necessity for primary data to be collected. As per the requirement of the research study, appropriate data is a basic need of research. This primary data can be collected by observation, interview, questionnaire, and schedule.

7.      Project execution:

The project execution is a very important stage in the research process. It should be executed systematically. Therefore periodical and occasional check are essential for verification of the data collected.

8.      Data analysis:

In research process after the data is collected it is required to analyze the meaning of objective. The collected data is processed through various operations. So to make raw data meaningful, these operations will help us to draw proper conclusions.

9.      Testing of hypothesis:

It is only after the analyzing data, the researcher can go further in testing of his hypothesis in which he can ascertain the fact to support or disagree with the hypothesis.

110.  Data Interpretation:

After hypothesis is tested than researcher can go further for drawing of general inferences so that he can arrive at making of statement. The ability of any research is largely based on its capacity of making general statement.

111.  Report writing:

Report writing is final job to be done by the researcher. Research work which is conducted by him is finally presented inform of research report. Report must be written in a systematic manner, which normally should have the following parts.

I. Preliminary part
II. The main text of the report
III. Conclusion part
IV. Reference material


DIFFERENCE BETWEEN RESEARCH METHOD AND RESEARCH PROCESS

Research Method                                                                  Research Process

1. Formulation, analysis of
information needed.
1. Chose a broad topic. Get    overview of a topic, narrow down the
topic.
2. Identification and appraisal of
the likely resources
2. Formulate question to guide
 research plan for research
3. Tracing and locating
individual resources
3. Find analyze and evaluate the resources
4. Examining and selecting
individual resources
4. Evaluate, evidence take note
compile the bibliography.
5. Recording and storing of
information
5. Established conclusions and organized information

6. Interpretation and analysis
6. Interpretation and analysis
7. Shape presentation and
communication
7. Create and present final project

8. Evaluation of assignment                                                    8. Reflection- satisfactory
thatthatthatpresentation