Drafting Methods Section
Now that you have decided what you will do for your field research, it
is time to write the methods section to your revised research plan (this
will also be the methods section for your final paper, so it is
important that you write in past tense). As we have gone over in class,
you will present your methods in as much detail as possible. The goal is
for your research to be replicable--this means that another researcher
can easily repeat the steps of your research (remember the details from
the methodology sections of student papers that we deemed as more
successful). You should be able to describe and justify every step of
your research methodology. Explain what you did, what you asked, and
why.
Remember, these steps are flexible. You will likely need to make
adjustments based on what is necessary for your research area and
methodology. With that said, these steps are a great jumping off point
for writing an effective and detailed methodology section that is
replicable and viable for your final project.
Here are some steps to follow:
1. What type of study (interview, survey, observation/focus group) did
you conduct, and what was its purpose? {notice that this question along
with the others is in past tense, and I want your response to be in past
tense too- this will save you a load of time in the end because you
will not have to go back and make everything past tense}
Start with: I conducted a _______________ in order to __________________.
2.Where/with whom was your study conducted? Why did you pick this group?
Start with: I studied/observed/surveyed ______ # of people (adults/students) in __________ because ____________.
3.How did you chose your participants?
Example: My participants were chosen based on their willingness to
participate in my study and under the criteria that they had taken the
FCAT Writes exam and Composition I at UCF. I chose this criteria because
_______________.
4.What were you looking for in your study, or what types of questions did you ask your participants?
Start with: In my ___________ I asked questions regarding ____________. These questions were important because___________.
OR: I conducted a study that required my participants to ___________ because _____________.
5. Provide examples of your questions, and explain why these examples are important.
Start with: For example, I asked the question ______________ because
____________. Also, I asked ___________ because ____________.
6. If you asked additional questions or elaborated on any part of your
study, insert the phrase in parenthesis: (See Appendix A for a list of
all survey/interview/study questions).
7. What did you want to find out by conducting this study?
Start with: By conducting this study, I wanted to find out ____________________.
Example:
I conducted a survey in order to trace the factors that cause
Composition students to experience writer's block when writing their
papers for Composition class. I surveyed 60 Composition II students at
UCF who experience writer's block because these students had written
papers in Composition class and had experienced factors preventing them
from writing. My participants were chosen based on the criteria that
they had written papers for Composition class, and they claimed to
experience writer's block on a frequent basis.
In my survey, I asked questions regarding the students' writing habits
and fears about writing, in order to trace any similarities that may
cause writer's block for these students in their composition classes.
These questions were important because they allowed me to study both the
circumstances from which these students were being blocked from
writing, as well as the assignments that may have caused this anxiety.
For example, I asked the question, "What are you worried about before
you start writing your composition papers?" because I wanted to see the
fears students had in relation to writing. I also asked, "what types of
writing assignments do you find most stressful for you?" because I
wanted to see if similar assignments caused students to experience
writer's block within their composition courses (See Appendix A for a
list of all survey questions). By conducting this survey, I wanted to
explore the factors contributing to the writer's block experienced by
composition students, in order to see if and how these stresses can be
potentially addressed.
1) I did a study involving a questionnaire set out for a focus group of six religious people.
ReplyDeleteThe main goal of my focus group was to get a better understanding of what people's reasons were for being religious, and how this correlated with 'true religious devotion.' And how this type of reasoning effects one’s belief and religious devotion.
2) The focus group consisted of six people, these six people were my tennis teammates here on the UCF athletic tennis team. I picked this group because I’m closest to my tennis friends and we mutually felt comfortable about the topic of religion (as the tennis mates I picked were also religious).
3) My participants were chosen because of two reasons: they were religious, and they were close to me and therefore, felt comfortable about the topic.
4) In my questionnaire I asked them questions regarding the reasons as to why they are religious (these questions are more directed towards Catholics and Christians majority). I gave them a list of 5 questions which asked them to rate 1-10. These questions are important because I wanted to see just how devoted people really are to their religion, and to see if they are truly devoted or only half-hearted about it. Do they know what is really required to be a self-proclaimed Christian?
5) These are the questions I asked.
Why are you religious?
The Morals (1-10)
I asked about Morals because many people believe that if they live purely by the morals of Christianity they will be saved and will be cleansed of their sins. This is true to an extent but it lacks the foundation of belief in Jesus Christ (and his death on the cross). Believing in his death for us, is one of, if not the greatest, keys to salvation.
The Religious Community (1-10)
I asked about the Religious Community because some people go to church just to see their Christian friends or youth group.
Family Involvement (1-10)
Family Involvement is probably one of the greatest reasons why so many people are self-proclaimed Christians. This involves the indoctrination of a religion by the parents at a young age. Many grow up having the self-proclaimed concept that they are still Christians, even though they stopped going to church, lack the morals and don’t even truly believe in Jesus.
The Biblical Events (Jesus dying on cross) (1-10)
I asked about the Biblical events because I feel that many people disregard this part of Christianity and Catholicism big time. This plays a crucial role in being a devote believer, as the biggest part of being a true believer is believing in the death of Jesus Christ and that his death is our ultimate salvation. But there is more, we cannot simply disregard all other events in the bible as mere bedtime stories. Many seem farfetched, but they are still part of the holy book and are written as truth, laid out before us in order for us become better believers.
Everything about it (1-10)
This question is to separate the true believers from the not so true believers, the devout from the not so devout. Those who rate themselves a 10 believe in every aspect of the belief, those rating themselves a one, should probably not even be regarded as believers.
6)
The only thing I did extra in my study was discussing with my teammates about their belief, and the level of their devotion. This gave me a better understanding of why they chose the way they did.
7)
The main goal of my focus group, as mentioned earlier, was to get a better understanding of what people's reasons were for being religious, and how this correlated with 'true religious devotion.' And lastly, how did this reasoning effect one's belief and devotion to their religion?
Riaan Du Toit
I conducted a sleep journal in order to measure how big a role television plays on the sleep patterns of college students in America is today. I surveyed 6 college students in the U.S. because these students have a television and a regular sleep pattern. My participants were chosen based on their willingness to participate in this study and their possession of a television in their home. I chose this criteria because without a television in their home, there is no possible effect on their sleep pattern through a t.v. and the study would not be possible.
ReplyDeleteIn my study I required my participants to avoid using a television for three nights the first week and technology in general for three nights the next week while writing down every detail of their affected sleep pattern I can use that information to determine if television is still one of the biggest factors of later bed times. For example, I asked the participant to write down their pre-sleep activities, starting at 8:00PM, and how long each activity lasted. Also, I asked for their bed time and the time(s) they woke up, even if they woke up multiple times throughout the night and morning. (See Appendix A for a list of all study questions). By conducting this study I wanted to find out how much television affects sleep patterns of young adults in America today.
I conducted a sleep journal in order to measure how big a role television plays on the sleep patterns of college students in America today. I surveyed 6 college students in the U.S. because these students have a television and a regular sleep pattern, which I discovered by asking them in person. For this experiment, a regular sleep pattern meant falling asleep within two hours of the same time each school night. My participants were chosen based on their willingness to participate in this study and their possession of a television in their home. I chose this criteria because without a television in their home, there is no possible effect on their sleep pattern through a t.v. and the study would not be possible.
DeleteIn my study I required my participants to avoid using a television for three school nights the first week and all common technology for the same three nights the next week. The experiment started at 8:00PM on those three nights. Common technology meant phone, computer, ipod, etc. While avoiding the specified object(s) the participants were to be writing down every detail of their affected sleep pattern. I can use the information to determine if television is still one of the biggest factors of later bed times. For example, I asked the participant to write down their pre-sleep activities, starting at 8:00PM, and how long each activity lasted. Also, I asked for their bed time and the time(s) they woke up, even if they woke up multiple times throughout the night and morning. (See Appendix A for a list of all study questions). By conducting this study I wanted to find out how much television affects sleep patterns of young adults in America today.
I conducted a 17 question survey in order to get a wide spread opinion of food choice of college students. My survey was conducted in Orlando Florida n the University of Central Florida. I picked this campus for its vast diversity. I surveyed roughly 40 students because 40 was a large number and it allowed me to get great depth in my results, my students were chosen randomly and it was voluntary participation. I chose this random and voluntary selection because it allowed me to get more widely accurate results. I asked them questions like where they lived and what their favorite food was and if health or taste was an important factor. These types of questions honed into the real and vary reasons for food choice.
ReplyDeleteI conducted a 17 question survey in order to get a wide spread opinion of the food choice of college students. I surveyed roughly 40 students because 40 was a large number and it allowed me to get great depth in my results, my students had to be freshman and where chosen randomly. More females took my survey than the males. I chose the random survey of freshman because it allowed me to get more widely accurate results. I asked them questions about where they lived and what their favorite food was and if health or taste was an important factor. In hope of finding out if where they lived had a kitchen or how far they lived from the meal plan locations, and attempt to understand why they chose to eat what they eat and if they bought a meal plan. I also asked questions about food restrictions like religious dietary laws or if they were vegetarian. This helped me understand if they did or did not eat meat and why. These types of questions honed into the real and vary reasons for food choice of college students on UCF’s college campus.
DeleteI conducted a focus group in order to find out what sports fan say is the reason for football’s popularity over baseball. I did this focus group with four college-aged guys at my brother’s house. I picked this group because I knew that all of them are both baseball and football fans, so they are very knowledgeable about both sports and are not super biased. I chose these guys because I knew all of them, and they were all willing to help me with my project. I also decided to do another focus group/interview with my Dad and my little brother. I did this over the phone, and I chose to do this because this way I would get insight from the three different generations – one that lived through the time period of change, ones that are the “now” generation, and the upcoming generation.
ReplyDeleteWhat I was looking for in this study were these people’s thoughts, opinions, and beliefs of why this happened and how it happened. I wanted to know what they think about the matter. I did not ask too many specific questions, because I wanted them to share what they genuinely think and let the conversation go which ever way it wanted to. I did not want to guide it in a certain direction – I wanted to sit back, let them do their thing, and listen. I first gave them the nutshell version of what I found in my research. I decided not to use all of my interview questions I had written down, but only asked a few questions to get it started, such as: “Of these four factors (the ones I had told them about), which one do you think has had the biggest impact/ been the most influential in contributing to the rise of football? Why?,” “Has it even been any of these factors?,” and “What reason would you give for this shift (this can be any reason at all)? Why?” From there, I asked whatever questions I wanted depending on what they said. (See Appendix A for a list of all study questions). By conducting this study, I wanted to find out what these fans think, believe, and their opinions about this shift of popularity between baseball and football.
REVISED
DeleteI conducted a focus group in order to find out what sports fans say is the reason for football’s popularity over baseball. This focus group was done with four college-aged guys at my brother’s house. I picked this group because I knew that each one of them are both baseball and football fans, so they are very knowledgeable about both sports and are not overwhelmingly biased. Each guy was chosen because I know them personally, and each was willing to help with my project. I also decided to do another focus group with my Dad and my little brother. The reason I chose to do this group as well was because it would give me insight from three different generations – one that lived through the time period of change, one that is the “now” generation, and the new and upcoming generation.
What I was looking for in this study were these people’s thoughts, opinions, and beliefs of why this happened and how it happened. I wanted to know what they think about the matter. I did not ask many specific questions, because I wanted them to share what they genuinely think and let the conversation go whichever way it wanted to. It was also a very open discussion, and any answers they could give me about any topic related to the subject of football and baseball was going to help my research. Therefore, I did not want to guide them in a certain direction – rather, I just wanted to sit back, let them do their thing, and listen. I first gave them the nutshell version of what I found in my research. Then, I only used a few of my interview questions that I had written down were to get the conversation started, such as: “Of these four factors, which one do you think has had the biggest impact/ been the most influential in contributing to the rise of football? Why?,” “Has it even been any of these factors?,” and “What reason would you give for this shift (this can be any reason at all)? Why?” From there, I asked whatever questions I wanted to ask depending on their responses and what was being said in the conversation. (See Appendix A for a list of all study questions). By conducting this study, I wanted to find out what these fans think, believe, and their opinions about this shift of popularity between baseball and football.
Alfredo Jaime Vega
ReplyDeleteENC 1102-0038
In this study I engaged in surveys and they were conducted through various virtual media portals. These surveys were made to collect social environment data and drug habits. The survey responders are those who are active within the drug community, e.g. users. There was no cap on the amount of people I needed for the study, this was done on purpose to have extremely accurate data within field time-constraints. Also these actions can be attributed to the variety in how people grew up, nobody is the same.
Survey participants were chosen based on their habits, drug free vs. drug user. My questions were inquiries into the social lives of the participants and their friends, their drug habits (if any), and home life. The probing into those life aspects are necessary in determining a cause-and-effect pattern. No additional questions were added. The main purpose of this study was to better understand the connection between social environments and drug use, including the effects drug use may/may not have on academic performance.
With an ever increasing craving for pleasure through illegal substances, these surveys were compiled in order to see the effect marijuana use (along with other possible illegal and legal drug combos the subjects may or may not indulge in) has on academic achievement. In this study I engaged in surveys and they were conducted through various virtual media portals. Examples of non-traditional forums for the non-sober subjects would be through the internet, such as drug forums, while I conducted online business, I also maintained a traditional real life source for data, such as NORML meetings on campus. These surveys were made to collect academic history, domestic life, social environment history, and drug habits. The survey responders are those who live a mostly sober to completely sober life style (mostly sober, referring to use of legal drugs such as alcohol and prescriptions) and those who are active within the drug community, specifically marijuana users. The specificity on choice for survey participants, the marijuana subjects, was brought on by the gateway drug effect marijuana may have on present users, further expanding my research which also explores the effects other illegal substances may have on academic progression in conjunction with marijuana use. There was no cap on the amount of people I needed for the study, this was done on purpose to have an accurate data set within field time-constraints. Surveys like this require a high number of participants, anything under 20 responses would present a problematic obstacle to data collection.
DeleteSurvey participants were chosen based on their habits, drug free vs. drug user. My questions were inquiries into the social lives of the participants, their personal drug habits (if any), and home life, the latter not too invasive, general inquiry e.g. "how satisfied are you with your domestic life over the years". I did my best avoiding any form of probing into details that would otherwise ward off people from honestly answering the survey questions. I also specifically targeted these social pillars along for data collection: parental beliefs in regards to illegal drugs and their use, friends and their illegal drug habits/opinions, socio-economic standing within the community, and the subjects' academic standing, with/without illegal drug abuse. The probing into these life aspects are necessary in determining a cause-and-effect pattern between illegal substance abuse and academic standing. Frequency of illegal drug use, drug history, and GPA are used for data analysis, of which then is compared to their sober/alcohol-only counterparts. These questions did not pose an invasive nature nor were complex, these survey questions were straight-forward requiring simple and honest answers. The main purpose of this study was to better understand the connection between social environments and illegal drug use, including the effects drug use may/may not have on academic performance. In this case my research is focusing more on the effects marijuana has on academics in contrast to combo use with other illegal substances, different illegal substance use all together, and lastly alcohol and sober student academic achievement. While trying to better understand the drive that causes for drug abuse, this research is also attempting to determine if there is a connection between marijuana use and academic deterioration or if marijuana has no effects on academic standing, placing true blame on the environment a struggling student grows up in and currently lives in during present times.
I conducted a questionnaire in order to determine students’ different motivations towards choosing their college major. With this I will be able to compare and contrast the results. I surveyed 6 college students because they all had different college majors. My participants were chosen based on their major, I didn’t want to have two people with the same major in my study group. The only requirement I had was for all participants to be a college students. In my questionnaire, I asked questions regarding things that may have happened in a students’ life that may contribute to them studying in a specific subject. These questions were important because they may be key factors as to why students make these executive decisions. I asked is there something that happened to you in the past that made you want to study this? Because there are things that happened in ones past whether good or bad that may make someone want to study something or vice versa. I also asked is this something that your mother or father studied in? Are there any positive influences that helped you with your decision making? Because there are also people that look up to their parents and want to be just like them, you never know. By conducting this study, I wanted to find out if there are similarities or differences in students that are studying in different majors.
ReplyDeleteAlexandra Beeman
ReplyDeleteENC 1102-0038
I conducted an anonymous survey in attempt to find out what factors contribute to a citizen's opinion on current controversies in the United States. I surveyed over 50 people, males and females all ranging in age. There were no qualifications for taking this survey, as most people have an opinion of the current 'Stand Your Ground' laws, and that was all you needed. My participants chose themselves whether they wanted to take the survey or not, after reading through my consent form.
In my survey, I asked questions regarding the surveyor's up bringing and view on current laws and controversies. These questions were crucial to my research because it will allow me to make connections with their upbringing and views on such things. For example, I asked if they support the same political party their parents do and then asked how they feel about concealed weapons and concealed weapons licenses. By conducting this survey, I aspire that I will be able to find what factors contribute to a persons opinion which can eventually lead to government officials fixing laws that are causing such large controversies.
Alexandra Beeman (NEW)
DeleteENC 1102-0038
For my research I conducted an anonymous online survey in attempt to find out what background factors contribute to a citizen's opinion on current controversies in the United States. I surveyed over 50 people (specifically 54), males and females all ranging in age. There were no qualifications for taking this survey, as creating a requirement could produce narrow results and I was looking for a variation of data. After reading through my consent form, the participants chose whether they wanted to participate in my survey or not.
In my survey, I asked questions regarding the surveyor's up bringing and view on current laws and controversies. These questions were crucial to my research because it will allow me to make connections with their upbringing and views on such things. For example, I asked if they support the same political party their parents do, how likely they are to compromise, what kind of advice their guardians gave them while growing up, and also asked how they feel about concealed weapons, concealed weapons licenses, and the current ‘Stand Your Ground’ laws. By conducting this survey, I aspire that I will be able to find what factors contribute to a person’s opinion in hope that the data can eventually lead to government officials affectively altering the laws that are causing such large nation-wide controversies.
I conducted a survey to discover the varying food choice motives among college students. I surveyed fourteen college students because they have the new responsibility of making independent choices regarding their diet and lifestyles. My participants were chosen based on whether they lived on or off campus. I chose this criteria because students who live on campus have more limitations regarding what they can and cannot cook. For example, a student who lives off-campus most likely has a kitchen and can prepare their meals at home. Most students who live on campus do not have kitchens, and some do not have reliable transportation to go to grocery stores or other eateries besides what is available on-campus.
ReplyDeleteIn my survey, I asked questions regarding what types of foods students ate in a given day and why they chose to eat them. These types of questions are very important because they show what students typically eat, and why they eat it. For example, I asked if there was an particular reason why the students ate the foods that they ate. I asked this question because it shows the different motives behind that person's eating habits. I also asked if they preferred to go out to eat or if they preferred to cook their meals at home, and why? This gives insight as to why they eat the foods that they eat, and how dedicated they are to a certain lifestyle. By conducting this study, I wanted to discover what college student's food choice motives are.
Carson Kam
ReplyDeleteENC 1102 0039
I conducted an interview in order to investigate how the anime demographic here in the West differs from those in Japan. I interviewed 7 students whom were members of Anime Spot (UCF’s anime club) because my targets were fans of anime, and I figured that a club would provide me with both casual and hardcore viewers. My participants were chosen based on their consent to be interviewed and under the criteria that they watched anime regularly (at least once a month) or were newcomers of the genre. In my interview, I asked questions regarding their opinions and values when it comes to the anime genre-medium. The reasons for these questions were to find out what the western audience looks for in anime. For example, one of my questions involved what kind of tropes the interviewee enjoyed seeing in anime and comparing their answers with the current trends in anime, characteristic-wise. By conducting this study, I wanted to find out how anime has evolved as a commodity due to the influence of growing demographics outside of Japan.
I conducted a survey in order to show the effects, if any, of certain rhetorical strategies in media on gay rights. I surveyed 15 people of varying demographics and then conducted a small focus group. My participants were chosen based on their willingness to participate in the study and through the fact that they did have varying demographics, ie age, gender, political affiliation and religious affiliation.
ReplyDeleteIn my preliminary survey, I asked a variety of questions regarding the individual’s current view on gay rights, if they knew anyone who is gay, and if that person/people are related to them. For example, I asked the question “On a scale of one to ten, what is your current position on gay rights with 10 being 100% in favor?” I asked this question in my preliminary survey, as well as my post video surveys. I showed the group of people who already took the preliminary survey two individual videos that have two different approaches to rhetoric promoting gay rights, a cognitive approach and an emotional approach. After each video, I asked the some of the same questions as in the preliminary, to see if each video had any effect on their viewpoints. Also, I asked a couple of additional questions regarding the video, such as, “Did this video have any effect on you? Why/why not?” By conducting this survey, I wanted to explore the effects of different media outlets and if certain rhetorical strategies are more effective on certain individuals than others.
I conducted a survey in order to learn a basic set of information about how people perceive violence in video games. I then chose a focus group from those initial participants and conducted a group discussion in order to pull more information from the group to learn why they answered the way they did and gain more nuanced information. I surveyed general students at UCF online because they would be easiest to pull focus group participants from and in the focus group I chose three video game players and three non-video game players because they would be able to discuss both sides of the conversation and bring up different points. My participants in the survey were anybody who would answer, when it came to the focus group my participants were chosen based on if they had ever played video games before or not and, as far as was possible, on how well they seemed to have answered the survey questions.
ReplyDeleteIn my survey I asked questions regarding the participants’ feelings on video games in general and whether or not they felt that players were affected by them. These questions were important because helped to set up the topic for the participants as well as to help me better determine their involvement in the gaming community. For example, I asked the question “What is your opinion about video games in general?” as well as “Have you ever played video games?” and “How often do you play video games?” because it allowed me to see how the participants felt about the general topic and how much they were involved in the community. I then asked questions about how they feel about violence as it appears in video games and how they feel about regulations on violent video games. These questions were important because they then got into the real topic of discussion and learned how these participants perceived the actual violence in video games. For example I asked the question “How do you think [violent video games] affect the players? What do you think it is about the games that affects them?” as well as “Do you feel that violent video games should be more regulated? Why or why not?” because this helps to see how they feel about the actual topic of violence in video games and how they perceive it. (See Appendix A for a list of all survey questions). By conducting this study, I wanted to find out how much these participants were involved in the video game community in order to develop some background information about them and also to learn their perceptions of violent video games and to make as much of an extrapolating conclusion from that information as possible.
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DeleteI conducted a survey in order to learn a basic set of information about how people perceive violence in video games. I surveyed general students at UCF online because they would be easiest to pull focus group participants from. My participants in the survey were anybody who would answer.
DeleteIn my survey I asked questions regarding the participants’ feelings on video games in general and whether or not they felt that players were affected by them. These questions were important because helped to set up the topic for the participants as well as to help me better determine their involvement in the gaming community. For example, I asked the question “What is your opinion about video games in general?” as well as “Have you ever played video games?” and “How often do you play video games?” because it allowed me to see how the participants felt about the general topic and how much they were involved in the community.
I then asked questions about how they feel about violence as it appears in video games and how they feel about regulations on violent video games. These questions were important because they then got into the real topic of discussion and learned how these participants perceived the actual violence in video games. For example I asked the question “How do you think [violent video games] affect the players? What do you think it is about the games that affects them?” as well as “Do you feel that violent video games should be more regulated? Why or why not?” because this helps to see how they feel about the actual topic of violence in video games and how they perceive it. (See Appendix A for a list of all survey questions).
I then chose a focus group from those initial survey participants and conducted a group discussion in order to pull more information from the group to learn why they answered the way they did and gain more nuanced information. In the focus group I chose three video game players and three non-video game players because they would be able to discuss both sides of the conversation and bring up different points. My participants were chosen based on if they had ever played video games before or not and, as far as was possible, on how well they seemed to have answered the survey questions, meaning how in depth they went with their answers, how invested and how much thought they seemed to put into their responses to the survey questions. I expanded on the answers of the participants in their surveys while bringing open discussion for some of the bigger questions. I then presented the focus group with some of the previous research that has been done on the subject and opened discussion to see how they formed their own interpretations and perceptions of the information and on the topic in general.
By conducting this study, I wanted to find out how much these participants were involved in the video game community in order to develop some background information about them and also to learn their perceptions of violent video games and to make as much of an extrapolating conclusion from that information as possible.
I set up interview questions with teachers throughout the country. The reason I chose this method was because there was no way to get an accurate idea of how the Common Core has effected teachers without going straight to the source. I chose teachers I knew after moving around because I knew they would be willing to help me. I’m hoping that by asking teachers throughout the country that there will be a consensus on what the problem with the CCSS actually is. The interview was composed of 8 questions and I sent them through email. I made my questions broad that way I could build off of their responses.
ReplyDeleteThe main thing I am looking for is what the nation can do to make these standards better. There is little to no information on how well the teachers have been instructed and I am hoping this will lead to a solution. Giving the teachers a voice was my main focus throughout this entire project. I asked the teachers questions such as “How do these standards compare to the standards you had before?” that way I can pin point exactly where they are having difficulty. After they answered their questions I began building on the specific grade level they teach. I interviewed teachers from elementary school, middle school, and high school. Each grade level will be different and the teachers will know whether these students will be able to handle this harder material. I am hoping that by getting a better understanding of what the teachers are experiencing there will be an effort made to fix any errors within the Common Core.
REVISED
DeleteAfter finding such a huge gap in my research, I set up interview questions with teachers throughout the country. The reason I chose this method was because there was no way to get an accurate idea of how the Common Core has effected teachers without going straight to the source. Living in a military household we had to move a lot, therefore I emailed teachers that I have had throughout the years all across the country hoping to get a broader range of answers as well as more concise. The teachers I emailed encompassed every set of grade levels, elementary, middle, and high school teachers. I 'm hoping this will lead me to a consensus of what the problem is or at least narrow down the gap. The interview was composed of eight questions and I sent them through email. The questions were broad enough to fit every subject area and also allowed me the opportunity to build off their responses. (Appendix A for interviews)
The main thing I am looking for is what the nation can do to make these standards better. There is little to no information on how well the teachers have been instructed and I am hoping this will lead to a solution. Giving the teachers a voice was my main focus throughout this entire project. I asked the teachers questions such as “How do these standards compare to the standards you had before?” that way I can pin point exactly where they are having difficulty. After they answered their questions I began building on the specific grade level they teach. Because each grade level entails many different objectives than others it is important to ask specifically based on what they teach. I am hoping that by getting a better understanding of what the teachers are experiencing there will be an effort made to fix any errors within the Common Core.
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ReplyDeleteSarah Mucklai
ReplyDeleteENC 1102 0038
I conducted a survey in order to obtain a better understanding of individual’s opinions towards women’s beauty pageants by interviewing a small sample of willing participants. I surveyed ten individuals at the UCF campus on their own personal opinions in regards to beauty pageants, five males and five females, because I want to see how each gender perceives beauty pageants differently. My participants were chosen at random, as long as they fit the criteria of being within the age range of seventeen to twenty-four.
The study which I conducted required my participants to rate eight words on a scale of 1-10, in regards to their relevance towards beauty pageants. I did this because these words will display what the outside society believes beauty contests truly represent. For example, I presented the word vanity in my survey because I wanted my participants to rate how relevant they believed vanity is towards beauty contests. Also, I presented the word woman’s rights because I wanted to provide words that presented an unbiased view upon beauty pageants to show both the positive and negative attributes. By conducting this study, I wanted to discover whether beauty contests had any correlation with the contravening representation of women in society today, especially focusing on how women are valued in society today.
Sarah Mucklai
DeleteENC 1102 0038
I conducted a survey in order to obtain a better understanding of individual’s opinions towards women’s beauty pageants by interviewing a small sample of willing participants. I surveyed ten individuals at the UCF campus on their own personal opinions in regards to beauty pageants, five males and five females, because I want to see how each gender perceives beauty pageants differently. My participants were chosen at random, as long as they fit the criteria of being within the age range of seventeen to twenty-four.
The study which I conducted required my participants to rate eight words on a scale of 1-10, in regards to their relevance towards beauty pageants. I did this because these words will display what the outside society believes beauty contests truly represent. For example, I presented the word “vanity” in my survey because I wanted my participants to rate how relevant they believed vanity is towards beauty contests. Also, I presented the phrase “woman’s rights” because I wanted to provide words that presented an unbiased view upon beauty pageants to show both the positive and negative attributes. See appendix A for extended information on survey. By conducting this study, I wanted to discover whether beauty contests had any correlation with the contravening representation of women in society today, especially focusing on how women are valued in society today.
I conducted a focus group in order to discover the factors which contribute to successful environmental rhetoric for students. More specifically, I sought to find which factors were most likely to turn an observer of the environmental movement into an activist. I studied five students who were part of the environmental group on campus and considered themselves to be passive observers in the modern environmental movement. My participants were chosen for the reasons stated above: they were part of the campus environmental group and considered themselves to be non-activists in the environmental movement.
ReplyDeleteThe questions I used to guide the focus group focused on keeping the group from going off on a tangent while still allowing plenty of room for the participants' thoughts to flow. I simply sat back and took notes of the most interesting concepts. The questions were used in an effort to reignite the conversation if it died down due to the participants stating what could be stated. For instance, after I had finished introducing each of the examples of rhetoric, I asked "What do you believe makes this example effective or not effective?" since by doing so, I obtained their most reliable opinions due to the contents of the articles being fresh in their minds. From that point, it was fairly straightforward as I continued to inquire about their thoughts on the factors that contribute to more effective or less effective environmental rhetoric for students. By conducting this study, I wanted to find out what successful environmental rhetoric for students is composed of.
I conducted a focus group in order to discover the factors which contribute to successful environmental rhetoric for students (See appendix A for specific questions and discussions) . More specifically, I sought to find the factors that contributed to rhetoric that was most likely to turn an observer of the environmental movement into an activist. I studied five students who were part of the environmental group on campus and considered themselves to be passive observers in the modern environmental movement. My participants were chosen for the reasons stated above: they were part of the campus environmental group and considered themselves to be non-activists in the environmental movement.
DeleteThe questions I used to guide the focus group focused on keeping the group from going off on a tangent while still allowing plenty of room for the participants' thoughts to flow. While the students discussed each topic, I took notes of notable concepts, ensuring that I would have another source of data should something happen to the recording of the conversation. The questions were used in an effort to reignite the conversation if it died down due to the participants stating what could be stated. For instance, after I had finished introducing each of the examples of rhetoric, I asked "What do you believe makes this example effective or not effective?" since by doing so, I obtained their most reliable opinions due to the contents of the articles being fresh in their minds. From that point, it was fairly straightforward as I continued to inquire about their thoughts on the factors that contribute to more effective or less effective environmental rhetoric for students. By conducting this study, I wanted to find out what successful environmental rhetoric for students is composed of.
I engaged in a textual analysis in order to empirically validate the narrative quality of video game titles. To accomplish this, I analyzed how the narrative of two video games -- "Beyond: Two Souls" and "The Last of Us" -- compared to how narrative is portrayed by Joseph Campbell's monomyth. I choose these two titles seeing as they were two recent, critically acclaimed titles -- both differing from each other in gameplay and player roll.
ReplyDeleteFamiliarizing myself with the Hero's journey (monomyth) was the first step to this process. After writing a concise outline of it based on the outline provided by Christopher Vogler (See Appendix A for a sample of this outline), I went through each titles taking careful consideration of what aspects of monomyth the games met, and the aspects that were missing. For clairfication purposes, let it be known to the reader that for a narrative to exemplify monomyth, not all facets of the outline need to be met. Further, in analyzing these two games, I kept in mind the criticisms of Joseph Campbell's monomyth. By doing this, I aimed to retrieve the most accurate data possible in accrediting games as a valid narrative medium.
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Delete*Revised*
DeleteI engaged in a textual analysis in order to empirically validate the narrative quality of video game titles by comparing the narrative of two critically acclaimed video games to the narrative structure defined by Joseph Campbell in his Hero’s Journey. The first step in this process was familiarization with both the Hero’s Journey itself -- its steps, transitions, and nuances -- and the origin of what monomyth (another name for the Hero’s Journey) is.
While the Hero’s Journey may indeed be looked at as a basic guideline for crafting narrative, one would err in having the impression that Joseph Campbell himself crafted these rules; he merely observed them, originally publishing his findings in a seven page memo. To put formally, the Hero’s Journey is a set of observed patterns found in myriads of narratives around the world. Some narratives may lack certain elements of the pattern, but it is typical that the structure and nuances of many stories follow the arc of monomyth.
The basic concept of monomyth -- summarized in Campbell’s “The Hero With A Thousand Faces” -- is: “A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from this mysterious adventure with the power to bestow boons on his fellow man.” (Campbell 23). This brief thesis is more collectively reflected into seventeen various stages. For the sake of concision, I used in my own analysis an abridged, hollywood version of the Hero’s Journey outlined by Christopher Volger -- a screenwriter heavily influenced by Campbell’s work. This version has only twelve of the seventeen steps, omitting some of the less vital stages. With this outline, I began analyzing two distinctive video game titles.
The titles I chose for my analysis were “The Last of Us” and “Beyond: Two Souls”. I choose these two titles seeing as they were two recent, critically acclaimed titles -- both differing from each other in gameplay and player roll. For anyone who looks to conduct similar research: there are many games that will work for this type of research, however not all video games will work; there are indeed games that are simply games and thus lack any sort of coherent narrative.
In looking at these narrative heavy titles, a focus of mine was not only to see what aspects of monomyth the games portrayed, but how the video game genre specifically met one of the stages of monomyth in a way that other narrative mediums could not. For example, in catering to the section of the Hero’s Journey that describes various test and enemies the hero must overcome, "The Last of Us" presented me with many targets or objectives that I myself had to actively conquer; I wasn’t passively observing these events, but rather I was participating in them actively. It was this careful consideration of the unique ways video games are able to demonstrate monomyth -- whether it be through gameplay or other unique forms of interactivity -- that was at the crux of my validation of the video game narrative medium.
Stephanie Valdes
ReplyDeleteEnc 1102-0038
I conducted a pre-survey and a focus group of five students to find how dependable the students were on social media and the effect it had when socially interacting with others. I studied five college students at the University of Central Florida, all female, two who were transfer juniors and three of whom were first year freshman because they were friends and they would be able to trust me with the handle of their phones throughout the experiment. My participants were chosen based on their willingness to participate in the experiment and were trustworthy in that they would give honest responses throughout the experiment.
In my pre-survey I asked the participants a series of questions regarding the use of the use of their cell phones and social media, and how much they used it, felt they depended on it, and what year they were in. I also had them participate in an experiment in which they had no use of their cell phones or social media sites on any form of technology for three days so long as it didn't interfere with their academics. They wrote in a journal for three days describing what they felt throughout the day and how they were being affected without the use of their phone or social media. These questions from the pre-survey and experiment were important because at the end of the experiment I interviewed the focus group and pulled questions from the answers they gave me in the pre-survey and also after I reviewed their journals from the experiment, on how they felt and were affected.
Some questions that were asked during the interview were, " How did not having your cell phone by your side twenty four hours affect you psychologically?", This question was to direct the persons to see how dependable we are on our phone and that without it most of us would not be able to function. " Did you feel lost without the use of social media to check up on every little thing when you were bored?", This question was asked to find if the student was depressed without the use of social media. " What did you do to entertain yourself since you couldn't go any social media sites or have the use of cell phone?", This question was to find if the student went out to socialize with their friends or did anything social without the use of their phone or social media site. (See Appendix A for a list of all survey/interview/) By conducting this experiment I wanted to find how dependent a student is on social media in order to communicate and socially interact with others and how it affects them.
I conducted a pre-survey and a focus group of five students to find how dependable the students were on social media and the effect it had when socially interacting with others. I studied five college students at the University of Central Florida, all female, two who were transfer juniors and three of whom were first year freshman because, they were friends and they would be able to trust me with the handle of their phones throughout the experiment. My participants were chosen based on their willingness to participate in the experiment, and were trustworthy in that they would give honest responses throughout the experiment.
DeleteIn my pre-survey I asked the participants a series of questions regarding the use of the use of their cell phones and social media, and how much they used it, felt they depended on it, and what grade year they were in.(See Appendix A for the pre-survey) I also had them participate in an experiment in which, they had no use of their cell phones or social media sites on any form of technology for three days so long as it didn't interfere with their academics. They wrote in a journal for three days describing what they felt throughout the day and how they were being affected without the use of their phone or social media.(See Appendix C for a sample of a journal) These questions from the pre-survey and experiment were important because, at the end of the experiment I interviewed the focus group and pulled questions from the answers they gave me in the pre-survey and also after I reviewed their journals from the experiment, on how they felt and were affected.
Some questions that were asked during the interview were, "How did not having your cell phone by your side twenty four hours affect you psychologically?" this question was to direct the persons to see how dependable we are on our phone and that without it most of us would not be able to function. "Did you feel lost without the use of social media to check up on every little thing when you were bored?" this question was asked to find if the student was depressed without the use of social media. (See Appendix A and B for a list of all pre-survey questions/interview questions) By conducting this experiment I wanted to find how dependent was student on social media in order to communicate and socially interact with others and how it affected them.
Gemini Martin
ReplyDeleteENC 1102- 0038
I held a questionnaire to try and figure out the effects of the fashion industry on society’s body image. I surveyed 9 people, three people per age group. I interviewed three people who were under the age of 16, three people who were between 16-25 and the last age group was aged thirty or higher. I chose my participants by their willingness to cooperate and their age and gender. Gender was important, I chose two males and two females per age group. In my questionnaire I asked questions regarding personal opinions on the fashion industry and body image oriented questions. These questions are important because they give me insight to how they think they are effected by the industry and their personal views on their on body image opinions.
For example I asked the question: Would you consider yourself a confident person, do you find yourself comparing yourself to models and celebrities, how often do you follow the industry? I asked these questions to get a better insight on where the participants are coming from, per their opinions on the fashion industry. By conducting this study, I wanted to find out peoples ideas of the industry effects on body image. Body image has such an effect on society and I don’t think a lot of people pay attention to it, in terms of the effect of the fashion industry. They study body image issues within the industry, but you do not find many studies surrounding the effects from the industry.
I held a survey with 12 individuals, grouped off into four different categories depending on their age to try and figure out the effects of the fashion industry on society’s body image. I interviewed three different age groups under the of 16, 16-25 and over the age of 30. I choose these age groups because they each represent distinguished age group. I chose my participants by their willingness to cooperate and their age and gender. Gender was important; I chose two males and two females per age group. Getting the opinions of both men and women enables me to broadened the horizons for my research because the male and female opinion differ in major ways. In my survey I asked questions regarding personal opinions on the fashion industry and body image oriented questions. These questions are important because they give me insight to how they think they are effected by the industry and their personal views on their on body image opinions.
DeleteFor example I asked the question: Would you consider yourself a confident person, do you find yourself comparing yourself to models and celebrities, how often do you follow the industry? I asked these questions to get a better insight on where the participants are coming from, per their opinions on the fashion industry. By conducting this study, I wanted to find out peoples ideas of the industry effects on body image. Body image has such an effect on society and I don’t think a lot of people pay attention to it, in terms of the effect of the fashion industry. They study body image issues within the industry, but you do not find many studies surrounding the effects from the industry.
I conducted a survey in order to determine if those who identify as dog people, cat people, both, or neither differ on an intellectual level or happiness level. I also conducted this survey to determine if there is a correlation between peoples' personalities and their pets' personalities and/or their preferred pets' personalities. I surveyed 30(hopefully) people with no specific requirements because I was not only just focusing on dog people and cat people. My participants were randomly chosen.
ReplyDeleteMy survey required my participants to first take a general intelligence test comprised of trick questions. I chose to test their intelligence this way because it was simple and the least time consuming. My participants then had to perform two scales that represent their satisfaction with their life and their positive and negative feelings to gauge their overall happiness. The survey ended by having participants circle adjectives that describe them and having them list their current pets’ breeds as well as their preferred pets’ breeds. This way I could look up their pets’ and preferred pets’ breed personality and compare them to the adjectives my participants’ chose. By conducting this survey, I wanted to try to find intellectual or happiness differences in those who identify as cat people, dog people, both, or neither to further explore these common stereotypes as well as determine if there is a correlation between people and their pets’ personalities or their preferred pets’ personalities.
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DeleteI conducted a survey in order to determine if those who identify as dog people, cat people, both, or neither differ on an intellectual level or happiness level. I also conducted this survey to determine if there is a correlation between peoples' personalities and their pets' personalities and/or their preferred pets' personalities. I surveyed 26 people, chosen at random with no specific requirements.
My survey required my participants to first identify themselves as a cat person, dog person, both, or neither. My participants then had to take a test comprised of trick questions. For example, one of the questions was “If there are 3 apples and you take away 2, how many do you have?”. I chose to test my participants' intelligence this way because it was the least time consuming for them. Next, my participants had to perform two scales, the Satisfaction With Life Scale (SWLS) and the Scale of Positive and Negative Experience (SPANE) to gauge their overall happiness. The survey ended by asking participants to circle adjectives that describe them and then asking them to list their current pets’ breeds as well as their preferred pets’ breeds. This way I could look up their pets’ and preferred pets' breed personality and compare them to the adjectives my participants chose. By conducting this survey, I wanted to try to find intellectual or happiness differences in those who identify as cat people, dog people, both, or neither to further explore these common stereotypes as well as determine if there is a correlation between people and their pets’ personalities or their preferred pets’ personalities.
VIVIENNE DO
ReplyDeleteENC-1102-0038
I conducted a survey, focus group and held several personal interviews in order to conduct enough data to support my overall claim. By using all forms of research methods, I was able to have both quantitative as well as qualitative data. I surveyed several Facebook friends in order to collect a well diverse background of participants in order to avoid any form of bias when answering my questions. I held a focus group with four of my close vegetarian/vegan (2 vegetarian/2 vegan) friends; I also held a small focus group with four close omnivore friends. By holding two focus groups composed of close friends, I was able to extract honest opinions and feedback on a comfortable level. My person interviews were done more openly and were answered by random people found in vegan areas/locations. My participants for my survey were chosen by Facebook friends’ willingness to answer the questions. There were way more responses from omnivores than vegans from my friends on Facebook, thus I had to talk to several companions in order to find vegans/vegetarians and go to vegan cafes to have a balance result pool. The personal interviews composed of a few simple questions that I asked people during the Vegan Fest and inside various vegan cafes. I chose to have quick personal interviews with random people to have more data collected in regards to specific areas of research. I ran small focus groups, but extracted a more in depth conclusion in regards to finding the motives in following the vegan diet. All of the participants ranged from the age of 18-25.
In my survey, I asked several questions in regards to nutrition information. These questions were designed to measure the knowledge people have on food items in relations to protein amount, omega 3 and fat. I compared the first fifty surveys collected from omnivores and found the overall average number of questions answered correctly and compared to the first fifty surveys collected from vegans/vegetarians passing rate. I asked questions such as ‘’Which bean has the most protein per 250 grams?’’ in order figure out if vegans has generally more knowledge on nutrition because of the nature of food substitution.
I held two focus groups, one group composed of a mixture of vegans and vegetarians, the other a group of omnivore. I focused mainly on the reasoning behind transitioning to a vegetative diet in the V group, asking questions such as ‘’Why did you become a vegan?’’ ‘’What known benefits did you hear about?’’ My main goal was to figure out the conversation on veganism as of right now, are people vegans due to ethnical values or health values. And after figuring that out, I asked questions in regards to what benefits/disadvantages are they experiencing. In my omnivore group, I asked people about their overall opinion on veganism and if they would ever consider that life style. And if so, for what reason. This is to figure out if people want to become vegans due to health or animal reasoning.
I asked random people about their opinion on veganism and vegans about their overall lifestyle in order to figure out the public/general idea of veganism. I asked questioned like ‘’Do you enjoy being a vegan? Why or why not?’’ ‘’Are you a vegan due to ethnical values or health?’’ This provides more data along with my focus group, however, takes a shorter amount of time.
I also conducted a short food tasting sampling to figure out if vegans tend to prefer the less salted/ sugared items compared to omnivores.
By conducting this study, I wanted to find out the overall opinion on veganism on a modern day level/ younger generation. I also wanted to look deeper into the nutritional claims held by previous research that vegans have the same health as omnivores- but to the extent where social/environmental factors play into account. This include nutrional awareness and different taste preference affects overall choice in what to eat.
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DeleteREVISED:
DeleteFor my research I conducted various forms of data collecting methods.
I first developed an online survey in attempt to measure the level of knowledge the participant has on nutrition. I made the online survey opened to any of my Facebook friends (ages ranging from 17-26) and divided my data into two separate groups ‘’omnivore and vegans/vegetarians.’’ I pooled in the first 30 responses who claimed they were omnivores and compared the answers to the first 30 responses who claimed they were vegans. The only qualification to take this survey is that you must define yourself as either an omnivore or a vegan/vegetarian. This will provide me the correct comparison data when finding the difference in passing rate. In my survey, I asked questions such as ‘’which nut has the most protein per a 100 grams?’’ followed by choices: A. Almonds B. Walnut C. Cashews D. Pistachio. I asked questions regarding food and nutrition values in hopes to find out which group (either omnivore or vegans/vegetarian) are more aware of the foods they are consuming as far as nutrition dense items.
My next goal in this research, was to find the difference in taste between vegetarians and omnivores. I developed a food tasting experiment in order to measure the levels of sodium, sugar and richness (oils) a person would define certain food items to be on a scale of very mild, mild, moderate (just right), slightly over, over. I broke this scale of measurement into numerical values, 1-5, each number correlating to the respected description as followed. I bought crackers (to measure sodium), juices (to measure sugar) and olive oil (to measure richness.) The crackers were broken down into: Ritz, Saltines and Rice crackers. I mixed the Juice with water to find the ratio prefer in each group: Juicy juice apple juice-> 1 part whole, 1:2 water, 1:3 water. The olive oil was broken down into three sections: Extra virgin oil olive, Pressed Olive oil, light olive oil. The participant will be using a French loaf to dip the oil in. The qualifications to participate in this study are: no known food allergies, must be vegetarian/omnivore and if you’re a vegetarian, must have been for at least 3 months. I hope to find differences in taste from each group.
My last form of data collecting will be done through two groups of focus groups. Group A will be comprised of vegans and vegetarians and group B will be omnivore. Group A had 4 people and Group B had 20. Group A were asked various questions to figure out the reasoning behind the choice of a vegan/vegetarian life style and benefits/ disadvantages encountered on the life style. Questions such as ‘’How long have you been a vegan for? What made you decide to switch to vegan?’’ were asked. Group B will provide the overall conversation and opinion the general public have on vegans as of today. Questions asked were ‘’what are your opinions on vegans? Would you ever consider converting? Why or why not.’’ Qualifications are: 2 females/2 males for group A, 10 females/ 10 males for group B.
By conducting various forms of research, I hope to find the general conversation on the outlook of vegans from the public. Along with the nutritional knowledge of vegans and omnivores and food sensitivity.
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ReplyDeleteI conducted a survey in order to determine why there is not a visibly apparent backlash towards the NSA's privacy violations recently on behalf of this generation. I surveyed 45 UCF students of differing cultural backgrounds, political affiliations, genders, and years of education. My participants were volunteers or randomly chosen.
ReplyDeleteIn my survey, I asked questions regarding the students' view towards the NSA as well as how informed they considered themselves to be regarding politics, in order to trace any similarities between political affiliation and stance on the NSA's privacy violations. These questions were important because they allowed me to study many different angles of the situation.
This begins with the last paragraph of the Lit Review, because the Methods section builds directly off of it. (WARNING: Very long post!)
Delete(Conclusion of Lit Review)
In the past, regarding similar violations of privacy in the midst of worldwide conflicts, an end to war’s turmoil has always been in sight. The governmental tendency has been to admit wrongdoing when the conflict of war has resolved, when the opposition has surrendered. Currently, however, complications to this proclivity of “after-the-fact” apologetics have grown exceedingly relevant. The most important example is the asymmetric warfare against terrorism that the United States of America is so invested in. Because there is no foreseeable end to the threat of terrorism, we may never see the end of the the overwhelming volumes of worldwide spying primarily orchestrated by the Obama administration. In combination with a lack of accountability fostered by this generation’s disengagement, is termination of privacy violation even still feasible?
METHODS
Determined to juxtapose these considerations into a format that would allow for statistically supported generalizations to shed light on the overarching privacy matter, I set out to create and administer a comprehensive survey on the NSA. This survey began with the simplest of collectable data: name and email (both optional), year of education, and political affiliation. I included these questions in an attempt to establish simple yet justifiable stereotypes regarding the demeanor towards the NSA’s recent actions.
Right below the name and email fields, I amended my survey to include an option to remain anonymous if the name or email fields were filled out, given that they were both optional. While this “yes or no” option served a useful function in the survey itself, I had underlying motivations for offering the option. This question would later allow me to draw conclusions about the people who selected to remain anonymous, regarding the likelihood that they would be more outspoken about their dissatisfaction with the NSA.
After the personal information section, the survey began with questions on how politically informed the surveyee considered himself to be, both in general and on the topic of the NSA. The survey then contained questions to gauge relatively how authoritative the surveyee may be on the matters, by means of questions on the constitution and current political positions. Lastly, the survey had a few questions on the surveyee’s disposition towards the NSA and its actions. This concluded the front-side of the survey.
One of the major claims in question is that this generation is in the dark about the NSA’s actions. To test this hypothesis, I included a two-paragraph summary of the Snowden leaks and the NSA’s recent actions on the back-side of the survey. Directly after this summary were the same NSA questions present on the front of the survey. This layout would come into play when reviewing the data I collected from just over fifty surveys; it allowed me to pinpoint where the disconnect between this generation and the previous really is - why there is such a lack of outrage in today’s youth.
I conducted a survey in order to determine the perceptions on steroids of people from different generations. I surveyed a large population of people in order to gain an accurate amount of data to test. my participants were chosen based off their willingness to complete a survey. I chose this way of selection in order to gain a large population. In my survey I asked questions regarding the overall debate on steroids. The questions are important because they help to gain basic knowledge people have on the overall steroid debate. For example I asked the question : were you ever taught about the dangers of steroids in schools because it will tell me whether or not schools play a role in persuading opinions on the topic. I also asked : Are you familiar with any specific incidents regarding steroids?, to gain their prior knowledge on the subject. By conducting my survey i wanted to conclude the basic perceptions people have based on their age.
ReplyDeleteI conducted interviews in order to see if sports have helped women gain more equality over time through the passing of title IX. I interviewed 10 women with a range of ages and ethnic backgrounds but all of whom were raised in America because I wanted to see how women who grew up with sporting opportunities felt about women’s rights and equality vs. women who did not have sports opportunities growing up..
ReplyDeleteMy participants were chosen based primarily on age, and where they were raised. I chose this criteria because I wanted to eliminate some variables that arise when people are raised in different parts of the world.
My study aimed to tease out real emotions of how title IX and sports in general have helped women gain many opportunities outside of athletics. In my interviews I asked questions regarding if the women felt they had any disadvantages of achieving higher education because they were a woman, and how sports have helped them in life. These questions were important because they indirectly gave me a sense of how the people were really feeling as apposed to asking a yes or no question. For example, I asked the question do you feel you had any disadvantages achieving higher education because you were a woman expecting that the older women may have felt they had a disadvantage but the younger women who grew p with sports opportunities may not feel they had any disadvantages. Also, I asked how sports have impacted their lives because I wanted to see if they expressed developing confidence through sports or other traits that can be related with equality.
By conducting this study, I wanted to find out how title IX has impacted women outside of sports and how has it aided in gaining more equality for women. Many women did express that they still do not feel completely equal but generally younger women had a more positive outlook on gender equality
My survey that i created looked into what issues are present for the transportation research field as it pertains to the concept to reality phase. I interviewed a rage of people with different knowledge of transportation and different uses of types of transpotation. All my participants do live in the US, since i am focusing on why the issue is very prevalent in the US and not as prevalent in other areas of the world like Europe and Asia.
ReplyDeleteMy participants were chosen strategically to receive a wide variety of data. I wanted to make sure i did not receive information from only people who drive cars and never take any other form of transportation. Also i wanted to make sure i did not just receive data from participants who have minimal knowledge about transportation field and its research. To do this i distributed my survey to selected individuals from different each of these variety of levels of knowledge and use of transpiration.
I aimed to gain knowledge through my study on what issues, other than the four i had found in my research that effects transportation projects as a whole, could be affecting transportation research and proving it to be very difficult to realize these ideas. In my survey i separated my question into two parts. Part 1 asked the individual general questions of what transportation they used, preferred, and are knowledgeable of. I wanted to asked these questions first to see who my participant was in regards to their knowledge of the subject at hand. From this data i was able to categorize the data further. I categorized their responses by their knowledge of transportation in general and by their knowledge of transportation research and new forms of transport specially. From Part 1 i collected their survey and handed Part 2 to the participant. Part 2 start with an informational page on the three types of transport i concentrated on, High Speed Rail, Bus Rapid Transit and Personal Rapid transit. This page goes into detail of what each is and how it is different from current modes of transit. On the back of the information page i had four open ended questions. I asked the participant to rate the three modes by which they would prefer most. I then asked to rate the four issues already found to effect transportation by the likelihood it would be to effect each of the three modes of transportation. I then asked what they believed might be another factor facing these new modes of transportation from coming to a reality. Finally i compare the research field of transportation to the ever changing fields of technology and medicine and ask why transportation research takes decades for a project to become a reality where as technology and medicine have new products out every year. These questions were all for the participant to judge may be some issues that this field is facing and to fid out if their is one that might be effecting the research most. Through this survey i wanted to find what issues are truly holding down the transportation research field, and my participants were able to bring light to some issues that may not be as noticeable or obvious to researchers.
I conducted a modified survey by having people watch videos and reveal their emotions about them afterwards so that I might be able to prove that there lies a reason or factor that affects why people have specific senses of humor. I conducted this study with all college aged students from different walks of life. I narrowed it down to just college students because I wanted to keep them all from the same period of life. If I were to use several different age groups in my research there would have been way too many aspects and variables that would have caused my research to essentially be unprovable. I chose my participants predominantly out of people that I knew in highschool and have met in college. I chose this because I could assure that I would have people from different walks of life and different family situations, but still keep as many other variables out of the way as possible. In my survey I asked questions in regards to my participants family background and their reactions to the types of humor that they were viewing in order to draw conclusions about how their lifestyle growing up influenced their sense of humor at their current age. These questions were important because the family ones were my research in to the variables that I was testing, and the responses to the videos allowed me to attempt to draw conclusions based on the factors that I asked for at the beginning.
ReplyDeleteAn example of a research question that I asked would be
"What socio-economic background would you say you come from? (Lower/Middle/Upper)"
This allowed me to test for this variable and see if this affected what the people thought of the videos.
An example of my video response questions would be
"On a scale of 1-10, how funny was this clip?"
This allows me to get a feel for how funny they found the video, and compare how the different people rated the videos.
By conducting this study, I ultimately wished to find out if any of the factors that I tested for affected a person's sense of humor.
Leah Thomas
ReplyDeleteENC 1102 - 0039
1. I conducted a 10 question survey in order to gather information regarding the eating habits and the factors that motivate them to make the food choices that they make (gender, ethnicity, age, living on campus or off).
2. I surveyed (N/A yet) number of college age students regarding their diet and a brief idea of their demographic in order to find out what they consume and why.
3. My participants were chosen based on their willingness to participate in my study. I chose this criteria because I wanted a fair number of people to survey and did not want to exclude any one from my survey.
4. In my survey, I asked general information, such as ethnicity, gender, and where they reside as students, as well as what they consumed and their primary factors for their specific choices because I wanted insight into the average college students diet as well as to find any correlations among certain groups and their diet in the data.
5. I asked two kinds of questions:
A few regarded non dietary factors such as age, gender, ethnic background, and whether or not they live on or off campus.
These questions were intended to be simple, short answer questions that provide a general idea of the person taking the survey.
“Age: _______
Gender: ______
Ethnic Background: ________
Do you live on or off – campus? _________
“
The second required more thought and longer answers. They were free response.
“What, do you feel, are the main reasons for your food choices?”
This question allows the survey taker to go in depth regarding their food choices, and hopefully provides greater insight into the college student diet conversation.
6. I have a separate file containing my survey questions which will accompany my research presentation.
7. By conducting this study, I hoped to gain a greater understanding of the typical college student’s diet and the factors that contribute to it.
Christina Lam
ReplyDeleteENC 1102- 0039
I conducted a textual analysis in order to examine how the interaction between a child and a doctor can be improved. I used videos from YouTube because I needed to visually see how doctors were interacting with their pediatric patients. I chose my videos on the basis of different types of interactions that were compared and contrasted to one another.
In my textual analysis, I collected the data first by taking notes on the videos. These notes were important prior to pointing out the similarities and differences between the videos. For example, I was looking for certain factors such as the level of friendliness, the identification of procedures, body language, and extra techniques in each video (See Appendix A for a list of all textual analysis questions). By conducting this study, I wanted to find out which method was more effective in improving the interaction between children and their doctors.
(Revised)
DeleteI conducted a textual analysis of three videos that pertain to the interaction between a child and his or her doctor in order to examine how the relationship can be improved. Due to limited resources, I used the convenience of YouTube videos to visually see how doctors were interacting with their pediatric patients. I chose my videos based on the different types of interactions and compared them to one another. One video was from a children’s show that mimics the environment of a doctor’s office to help children feel at ease when visiting the doctors. The second video was from an episode of “The Doctors” that exemplified how pediatricians used a puppet to lessen children’s fear of going to the doctors. The final video showed how the doctor treats the child with the comfort of the parent being in the same room.
Based on the three videos, I collected the data first by taking notes on the videos. These notes were important prior to pointing out the similarities and differences between the videos. For example, I was looking for factors such as the level of friendliness, types of procedures, body language, and extra techniques (factors that make the video more distinguished than the others) in each video (See Appendix A for a list of all textual analysis questions). By conducting this study, I wanted to find out which method was more effective in improving the interaction between children and their doctors.
I conducted a survey in order to get the direct, yes or on opinions of a wide range of people. I surveyed about 15 people using an online survey tool (Survey Monkey) because it is the most convenient and efficient way of getting a mass amount of responses in a short amount of time. For the most part, my participants came from a wide audience. I chose not to pick and choose my participants. Rather, they were quite random. Many, in fact, were not even NFL fans at all. In my survey, I asked question regarding their opinion of violence in the NFL. These questions are important because it gives direct opinions of violence from the fans perspective, which is my main goal of this study. For example, I asked if they enjoy violent plays more than non violent ones because this question alone has the capability of proving that violence is an integral part of the game. In addition, I asked if they would enjoy football just as much if there were less violence because this can help answer a wide going debate of whether or not mitigating violence would decrease fan viewership. By conducting this study, i wanted to find out if violence is truly one of the main factors that drives fans to the NFL and if violence would be able to be decreased without diminishing the sports popularity.
ReplyDeleteI conducted a survey in order to get insight on the opinions regarding violence in the NFL from a wide range of people. I surveyed about 15 people using an online survey tool (Survey Monkey) because it is the most convenient and efficient way of getting a mass amount of responses in a short amount of time. For the most part, my participants came from a wide audience. I chose not to pick and choose my participants of a specific niche. Rather, they were quite random; most being people beings friends or friends of friends who happened to be in my apartment. In addition, a few came from random selection accross UCF campus. Many were not even NFL fans at all, validating the randomosity.
DeleteIn my survey, I asked question regarding their opinion of violence in the NFL. These questions are important because it gives direct opinions of violence from the fans perspective, which is my main goal of this study. For example, I asked if they enjoy violent plays more than non violent ones because this question alone has the capability of signifying whether or not violence is an integral part of the game. In addition, I asked if they would enjoy football just as much if there were less violence because this can help answer a wide going debate of whether or not mitigating violence would decrease fan viewership.
By conducting this study, i wanted to find out if violence is truly one of the main factors that drives fans to the NFL and if violence would be able to be decreased without diminishing the sports popularity.
I conducted a survey in order to find people who are of multicultural backgrounds who qualify for my research. I surveyed 10 students from my list of Facebook friends just for the ease of finding participants. My participants were chosen based on their willingness to participate in my study and the criteria that their parents are of two separate cultures. I chose this criteria because my researched is focused on issues regarding ethnic identity.
ReplyDeleteIn my survey, I asked questions regarding my participant’s history throughout their academic years. These questions were important because their history shows how well they adapted to accepting or rejecting their different ethnicities. For example, I asked the question “ On standardized tests, which option did you choose for the “ethnicity” section?” because in this section, one can only chose one ethnicity and I wanted to find patterns in how they answered this section throughout their years in elementary, middle, and high school as they possibly gained new information about both cultures. Also, I asked about their parents and which one was around most often or enforced any learning of their culture more than the other parent because, in most traditional families, the mother was normally the caretaker and this could influence the child to associate more with her culture. I wanted to see if any of the participants answers correlated or created a pattern in any way.By conducting this survey, I wanted to find out how a child with parents of separate cultures is affected by the possible(if any) confusion of their ethnic identity.
I conducted a survey (and later, interviews) to find out where children with parents of different cultures stand with their cultural identity. I surveyed and interviewed 10 college students because I feel they are old enough to understand their cultural preferences and have experiences that children of younger ages won't have. My participants were chosen from my Facebook friends list because I believed they would be more willing to share their history and family life with me if they knew me and because I already knew who would be qualified for my research. I chose my participants under the criteria that both their parents were of different cultural backgrounds. I chose this criteria because my research is focused in issued regarding cultural/ethnic identity. In my survey, I asked questions regarding my participant’s history throughout their academic years. These questions were important because their history shows how well they adapted to accepting or rejecting their different ethnicities. For example, I asked the question “ On standardized tests, which option did you choose for the “ethnicity” section?” because in this section, one can only chose one ethnicity and I wanted to find patterns in how they answered this section throughout their years in elementary, middle, and high school as they possibly gained new information about both cultures. Also, I asked about their parents and which one was around most often or enforced any learning of their culture more than the other parent because, in most traditional families, the mother was normally the caretaker and this could influence the child to associate more with her culture. I wanted to see if any of the participant’s answers correlated or created a pattern in any way. By conducting this survey, I wanted to find out how a child with parents of separate cultures is affected by the possible(if any) confusion of their ethnic identity.
DeleteI conducted a survey to better understand why religion was declining. Instead of just research from books and websites, I wanted to get concrete examples of people and why they are religious or not. Through my survey I hope to find that the reasons they put they think is the reason for the decline is the same as my online research. Im going to be asking college students only which will help me a lot because I am focusing on the younger generation. The only qualification to take the survey is that they are a college student and able to handle controversy.
ReplyDeleteMy survey asks questions about wether or not you are a religious person. I want to find out first of all if the surveyed is a religious affiliate or not, than I will find out why they are affiliated or not affiliated. I will do this by asking their views of churches, asking how much technology is a part of their life and other questions that will tell me the reasons why religion is declining.
I conducted a survey in order to evaluate how viewing images of people fitting into society's "ideal" body type, and images of average to overweight people affected people's self esteem and how they felt about their own bodies. With my survey, I really wanted to explore how people felt immediately after viewing a variety of images rather than how they felt later on because I believe that change in self-esteem, if any, may sometimes be brief and immediately following exposure to the images of the "society perfect" and average individuals. My study was conducted with young people with ages ranging from 17-22 because I felt as though it was the most affected demographic. I surveyed 20 willing participants. Some who felt strongly on the subject, and others who had little to no opinion. They were chosen on their willingness to participate and age.
ReplyDeleteIn my study I asked questions such as "viewing these images, I feel less satisfied with my body and the way I look" with possible answers ranging from "strongly agree" to "strongly disagree". This was a trend that was continued for each of the 20 questions included in my survey. I also asked questions such as "Good self-esteem and a strong sense of self-worth are essential, and it is important to be taught at an early age to love yourself and your body" to find out how the participant felt about the idea that learning to love oneself could prevent any serious body image issues that could lead to deadly disorders such as anorexia nervosa and bulimia.
By conducting this survey I wanted to see how the average young person feels about themselves after viewing a collection of body-centered images, and how they feel about subjects dealing with eating disorders and positive self-image.
NOTE: This is the millionth time I've submitted this thing, but it keeps disappearing!
ReplyDeleteI conducted surveys and an observation group with discussion in order to determine effectiveness of past television regulations, and preferred types of television to watch with regards to enjoyment and ability to recall what happened in a particular educational and informational children’s television show.
I surveyed a handful of students in college because my study is aimed at college-aged students that were children when specific regulations of children’s television came to be. This age range is ideal because few studies with similar ideas target this age-range. I also included children around the ages of seven in the study, to compare their answers with the students.
In the preliminary survey, my questions asked about the participants favored and not favored educational and informational shows when they were young. The questions in the survey also asked if the participants could recall any lessons from these educational and informational shows. The last part of the survey asks questions that tests how much participants know about particular terms associated with educational and informational television. All of these questions are important because they provide a basic understanding of what the participant already knows and what they may deem educational and information television. Then I conducted a study that required the participants to watch four clips from four different educational and informational television shows. Two were from the mid-to-late 1990’s (because that’s when my participants would have been children) and two that are currently out today. One show from each decade was prosocially themed and one show from each was traditionally academic. After each clip, we had discussions about the clip with questions about what they liked and didn’t like, and what they learned. The participants then filled out a post survey regarding the clips that they had just watched. The questions on the survey include what was your favorite/least favorite clip, did you recognize any of these shows, what lessons did you learn from the clips, and which clips did you think were prosocial/traditionally academic? These questions are important in wrapping up this discussion because it tells about what the participants would prefer to watch, if they had seen any of the shows before, and most importantly, which shows portrayed the lessons more or less clearly. After the post survey there will be more discussion about what the participants watched.
With the children, I did not give them surveys, for worry of their difficulties with writing. Instead, I had verbal interviews with the group. I asked them questions that were on the student’s interviews, like “What is your favorite/least favorite show to watch,” and “What is your favorite/least favorite channel?” Then I showed them show one, followed by discussion about what they liked/didn’t like, and what they learned in the show. I followed this pattern with all four shows, until the end where we had a final discussion over everything. Some questions asked were “What was your favorite/least favorite show,” and “What did you learn the best?”
Through this study, I wanted to find out multiple things. I wanted to A) find out if the regulations on educational and informational children’s television had been effective through discussion with college-aged students that were children when these regulation were put forth, B) determine if these participants had any idea what the terms prosocial and traditionally academic meant, and to test other possible prior knowledge regarding educational and informational television through the use of surveys, C) to distinguish which shows displayed their lessons most clearly whether it be a show from the 1990’s or the 2010’s, or a prosocially themed show or a traditionally academic themed show, and D) how the students and children assessed the lessons portrayed in each show differently.
After deliberating with my peers and professor, I conducted a survey to obtain a general response. Following the survey I conducted a focus group that provided powerful, specific, insight. I released the survey to my wide group of friends as well as the community within PRIDE Commons at UCF. I believed this selection would give me diverse responses. I selected my focus group with the following criteria: Catholic who understands issues, Catholic who misunderstands issues, not Catholic who understands issues, and not Catholic who misunderstands. I selected the group in this way so that I would have a balance of knowledge in the group, discussions would progress, and all would learn from the experience. In my survey I searched for general responses to the Catholic Church as a whole. These general questions were important to isolate cooperative candidates who also hold an opinion. In my focus group I showed the group various texts and videos. Following these texts I allowed the group simply to discuss what they read/saw. I wanted to discover whether or not there was a change in any participants’ understanding. Also, I wanted to seek out a consensus from the group about whether or not the Catholic Church is responding appropriately to today’s social issues. One question posed in the survey had respondents mark the option that best described their affiliation with the Catholic Church. I provided responses such as: (a) raised Catholic, confirmed, no longer practicing, (b) converted to Catholicism, (c) no relationship, (d) cradle catholic, (e) raised catholic, not confirmed, (f) other religion, (g) raised catholic, confirmed, currently practicing, (h) other (Please specify) __________. I asked the question in this manner for multiple reasons. One of which was to judge the candidate of his/her commitment to the church. One might argue that “Raised catholic, confirmed, currently practicing” is the same as “Cradle Catholic,” however, the two options gauge separate commitment levels. (See Appendix A for a list of all survey questions) (See Appendix B for a transcript of focus group discussion) By conducting this study, I wished to determine how well the Catholic Church has kept up with today’s culture.
ReplyDeleteFor my research I conducted a survey consisting of college students. I didn’t know the students, they were randomly picked. The reason I chose to survey college students was because my previous research found that one-third of young people consider themselves religiously unaffiliated. The questions I asked in the survey were meant to find out if there really was a relationship between being young and having a religious affiliation, and to further prove that modern technology is a cause of religious decline. On top of that I ask questions such as your views on liberalism and conservatism, and other questions about your upbringing to find any relationships between how you grew up and your religious affiliation.
ReplyDeleteThe first question I ask is if you use technology on a regular basis, this is such a key question because a major part of my research found that modern technology was impacting religious affiliation. From there I ask if youre religious, do you believe in god, or have you ever believed in a god. Than I ask why, if applicable, you changed your belief. These first questions are crucial in the development of my survey as they allow me to see what “type” of person is taking my survey. The rest of the questions ask the surveyor to mark if they agree or disagree with the following statements. I used a key of 1 being strongly disagree, and a 5 being strongly agree. Some statements talk about the strictness of religion and asks if they agree that religion follows doctrines more loosely now than it used to. Others also talk about how different aspects of the modern world have impacted their religious belief. After the survey was over, I tallied up the results and divided them into sections, the religiously affiliated, the religiously unaffiliated, and the people who consider themselves past religious affiliates.
I issued a survey to explore the effect of priming specifically in the field of genetic engineering of animals. To test for the effects of priming, I created three surveys. Two out of the three surveys had a short pre-survey priming paragraph to test if the priming will have an effect on the results of the survey. Because GE (Genetic Engineering of animals) is a new field to many people, the initial response of the audience can greatly affect how they view the field. I chose to survey college students because they should be able to comprehend and form their own opinion on the field of GE.
ReplyDeleteThrough my research I am hoping to gain empirical evidence that supports the claim that priming can a significant effect on an audience. Priming can act as a hindrance to the discussion of GE because it can cause the reader to see the conversation through a fixated viewpoint. This act of priming may cause the reader to develop a form of confirmation bias towards one side of the argument. When this occurs, the reader may become adamantly rooted to the side of the argument displayed through priming and disregard any theories presented against this side. During my survey, I asked broad questions such as “The genetic engineering of animals is ethical.” to try to gain insight of their overall perspective of the field. To gain numerical evidence, the questions were answered on a scale of one to ten (1: Completely disagree, 10: Completely agree.) Because the conversation of GE is a theoretical battle of predictions, priming a reader may cause take a stance on the issue and thus form a confirmation bias favoring the primed side of the argument.
In attempts of really finding out students motivations to choose their major, I conducted a simple questionnaire that consisted of about 8 questions. I conducted a questionnaire in order to determine students’ different motivations towards choosing their college major. With this I will be able to compare and contrast the results. I surveyed 9 UCF college students because they all had different college majors. My participants were chosen based on their major, I didn’t want to have two people with the same major in my study group. The only requirement I had was for all participants to be a college students.
ReplyDeleteIn my questionnaire, I asked questions regarding things that may have happened in a students’ life that may contribute to them studying in a specific subject. These questions were important because they may be key factors as to why students make these executive decisions. I asked “is something that happened to you in the past that made you want to study this? Because there are things that happened in ones past whether good or bad that may make someone want to study something or vice versa. I also asked is this something that your mother or father studied in? Are there any positive influences that helped you with your decision making? “Because there are also people that look up to their parents and want to be just like them, you never know. By conducting this study, I wanted to find out if there are similarities or differences in students that are studying in different majors.
Though I did find this method actually helped me to realize that every student has their own story and reasoning, but just like anything, I did have some troubles as far as picking the students that conducted in this research. The fact that I didn’t have much time to conduct my research along with the fact that the people I initially asked to conduct in my research became really busy, I had to find new people to answer my simple questions. Another thing is that in my study group, majority of the people were on the science/medical side as far as their majors. When doing my results section, I noticed that two questions on my questionnaire were very much alike. When students told about their past stories, that related to any specific story that they care to tell.
I will be using a survey created by the University of Scranton to determine the different levels of stress each individual experiences from specific factors. After determining the factors of stress, they are then asked what ways they cope with these stresses, and lastly are asked how effective they find their coping mechanisms. In addition to asking students to complete the survey, I will be asking a UCF counselor the questions from the survey and some of the ways they suggest coping with stress. This information will be used will conducting the focus group. During this focus group, with willing participates who provided contact information of their survey, we will compare and contrast the most effective and least effective coping mechanisms in order the help them decrease their current stress levels and potentially help them to avoid depression.
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