Learning log out class.

Starting a research


Why research

 For us to start doing research several times that we feel do not know where to start well. The principle is simple as we need to answer three main questions to be this.


1) Why do this research.


2) What to make of this study. Then do something useful.


3) How will the process to do. To get the answer.


Research procedure.


Collection problems and questions that need answers, select an issue.


(Research problem) that think that a successful and interesting benefits.


Research documents related theories and research.


That have already been doing research to come to the conclusion framework.


And issues in the conduct of research.


A rough set of research topics.

       Step 1, the problem / issue the research.


(Answer the question, "Why do this research").

      Step 2 objectives.


(Answer the question, "What to do research").


The problem with the objective


Of research (what you want to research).


Creating a research tool to meet the objectives laid down.


Literature review and research involved (as Article 1).


BY variable framework, concepts, hypothesis (if any).


Choose how to research -.


Data collection. And analyze data.


By choosing appropriate statistical and accurate.




      Step 3 process is the answer to that purpose (answer "to study or to find out how").


The samples.


The statistics used for data analysis.


Questionnaires used to collect data such as focus group.


Interpret "the results are presented to create a table to fit the data may be presented in many of the same table. Or a single table for easy to read and understand. "


Preparation of reference. "Making reference guide of the Department of Agriculture as a guide in the preparation of documentation."


Research report writing. "It is presented in accordance with the objectives set. Write a concise easy to understand the meaning. Describing the information that should match the results from each of the issues do not need to read all the values in the table, but should explain that the key message from this study. " Appendix "If the information is not required in content. But the reader should know To be more clearly brought out in Annex queries such as ".


     Step 4: report


Why research proposal (that a -1, proposal).


Many people may not want to say that the research process because of difficulties have to do much more complex project (that a -1) before you offer to do research. But why the need to write a research project (that a -1) is to provide a research approach (blueprint) for research. If a blueprint that clearly this is how I have to believe that research is a clear reason to make a clear purpose. As well as the appropriate method to derive the answer. If the project works well, it is considered a successful one already. Each topic in the research project are related as follows.


Association of active ingredients in the research proposal.


Literature review and


Research related.


Framework.


Research methods include


! Planning information that leads to the answer of research.


! Test plans and improve research and data collection.


! The data collection plan.


! How to analyze data to answer research questions.


Research problem.


The importance and the source of the problem.


The purpose of the research.


Benefits expected to receive


Source: META Nantawut Aram's Rat, 2542.


Aranya Pat Suk, 2545.


To determine the research questions. Should write detailed summaries of the research plan for the benefit of change / development of research questions best. Guidelines for writing a brief research plan.


Heading


Importance


Research questions.


What is the problem that this research is to study


Benefits.


Why study this problem.


Methodology.


Study period.


Methods.


Will study how


Population


Selection criteria.


Methods for selecting the sample.


To study with anyone. Look like it will fit.


Characteristics of the samples fall into a study of the problem.


How can random sample covers all


Related factors.


Factors associated with the event.


Factor display


What factors will be reviewed.


Meaning clearly identify the factors used to determine various


And the index level or the size of various factors.


Statistical terms.


Because of the assumptions and critical factors.


Determining the appropriate number of samples.


Data analysis approach.


How to use the samples. Will analyze the data.


Guidance and related causes.


Concepts and equations used to calculate


The method of calculating. Explain why and weight significantly.


Source: Rat Apinan illuminated. 2542.


Problems encountered in the planning, research questions. And solutions.


Major problems.


Solutions.


    1. Research questions are unclear or inappropriate


* Write a research question, but as soon as possible


* Write a brief 1-2 page research plan (Table 1).


    2. It is less.


Questions are too broad.


The sample is too small.


Researchers are not familiar with the techniques used.


Exorbitant


* Limited amount of data to be studied.


* Develop questions to narrow down


* Extend the terms of the sample selection.


* Find a source of additional samples.


* Extend the period of study.


* Develop a model of the concise, more efficient.


* Consult. Academic studies and literature review.


To find alternatives.


* Learn skills to use.


* Working with people with expertise, consultancy.


* Consider using methods of teaching and operating correctly.


   3. There is nothing new. Material or not.






* Modify the new research questions.


Source: Rat Apinan illuminated. 2542.


Source: Pornthip. Udomsin 2547. Documents Workshop on Basic Research, Class 1. Between 14 -19 March 2547. At River View Place. Ayutthaya. (Mimeograph).


Waranya Pat happy. 2545. Research Methods in Social Science. New York: Chulalongkorn University Chula million.


Sunisa wish gleam 2547. Remark from the stage, presenting research (2). Journal of Sustainable Agriculture News. 2 f years. May 2547.


Apinan illuminated Rat. 2542. Medical research. Chiang Mai University. (Mimeograph).

Learning Log out Class

Adjtive clause, Adjtive phrase.

Examples of Adjective Clauses

Now you should be ready for what you asked for: “example adjective clauses”.

Adjective clauses can start with a relative pronoun and some common ones are: who, whom, that, or which. Also, relative adverbs can begin the clause and these include: when, where, and why. Adjective clauses do not need commas unless the information they give is additional and not essential. In other words, the clause does not change the basic meaning of the sentence.

Here are several examples of sentences with the adjective clauses underlined:

1.Pizza, which most people love, is not very healthy.

2.The people whose names are on the list will go to camp.

3.Grandpa remembers the old days when there was no television. 

4.Fruit that is grown organically is expensive.

5.Students who are intelligent get good grades.

6.I know someone whose father served in World War II.

7.Making noise when he eats is the main reason why Sue does not like to eat with her brother. 

8. enjoy telling people about Janet Evanovich whose latest book was fantastic.

9."He who can no longer pause to wonder and stand rapt in awe is as good as dead." - Albert Einstein

10.“Those who do not complain are never pitied.” - Jane Austen

11.“People demand freedom of speech to make up for the freedom of thought which they avoid.” - Søren Kierkegaard

What Is an Adjective Phrase?


Now that you know the definitions of nouns, pronouns, phrases, and adjectives, you will better understand the answer to “What is an adjective phrase?” Adjective phrases act just like adjectives. They modify, describe, or give more information about a noun or pronoun. Some examples are: without a penny, of great importance, devoid of life, covered with dirt, running in the park, and man of the hour.

Some adjective phrases modify nouns or noun phrases. Following are some sentences with the phrases underlined:

1.The very small kitten jumped at the big dog.

2.The cost of the car was way too high.

3.The man covered with sweat, trudged his way home.

4.Something in the corner was moving.

5.The big bug under the blanket is moving towards me.

Other adjective phrases modify the predicate of the sentence. Here are some examples:

1.Extra buttons came with the coat.

2.Gremlins cause mischief inside of machines.

3.We were saddened by the news of his demise.

4.The brownies smell deliciously sweet.

5.I was delighted that he was chosen.

Adjective phrases can also modify objects and will follow the word they are modifying. Examples are: 

1.She wanted to paint her room lemony yellow.

2.My new kitten makes me very happy.

3.I sometimes pity people living in large cities.

4.We are collecting money for children born with heart defects.

5.They were proud of their team winning the championship.

Adverbs

Definition

Adverbs are words that modify

·         A verb (He drove slowly. — How did he drive?)

·         An adjective (He drove a very fast car. — How fast was his car?)

·         Another adverb (She moved quite slowly down the aisle. — How slowly did she move?)

As we will see, adverbs often tell when, where, why, or under what conditions something happens or happened. Adverbs frequently end in -ly; however, many words and phrases not ending in -ly serve an adverbial function and an -ly ending is not a guarantee that a word is an adverb. The words lovely, lonely, motherly, friendly, neighborly, for instance, are adjectives:

·         That lovely woman lives in a friendly neighborhood.

If a group of words containing a subject and verb acts as an adverb (modifying the verb of a sentence), it is called an Adverb Clause:

·         When this class is over, we're going to the movies.

When a group of words not containing a subject and verb acts as
 an adverb, it is called an adverbial phrase. Prepositional phrases frequently have adverbial functions (telling place and time, modifying the verb):

·         He went to the movies.

·         She works on holidays.

·         They lived in Canada during the war.

And Infinitive phrases can act as adverbs (usually telling why):

·         She hurried to the mainland to see her brother.

·         The senator ran to catch the bus.

But there are other kinds of adverbial phrases:

·         He calls his mother as often as possible. Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus we would say that "the students showed a really wonderful attitude" and that "the students showed a wonderfully casual attitude" and that "my professor is really tall, but not "He ran real fast."

Like adjectives, adverbs can have comparative and superlative forms to show degree.

·         Walk faster if you want to keep up with me.

·         The student who reads fastest will finish first.

We often use more and most, less and least to show degree with adverbs:

·         With sneakers on, she could move more quickly among the patients.

·         The flowers were the most beautifully arranged creations I've ever seen.

·         She worked less confidently after her accident.

·         That was the least skillfully done performance I've seen in years.

The as — as construction can be used to create adverbs that express sameness or equality: "He can't run as fast as his sister."

A handful of adverbs have two forms, one that ends in -ly and one that doesn't. In certain cases, the two forms have different meanings:

·         He arrived late.

·         Lately, he couldn't seem to be on time for anything.

In most cases, however, the form without the -ly ending should be reserved for casual situations:

·         She certainly drives slow in that old Buick of hers.

·         He did wrong by her.

·         He spoke sharp, quick, and to the point.

Adverbs often function as intensifiers, conveying a greater or lesser emphasis to something. Intensifiers are said to have three different functions: they can emphasize, amplify, or downtown. Here are some examples:

·         Emphasizers:

o    I really don't believe him.

o    He literally wrecked his mother's car.

o    She simply ignored me.

o    They're going to be late, for sure.

·         Amplifiers:

o    The teacher completely rejected her proposal.

o    I absolutely refuse to attend any more faculty meetings.

o    They heartily endorsed the new restaurant.

o    I so wanted to go with them.

o    We know this city well.

·         Downtoners:

o    I kind of like this college.

o    Joe sort of felt betrayed by his sister.

o    His mother mildly disapproved his actions.

o    We can improve on this to some extent.

o    The boss almost quit after that.

o    The school was all but ruined by the storm.

Adverbs (as well as adjectives) in their various degrees can be accompanied by premodifiers:

·         She runs very fast.

·         We're going to run out of material all the faster

Kinds of Adverbs

Adverbs of Manner
   

1.She moved slowly and spoke quietly.


Adverbs of Place
   

1.She has lived on the island all her life. 

2. She still lives there now.

 

Adverbs of Frequency
   

1.She takes the boat to the mainland every day.


2.She often goes by herself.

Adverbs of Time

 

1.She tries to get back before dark.
   

2. it’s starting to get dark now.

3. She finished her tea first.

4.She left early.

Adverbs of Purpose

1.She drives her boat slowly to avoid hitting the

 rocks.

2.She shops in several stores to get the best buys.

Positions of Adverbs

One of the hallmarks of adverbs is their ability to

 move around in a sentence. Adverbs of manner

are particularly flexible in this regard.

·         Solemnly the minister addressed her congregation.

·         The minister solemnly addressed her congregation.

·         The minister addressed her congregation solemnly.

The following adverbs of frequency appear in various points in these sentences:

·         Before the main verb: I never get up before nine o'clock.

·         Between the auxiliary verb and the main verb: I have rarely written to my brother without a good reason.

·         Before the verb used to: I always used to see him at his summer home.

Indefinite adverbs of time can appear either before the verb or between the auxiliary and the main verb:

·         He finally showed up for batting practice.

·         She has recently retired.

Learning Log in Class

11/Febuary2011

Learning Log in Class

Learning to be successful must start with ourselves. We have a responsibility, creative thinking, critical mind and intrinsic motivation. This week I learned clause verb and adjective clause. I think that It is useful for me because it helps improve their English skills better.

Adjective Clause

- The woman is a worker cleaning the street for 26 year.
- Bird is a singer singing happily.
- The language centre situated at NSTRU is very big.

Adverb Clause

- She protested helplessly.
- The rapidly widening wealth gap between the rich and poor.
- Drinking water
- Rolling stone is no moss.
- I could not suppress my anger when I read about this event.

Vocabulary

critical คิดอย่างมีวิจารณญาณ
creative thinking คิดนอกกรอบคิดใหม่ทำใหม่
productive mind ความรับผิดชอบ
scaffolding การสนับสนุนให้เด็กเกิดการเรียนรู้
interactive การโต้ตอบระหว่างครูกับนักเรียน
intrinsic motivation แรงจูงใจใฝ่สัมฤทธิ์
equality เท่าเทียมกัน,เสมอภาค
manageable สามารถจัดการเองได้