Research Handout

Handout Research (1)

Blog 17

This course was quite difficult when it came to the workload. I have had Marlen before, so I had an idea of what to expect. I did face anxiety when I had fewer pages than the required amount, but I realized it was better to keep a short to the fact paper than a long one. My proudest moment would have to of been when Marlen told me he thought I had things together and really understood what I was doing, this along with peer reviews were most valuable.

Blog 16

The most helpful feedback that I received  was from Marlen a little while after spring break. He reassured me that my project was coming together and it took away a little tension and after that I got the majority of my work done. The most difficult part of the drafting was the lit review. It was trying to put all the information together from sources and seeing where they fit and where they were relevant.  The easiest was the conclusions, it was just wrapping up the paper and it came pretty easily. Their really isn’t a certain part of my paper that I think shows my best work, I just look at it collectively.

Blog 15

The peer projects helped me in a few different ways. It made me look at my own paper in the sense that I was grading it, as I did my partners paper. It is a valuable thing to be able to get critiqued by someone that is in a similar position as you. It also was nice to be able to check someone else’s progress on their own papers, it made me feel at ease on how much I had completed. Something that I learned on my own paper was some lack of research in certain ares. The positive feedback helped a lot also, knowing what really works in your paper is a good indication that expanding on it will make the paper even better.

Blog 14

After reading the articles, I learned what is to be expected of the R/S/C part of my paper. The results section of the paper includes the actual data in forms of graphs, tables, etc. After presenting this, the researcher accompanies this with text to explain the results to the reader and point out the important data. Restating the original hypothesis and explaining how your data will test this is a good way to show your readers the meaning behind the data. This is an important part of any paper, it shows the results from all the effort of collecting data.

The discussion part of the paper shows what has been accomplished on the subject, then showing what your collected data adds to the discussion of the subject. This section also reintroduces the introduction, not just by rewording it, but by showing the reader how your paper has come along since the introduction. Also it is important to remember to bring up previous research from other researchers. Also, if needed, show ways that the subject could further be investigated. If your findings do not answer the hypothesis, then it needs to be discussed why it has not answered it. Speculation is also a good thing to include, it can be a starting point for further researchers or it can show why your research didn’t work.

The conclusion section is the part of the paper that wraps everything up. Its important to remember not to introduce any new information and to keep in character with the rest of the paper. It needs summarize your paper, and explain why it is an important subject to research. A conclusion can end the paper on a good note, and leave your reader impressed with the rest of the work.

“Conclusion.” The Writing Center. 25 sep 2008. Web. April 1 2010. <http://www.unc.edu/depts/wcweb/handouts/conclusions.html>.

“Discussion.” The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. 25 sep 2008. Web. 1 Apr 2010. <http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html#discussion>.

Discussion Section. N.p., n.d. Web. 1 Apr 2010. <http://psych.hanover.edu/Classes/PSY220/ResultDisc.htm>.

“Writing Empirical Psychology Papers (for Beginners).” Results. N.p., 16 Aug 2009. Web. 1 Apr 2010. <http://www.muhlenberg.edu/depts/psychology/EmpiricalPrimer.htm>.

“Writing Up Research Results.” Language Center. 2003. Web. 1 Apr 2010. <http://www.languages.ait.ac.th/EL21RES.HTM>.

Blog 13

When combining the three sections of my paper, there were a few obvious changes that needed to be made. It did not make much sense when they were just pasted together, it seemed like 3 different papers. After combining them, the next logical step was to add about a paragraph in between each that transitioned from one section of the paper to another. A lot of editing needs to take place so I wont even go into that, but from here, the paper looks to be somewhat easy and I am excited to piece the final paper together.

Blog 12

My methodology will consist of using my friends in a study that will be conducted on a golf course. I plan on having at least 4 subjects that will be tested based on several factors. It will show the correlation between stress ors on the golf course related to the actions of the participants. These individuals will be asked to rate their mood after stressful events, either negative or positive. The only dangers that my participants face are the dangers that you encounter on a golf course, so there are no extra precautions that need to be taken.

Blog 11

After the readings, it seems that the purpose of the methods section is to answer how the data was collected.  The next thing to be clarified is how the data was analyzed. Depending upon the audience being written to, the terminology should be appropriate.

When presenting the data, it is important to include every important detail. The way of going about your research needs to be appropriate to the audience you are writing to. The methodology used needs to be consistent with the objective of the paper. Also an important thing to remember is possible problems and how to prevent them.

The method section of the paper is one of the key points to a research paper. It follows the introduction and literature review. The only thing to follow it is the results and conclusion, so without a method section the paper would be without the primary research.

Works Cited

“Writing up Research: Method and Research Design.” Language Center Website. Web. 16 Mar. 2010. <http://www.languages.ait.ac.th/el21meth.htm>.

“How to Write Guide: Sections of the Paper.” Web. 16 Mar. 2010. <http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWsections.html>.

Blog #10

rubric

A literature review in short is just summarizing previous research on a topic. The writer must ask many questions before beginning their paper, such as how much of this has been covered before? What new can I add to the research? Figuring these things out will make the writers life much easier in the future. The main purpose is to give the reader an idea of the types of research and who has covered the material. The benefit to the writer is when the lit review is complete. It helps show what needs to be covered or it can change the writers approach to the subject completly.

Works Cited

“How To Do A Literature Review?” North Carolina A&T State University. 01 March 2010.<http://www.library.ncat.edu/ref/guides/literaturereview03.htm>

“Write A Literature Review”  UC Santa Cruz. 01 March 2010 <http://library.ucsc.edu/help/howto/write-a-literature-review>

Blog #9

Article #1

1. The University of  New South Wales has found that concentration is the key factor separating professional golfers from amateurs.

2. According to Troy Baker, whom has a PhD in golf psychology at the University of NSW, better players will brush off distractions, while the less skilled player will be more susceptible to the same distractions.

3. The pros know to always take into account course conditions, whereas the amateur will often forget.

4. Both the pros and amateurs share a key similarity, that is being distracted during a swing, since the pros practice it more, they have a better chance of brushing off the distraction.

Article #2

5. Some researchers have touched on the subject of social support helping performance, they have mainly found that with increased levels of stress, social support becomes very helpful.

6. Perceived support and received support are what we will be looking at and they are two completely different things, perceived is the support you believe is available and received is support actually received, these will be tested throughout different levels of golf performance.

7. Social support does not just act as a buffer, it is a main role, that can be due to either the fact of raising confidence when getting support, or giving tips on how to play the game, support counters the effects of stress.

8. It is important to remember the context when judging stress in comparison to stress-ors, the social support should be relevant to the situation they are in and who is facing the stress.

9. The types of sports-relevant supports are, emotional, esteem, informational and tangible. They are exactly as they sound, in golf the first three are most important,  tour professionals state that their personal lives come into play on the course.

10. When studying this, it is important to remember that golf is not just about winning and losing so there needs to be another way of judging performance, a bad day can land you a win and vice versa.

11. Starting by considering the control or uncontrollability of stress-ors, we can then figure the types of support need. An uncontrolled or unexpected event requires more social support that cater to emotions, a controlled events need a support that deals with focus on problem solving.

12. Uncontrolled stress would be present in a tournament where you decisions are more emotionally based, this shows that emotional support is very important. The more stress there is, it seems that taking a golfers mind off of the task at hand really helps in the long run

13. To study these theories, participants were taken with similar skill levels. They tested a tournament and had golfers from different parts of the world and compared their scores.

14. The participants then were asked questions based on stress-ors, they would use a scale from 1-5 and judge their levels of stress.

15. A 21 questionnaire was given to high-level athletes and they were asked regarding the different types of stresses.

16. The 21 questions that were asked were relevant to golfers and there impact on performance.  Support items were used that had potential to affect the stress-ors, to gain more insight on the hypothesis.

17. Measuring performance proved to be complex, different golf courses present different challenges and so do weather conditions. Handicap and actual scratch scores (par on 18 holes of golf) helped to relate all of the scores.

18. The results were calculated and put into table form.