Whose Side Are We On? Essay Example

If using quantitative plan, a cluster sampling research design is the most appropriate research design. As the proposal suggested the persons from different schools with boundaries, however they are randomized and heterogeneous. The iFly field trip is intending to educate AJROTC cadets, elementary, middle, physics students on the scientific principles of drag, the center of mass principle, turbulent flow, terminal velocity and the Bernoulli’s concepts. Thus, it is important to identify the cause for the students’ interest to participate in the trip and what effect will give to the students after they complete iFly training. The students who have the advanced knowledge in science are also the reason why the students can continue to benefit the visual/physical activity. It is good idea to make predictions with potential barriers that may impede from carrying out the project as planned. The groups that are selected are the middle school, elementary school, and advance physics students. The larger the random of selected students the better the predictions would be. The variables would be iFly field trip as an independent variable and the funding for the iFly field trip is a dependent variable. The relationship between both variables are correlated to one another as it is obvious a plan. When we use population sampling to draw inferences, we use these variables as the estimates of population parameters. However, the concerning problem is the number of students (i.e., AJROTC cadets) who might not be interested in attending to the iFly field trip may affect decisions about funding. For instance, approximately 25 students from each group  for a day’s field trip may give Colonel Dr. Bostic a ‘go ahead’ to release the funds to the middle level managers. We hypothesized that Coloniel Dr.Bostic will reject to release the funds if under 20 students are not attending to the iFly field trip. Let say if we make a histogram for each of 20 students in the Middle school in a group pays $35 dollars the total cost would be $700 dollars, but if each of 25 students in the elementary school in a group pays $35 dollars the total cost would be $875 dollars. The last group of 15 students in the ADJROTC cadets or advance physics students in a group pays $35 dollars the total cost would be $ $525 dollars, and so forth in a chart.  The population mean is 20 and the standard deviation is twice of squares. The cost-benefit analysis could also be used to calculate for comparing the relationship between the sales and revenues against net losses.  Then, from the values that were allocated will be investigated on whether there is a normalcy of values in the range, skewed, positively skewed or negatively skewed, as we look for the point on where the peak lies on either side of the normal distribution curve.  Because, we are not sure what characteristics, biases we will find in the variables. So, it is important that we limited the generalizing findings in other researches. For instance, the theory used to identify the Bernoulli’s concepts may confirm the hypotheses in question. It is better off to isolate causal effects and if study behavior of the given variables, it has to be controlled otherwise it is becoming too complicate to analyze.

If using qualitative research for this proposal iFly field trip it is wise to use this example because the sampling is small and not randomly selected. We are looking at the whole thing, the iFly field trip, managements, funding, and students. So it is good idea to use precedence reports on testimonies that students once attended elsewhere, observations, field notes, & reflections. Not only that, it is also wise to identify the patterns, features, themes that would attract attention to Coloniel Dr.Bostic. Of course, it have to be subjective, otherwise we will not know who will be doing what and who will be learning and who will be driving, and so on. It is easier to generalize on the findings because we are looking at the whole picture of the proposal (Becker, 1970). The scientific method is either exploratory or bottom-up because we would have to generalize a hypothesis on the potential barriers that may impede from carrying out the plan (Bryman, 1994). For instance, Dr. Bostic may not release the funds for a reason. That is, what is concerning the proposal is the view of human behavior, whether it is dynamic, situational, social, & personal as these students would be learning and participating in the training modules provided by iFly program. Also, we can examine the breadth & depth of phenomena (Howe, 1990). Under the nature of observation, at site observation of visual/physical activity is important to document everything that is realistic, contextual descriptive, narrative, direct quotations coming from students in the iFly program. From all of the given approaches to the design is evaluating all of the rationals: because of the recruitment that has been created are the best prospects that were brought into the program; However, we hypothesize that the students from all three groups may have a bias with one of the components derived from the training modules, for instance, middle school students may have a bias with an experiment with the flight constancy and the effects of center of drag; while others, elementary school students may have bias with examining the reaction to flow turbulent; and, last group of advance physics students may have bias with one of the elements from terminal velocity lecture (gas density, gravity, drag, velocity, mass, drag coefficient and frontal area), for example. Then perhaps it is not the bias of choice, but sub variables of the first bias choice may be the explanation for the outcome observed. We then may want to examine the possibilities of interaction effects between the bias of choice and the students’ belief system, kappa effect, for instance. Kappa effect refers to an interaction between the perceived duration of a stimulus and the spatial extent of the stimulus. When a small visual stimulus and a large visual stimulus are both flashed for the same length of time, the duration of the large stimulus is perceived as longer than that of the small stimulus. An analogous effect has been descried for tactile. As such, the effect could be a result of one’s perceived bias. Halpern (2008) as critical the trade-off in design for this proposal is that should all students be interviewed or only some subset of students? Should all parts of the program be studied or only certain parts? These questions must apply to a theory of choice to resolve the nature of research. Outcome criteria vague: Just what is “terminal velocity”? Outcome measurement must be clear and objective.  That is, as a part of criteria, is to observe the students participating in the visual/physical activity and make it your personal perception and place yourself to become deeply involved in the program, in turn, may produce some results and introduces new perception and bias. Most importantly, based on precedence reports and research that provided the validity and reliability data that are instrumental for use is important for measuring the variables used in current research to the sum. For example, Lipka (2007) reported the relationship between the use of electronic text books and electronic text licenses as a method to decrease the cost for hard copy textbooks. So, the point of the example is that it is important to recognize which variable is drivable and not drivable. Since the students are the primary volunteers to participate the field trip and be trained on all of the components of iFly program. Other potential barriers of concern are the lack of cadet participation or transportation problem and or natural deserter hurricane, flood, tornado, storm, or earth quick. Of these variables are the dependent variables as well as the iFly program is an independent variable. Investigating the cause-and-effect relationship between the variables could bring conclusion of how much it will affect the organization as whole. Moreover, it is much easier to evaluate the performance of iFly program if there is a structure of how it should be done. Finally, collect direct quotes or reactive effectives from the students’ experience in iFly training program and their knowledge of meta-evaluation research procedures and design.

References

Becker, H. (1970) Whose side are we on? In W.J. Filstead (Ed.) Qualitative methodology (pp.15-16). Chicago. Markham.

Bryman, A. (1994) Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97-113.

Halpern, D. (2008) Is intelligence critical thinking? Why we need a new definition of intelligence. In P.C. Kyllonen, R.D. Roberts, & L. Stankov (Eds.) Extending intelligence:

Howe, K. & Eisenhardt, M. (1990) Standards for qualitative (and quantitative) research: A prolegomenon. Educational Reseacher, 19(4), 2-9

Lipka, S. (2007) Experts Discuss Textbook Costs. The Chronicle of Higher Education. pp(A39)41-53