1.

Research-Research and experimental development is formal work which is undertaken systematically

to increase the stock of knowledge, including knowledge of humanity, culture and society, and the use
of this stock of knowledge to devise new applications (OECD (2002) Frascati Manual: proposed standard
practice for surveys on research and experimental development, 6th edition.)[1] It is used to establish or
confirm facts, reaffirm the results of previous work, solve new or existing problems, support theorems,
or develop new theories. A research project may also be an expansion on past work in the field. To test
the validity of instruments, procedures, or experiments, research may replicate elements of prior
projects, or the project as a whole. The primary purposes of basic research (as opposed to applied
research) are documentation, discovery, interpretation, or the research and development of methods
and systems for the advancement of human knowledge. Approaches to research depend on
epistemologies, which vary considerably both within and between humanities and sciences. There are
several forms of research: scientific, humanities, artistic, economic, social, business, marketing,
practitioner research, etc.
2. The scientific method is a body of techniques for investigating phenomena, acquiring new knowledge,
or correcting and integrating previous knowledge.[1] To be termed scientific, a method of inquiry must
be based on empirical and measurable evidence subject to specific principles of reasoning.[2] The
Oxford English Dictionary defines the scientific method as: "a method or procedure that has
characterized natural science since the 17th century, consisting in systematic observation,
measurement, and experiment, and the formulation, testing, and modification of hypotheses."[3]
3.
Different Types of Research
Research can be conducted in a number of different ways for many different purposes. Most research
conducted today is in the corporate sector, and the reasons for this should be obvious.
Survey Research
Developed since the 1930's, survey research seeks to identify what large numbers of people (mass) think
or feel about certain things. It is used extensively in politics and marketing (such as TV advertising).
Examples of survey research are
Public opinion polls
Mail Surveys
Telephone Surveys
Consumer Surveys (in the Mall)
An amazing fact about survey research is that the amount of error (expressed as plus and minus a
certain percentage) is determined by the sample size (the number of people surveyed). Most opinion
polls use a sample size of around 1500, which has a margin of error of 3%. Using a larger sample size
than 1500 gives a slight reduction in the error margin, and using a smaller sample size than 1500
significantly increases the error margin.
Surveys are often considered biased because
They ask leading questions
The sample population is biased in a particular way
The questions were not clear
The respondents were influenced by the researcher

Increasingly we find the Internet being used to conduct survey research, with the use of opinion polls
and questionnaires. This is due to the ease of creating on-line questionnaires and the power of analysing
the data in real-time by the use of powerful database servers.
Focus Groups
A focus group gathers in-depth information by interviewing six to twelve experts in an informal
discussion that lasts one to two hours. An experienced interviewer gathers opinions of the group.
Benefits of Focus Groups
Opinions are canvassed on specific topics
Immediate feedback or additional questions are possible
Can help identify key issues quickly
Problems Using Focus Groups
The group can be dominated by a particular person or viewpoint
Only a limited number of questions can be dealt with
The interviewer could bias the results
Typical Uses of Focus Groups
Gauging consumer reaction to products (such as the pre-release of a movie or product)
Understanding why consumers buy or don't buy certain products
Identifying the use of products and services

Case Studies
A case study looks at existing information that is readily available and attempts to draw conclusions
from this information. Information has been collected and stored from a wide variety of sources about
many issues. Much of this information is readily available in the public domain.
The researcher begins with a number of research questions. For instance, a researcher might want to
look at the impact of information technology in South Africa since the overthrow of white rule. The
researcher will identify information in the public domain, such as tele-density, number of Internet hosts,
and other data. From this information, the researcher will draw qualitative conclusions.
Case studies allow existing information to be reused in new ways that the original collectors of the data
did not envisage.

Delphi Method

The Delphi method surveys the opinions of "expert panels". The research is conducted in three rounds,
where the information is gathered, refined and then feed back to the expert participants. The feedback
stage allows issues to be sharpened and helps to highlight the major issues involved.
Round one involves an in-house panel that seeks to identify the research questions for the experts. It
also conducts a pre-test of the survey.
The second round involves an examination of the issues by the expert panel. At this stage, additional
items are often suggested that may have been overlooked. The panel responses and additional items
are combined to the original questionnaire.
In the third round, the panel make judgements on the items. This sometimes takes the form of a
multiple-choice questionnaire.

Content Analysis
Content analysis is often used in quantitative research to study trends or occurrences of information.
During World War II, the allies monitored the number and types of songs played on European radio
stations. By comparing the music played on German radio to that of other radio stations in occupied
territory, the allies were able to measure the changes in troop concentration on the continent.
Other early uses of content analysis were attempts to verify authorship of documents. Knowing that
certain authors chose certain words, many scholars attempted to show that some documents had
undergone a process or redaction or rewriting by subsequent editors.
Content analysis is heavily involved in the use of television. A common exercise is to use content analysis
to measure the incidences of violence on television or in print.
There are three main characteristics associated with content analysis
It is systematic
The content to be analysed is carefully selected, and all content is treated in the same way.
It is objective
If another researcher performs the same analysis, the same conclusions should result.
It is quantitative
It tries to determine amounts, such as 55% of news items are concerned with domestic violence.
How is content analysis done? Let us consider an exercise. Our research hypothesis is that "More than
75% of leading news items are concerned with violence". This is based on the media assumption that "if
it bleeds, it leads". Firstly, we have to define what we mean by violence. Since content analysis of the
mass media is a well-established field, there are many sites on the Internet that can assist in providing

useful definitions. Let us consider that violence in this research means bodily violence inflicted by one
person on another, resulting in injury, hospitalisation or death.
Having decided on what violence means, we then monitor the lead news items over a number of weeks.
An adequate sample size must be chosen to eliminate bias, as it is possible that a particular news item
could be repeated over several days (for instance, a war could break out). We might decide to select
three days a week at random over a period of three to four weeks.
Coders are responsible for coding each story into a violent/non-violent category. There is a form for
each day that the coder fills in. These forms are collected at the end of the study and then the results
tabulated accordingly.
The coding form shown below is a more comprehensive one for analysing each item of the evening news
broadcast. Coders use this form to mark the category of the particular news item under consideration.
MATH ASSIGN.
1. In geometry, topology, and related branches of mathematics, a spatial point is a primitive notion
upon which other concepts may be defined. In geometry, points are zero-dimensional; i.e., they
do not have volume, area, length, or any other higher-dimensional analogue. In branches of
mathematics dealing with set theory, an element is sometimes referred to as a point.
2. A long thin mark made by a pen, pencil, etc. In geometry a line:
is straight (no curves),
has no thickness, and
extends in both directions without end (infinitely).
A geometrical object that is straight, infinitely long and infinitely thin.
3. In mathematics, a plane is a flat, two-dimensional surface. A plane is the two dimensional analogue of
a point (zero-dimensions), a line (one-dimension) and a solid (three-dimensions). Planes can arise as
subspaces of some higher dimensional space, as with the walls of a room, or they may enjoy an
independent existence in their own right, as in the setting of Euclidean geometry.
When working exclusively in two-dimensional Euclidean space, the definite article is used, so, the plane
refers to the whole space. Many fundamental tasks in mathematics, geometry, trigonometry, graph
theory and graphing are performed in a two-dimensional space, or in other words, in the plane.
4. Space is the boundless three-dimensional extent in which objects and events have relative position
and direction.[1] Physical space is often conceived in three linear dimensions, although modern
physicists usually consider it, with time, to be part of a boundless four-dimensional continuum known as
spacetime. In mathematics, "spaces" are examined with different numbers of dimensions and with
different underlying structures. The concept of space is considered to be of fundamental importance to
an understanding of the physical universe. However, disagreement continues between philosophers
over whether it is itself an entity, a relationship between entities, or part of a conceptual framework.
Debates concerning the nature, essence and the mode of existence of space date back to antiquity;
namely, to treatises like the Timaeus of Plato, or Socrates in his reflections on what the Greeks called
khora (i.e. "space"), or in the Physics of Aristotle (Book IV, Delta) in the definition of topos (i.e. place), or
even in the later "geometrical conception of place" as "space qua extension" in the Discourse on Place

(Qawl fi al-Makan) of the 11th century Arab polymath Alhazen.[2] Many of these classical philosophical
questions were discussed in the Renaissance and then reformulated in the 17th century, particularly
during the early development of classical mechanics. In Isaac Newton's view, space was absolutein the
sense that it existed permanently and independently of whether there were any matter in the space.[3]
Other natural philosophers, notably Gottfried Leibniz, thought instead that space was in fact a collection
of relations between objects, given by their distance and direction from one another. In the 18th
century, the philosopher and theologian George Berkeley attempted to refute the "visibility of spatial
depth" in his Essay Towards a New Theory of Vision. Later, the metaphysician Immanuel Kant said
neither space nor time can be empirically perceived, they are elements of a systematic framework that
humans use to structure all experiences. Kant referred to "space" in his Critique of Pure Reason as
being: a subjective "pure a priori form of intuition", hence it is an unavoidable contribution of our
human faculties.
In the 19th and 20th centuries mathematicians began to examine non-Euclidean geometries, in which
space can be said to be curved, rather than flat. According to Albert Einstein's theory of general
relativity, space around gravitational fields deviates from Euclidean space.[4] Experimental tests of
general relativity have confirmed that non-Euclidean space provides a better model for the shape of
space.
5. A portion of a line which starts at a point and goes off in a particular direction to infinity.
6.collinear-Definition: A set of points that lie in a straight line
7. Definition: Lying in the same plane
8. In or through the position or interval separating
9. In geometry, two figures or objects are congruent if they have the same shape and size, or if one has
the same shape and size as the mirror image of the other. More formally, two sets of points are called
congruent if, and only if, one can be transformed into the other by an isometry, i.e., a combination of
translations, rotations and reflections. This means that either object can be repositioned and reflected
(but not resized) so as to coincide precisely with the other object. Two line segments are congruent if
and only if they have the same length.
The related concept of similarity applies if the objects differ in size but not in shape.
10. In geometry, the midpoint is the middle point of a line segment. It is equidistant from both
endpoints, and it is the centroid both of the segment and of the endpoints.
11. The line that divides something into two equal parts.
You can bisect lines, angles, and more.
12. Distance (or farness) is a numerical description of how far apart objects are. In physics or everyday
discussion, distance may refer to a physical length, or an estimation based on other criteria (e.g. "two
counties over"). In mathematics, a distance function or metric is a generalization of the concept of
physical distance. A metric is a function that behaves according to a specific set of rules, and is a
concrete way of describing what it means for elements of some space to be "close to" or "far away
from" each other. In most cases, "distance from A to B" is interchangeable with "distance between B
and A".
13. Postulate is a true statement, which does not require to be proved.
14. In mathematics, a theorem is a statement that has been proven on the basis of previously
established statements, such as other theorems, and previously accepted statements, such as axioms.

The derivation of a theorem is often interpreted as a proof of the truth of the resulting expression, but
different deductive systems can yield other interpretations, depending on the meanings of the
derivation rules. The proof of a mathematical theorem is a logical argument demonstrating that the
conclusions are a necessary consequence of the hypotheses, in the sense that if the hypotheses are true
then the conclusions must also be true, without any further assumptions. The concept of a theorem is
therefore fundamentally deductive, in contrast to the notion of a scientific theory, which is empirical.[2]
15. In mathematics a corollary typically follows a theorem. The use of the term corollary, rather than
proposition or theorem, is intrinsically subjective. Proposition B is a corollary of proposition A if B can
readily be deduced from A or is self-evident from its proof, but the meaning of readily or self-evident
varies depending upon the author and context. The importance of the corollary is often considered
secondary to that of the initial theorem; B is unlikely to be termed a corollary if its mathematical
consequences are as significant as those of A. Sometimes a corollary has a proof that explains the
derivation; sometimes the derivation is considered self-evident.
It is also known as a bonus result[citation needed].
16. In geometry, a coordinate system is a system which uses one or more numbers, or coordinates, to
uniquely determine the position of a point or other geometric element on a manifold such as Euclidean
space.[1][2] The order of the coordinates is significant and they are sometimes identified by their
position in an ordered tuple and sometimes by a letter, as in 'the x-coordinate'. The coordinates are
taken to be real numbers in elementary mathematics, but may be complex numbers or elements of a
more abstract system such as a commutative ring. The use of a coordinate system allows problems in
geometry to be translated into problems about numbers and vice versa; this is the basis of analytic
geometry.[3]
PILIPINO
1. Ang pangatnig ay kataga, salita o grupo ng mga salitang nagpapakita ng pagkakaugnay ng isang salita
sa isa pang salita o isang kaisipan sa isa pang kaisipan.
ANG MGA HALIMBAWA NG PANGATNIG AY ANG MGA SUMUSUNOD:
at, o, ni, kapag, pag, kung, dahil, sapagkat, kasi, upang, para, kaya, nang
2.URI
1. Panapos - pangatnig na nagsasaad na malapit nang matapos ang pagsasalita o ang nais ipahiwatig
ng pangungusap.
Halimbawa:
a. Makukuha ko na rin sa wakas ang inaasam kong promosyon sa trabaho.
b. Sa lahat ng ito, dapat tayong magkaisa.
c. Sa di-kawasa, ang pagtalakay sa pagpapatalsik kay Ombudsman Gutierrez ay tinapos na ng Kamara.
d. Sa bagay na ito, nasa ating mga kamay na ang paghuhusga.
2. Pananhi - nagsasaad ng kadahilanan o katuwiran para sa natapos na kilos.
Halimbawa:
a. Sumakit ang kanyang lalamunan dahil sa kasisigaw.
b. Sanhi sa init ng panahon kaya siya nilagnat.

c. Umapaw ang ilog sapagkat walang tigil ang ulan.

d. Nahilo si Anna mangyari ay ikot siya nang ikot.
3. Pamukod - pangatnig na ginagamit sa pagbukod o pagtatangi.
Halimbawa:
a. Kung ikaw o si Liza ang bibigyan ng parangal ay wala akong tutol.
b. Batid ko ang pagkapanalo ng ating grupo kung si Roger man ang piliing lider natin.
c. Walang diprensiya sa akin maging si Jose ang magwagi sa paligsahan.
d. Ni sermunan ni saktan ay hindi ko ginagawa sa aking anak.
4. Paninsay - pangatnig na sinasalungat ng naunang parte ng pangungusap ang ikalawang bahagi nito.
Halimbawa:
a. Nakatakda siyang umani ng tagumpay kahit (kahit na) maraming naninira sa kanya.
b. Nakatapos si Ramon ng medisina bagaman tindera lang sa palengke ang kanyang ina.
c. Nanalo pa ring musa si Rosa datapwat may mga kaibigang bomoto sa kalaban niya.
d. Mayaman nga si Donya Rustica ngunit matapobre naman.
5. Panubali - nagsasaad ito ng pag-aatubili o pag-aalinlangan.
Halimbawa:
a. Hindi tayo matutuloy sa sine kapag hindi umuwi nang maaga ang tatay.
b. Sasayaw ako kung aawit ka.
c. Pag umulan, hindi makakapunta rito si Boyet.
d. Hindi tayo makakahuli ng maraming isda sakaling lumitaw ang buwan.
6. Panimbang - pangatnig na gamit kung naghahayag ng karagdagang impormasyon at kaisipan.
Halimbawa:
a. Nagpiknik sa bukid sina Jose at Maria.
b. Pati ang gamit ng iba ay kanyang iniligtas.
c. Anupa't pinagbuti niya ang kanyang pag-aaral para makaahon sa kahirapan.
d. Nagtanim siya ng upo at saka patola.
7. Pamanggit - pangatnig na gumagaya o nagsasabi lamang ng iba.
Halimbawa:
a. Siya raw ang hari ng sablay.
b. Sa ganang akin, mali ang paniniwala mo.
c. Di umano, mahusay umawit si Blanca.
d. Masisipag daw ang mga taga-Ilokos.

8. Panulad - gumagaya o tumutulad ng mga pangyayari, kilos o gawa.

a. Kung ano ang itinanim, siya ring aanihin.
b. Kung sino ang unang tumakbo, siyang mananalo.

c. Kung gaano ang iyong itinulong, siya ring ibibiyaya sa iyo.

9.Panlinaw - gamit ang pangatnig na panlinaw upang ipaliwanag ang bahagi o kabuuan ng isang
banggit.
Halimbawa:
a. Nahuli na ang tunay na maysala kaya makakawala na si Berto.
b. Nagkasundo na ang mga trabahador at may-ari, kung gayon ay magbubukas na ang planta.
KAUKULAN