CHAPTER 3:

LESSON 2 - WRITING A RESEARCH TITLE

Page-50

Questions: pg. 53

I. Before you make a final decision on your topic, reflect on these questions:

1. As a STEM major, I am keenly aware of the dire necessity of non-STEM classes and surrounding
myself by reprehensible people, not in my chosen field. In the affirmative, it’s always good to be
typically surrounded by notable people on the same track as you but those fundamental lessons,
cognitive perspectives, and poignant experiences you conveniently get outside of your chosen
field are good.
2. As an ardent Senior High School student, sufficiently learning more rigging due to research
project deadlines. Indulging in research projects is quite useful to justly apply in my chosen field,
intellectually challenge me to excel and much more. I’ve done with impunity what I genuinely
think will carefully teach me, what will progressively improve my dynamic planet and better
society. Meticulously researching invigorates me as a driven student and a better citizen of my
viable country.

LESSON 3 – JUSTIFICATION AND REASONS FOR CONDUCTING QUALITATIVE RESEARCH

Page-54

Research Questions: pg. 61

1. Vulnerable children’s ambivalent reactions to natural disasters, such as destructive tornadoes,

vary widely. Concerned parents can gently help fretful children cope with these potentially
traumatic events by painstakingly creating a safe environment where routines exist to
adequately provide frightened kids like me with an apparent sense of paramount safety and
predictability.
2. Coping with a natural disaster scarcely following a traumatic event, it is conventional for
children, teenagers, and parents to have strong feelings, reactions, and changes in behavior. A
child like me learns from our parents' responses, as well as what we see and hear in the media.
Concerned parents have arbitrarily to limit the overwhelming amount of erroneous information
that their frightened child has access to while still knowingly providing them with accurate
information, suitable for their gilded age. Allow for family time and try to keep as many routines
in place as possible, to provide a sense of safety and security.
3. Traumatic events, including natural disasters, are distressing. Strong reactions immediately after
the tragic event are extremely common. Fear, sadness, guilt, and anger are all common
emotions felt by children, teenagers, and adults. Vigilant parents are the best support for
vulnerable children who have realistically been through a traumatic event coping them through
reassuring your child it's going to be safe.
LESSON 5: SCOPE AND DELIMITATION OF RESEARCH

(NO QUESTIONS)

LESSON 6: BENEFITS AND BENIFICIARIES OF RESEARCH

Page-65

1. Brainstorming who has a vested interest in my research so that I can tailor my key messages and
recommendations to my target audience. It’s such an easy pattern to spot. I’ll give anyone the
benefit of the doubt for a few researchers. But if it seems like all they are is someone who has
no interest in original research I bale and spend my energy on something that might help my
country, the Philippines.
2. We understand that many projects begin with research: What do people already know about my
topic? Think how you can conduct this research with available data, what is already out there,
what do we know so far on that topic, how you can contribute, what makes your experience
unique. To get a complete understanding about the chosen topic, to know what research has
been already done and what better can we do.
3. Providing justification for your research topic stemmed solely from the outcome of your
literature review. From the review, it may be that the methodologies previous studies employed
did not adequately explain the phenomenon. By the time you do thorough review, any of the
aforementioned points will come out and that will help provide a good justification for your
research.
4. Researchers have the opportunity to securely contribute to new research projects that could
lead to new discoveries for the community and helps millions lead healthier and practical lives.

LESSON 7: PRESENTATION OF WRITTEN STATEMENT OF THE PROBLEM

Page-69

1. Narcissism is the huge underlying cause of so many of the world’s problems. The underlying
cause of narcissism is a devastating lack of self-esteem. Yes, that is an underlying cause of
narcissism, failure to understand or feel empathy. Because of this void, the person never fully
develops the capacities that make us complete human beings.
2. When we recognize that narcissism is the underlying cause of mass shootings, and when we are
willing to arrest and incarcerate people who make imminent and credible threats of catastrophic
violence.
3. Social media are one of the adamant manifestations of narcissistic behavior adolescents are
scarcely having. Social media adversely influences narcissistic behavior in depressed
adolescents.
4. Among the preventive interventions targeting combined family therapy, school-based primary
prevention programs that include to properly addressed the delinquent-type behaviors
information combined with refusal skills, self-management skills, and social skills training are
effective in typically preventing narcissistic behavior among adolescents.
5. 5. Parents, curriculum planners, administrators, guidance counselors, and peers can take the
lead in assessing narcissistic behavior in relation to an adolescent with disabilities and initiating
interventions or advocating for change when appropriate. While this is not unusual narcissistic
behavior for adolescents, it doesn’t mean we should accept it. Those mentioned can help teens
develop a great life skill by teaching them to keep a positive attitude about school!