Copy of 4-ResPaper-Final-Template-Manuscript (1).docx

(The title should summarize the main idea of the paper and include the main topic and actual issue investigated. Good titles are short (< 20 words) and would serve as a type of index of the main issues covered, including the nature of the tasks, participants, or other important variables. Type th...

(The title should summarize the main idea of the paper and include the main topic and actual issue investigated. Good titles are short (< 20 words) and would serve as a type of index of the main issues covered, including the nature of the tasks, participants, or other important variables. Type the title centered, in upper and lower cases, double-spaced.) For example, as Final Title: Anti-Angiogenic Effect of Aqueous Ashitaba Extract on Vascularity of Duck Embryo Chorio-Allantoic Membrane Carol Ann R. Tagle Theresa B. Aspiras Mario N. Cabrera Abstract The abstract is a summary of the entire paper. It consists of the following: the purpose of the research, the variables being investigated, a brief description of the samples/participants, a description of the research design and method including materials, data gathering procedures, names of tests. In the research proposal, the abstract is written in future tense. After execution of methods and data gathering (when writing the final draft) the abstract is modified to include a description of your findings, conclusion and implications of the study; and rewritten in past tense. The abstract is presented on a page of its own (page 2), using the heading 'Abstract', which is centered. The first line is not indented but starts flush with the left margin (as demonstrated in this template). The word limits for an abstract varies across journals (typically 150 to 250 words). Use the unstructured presentation where everything presented is continuously written in 1 paragraph only. You may also want to list keywords from your paper in your abstract. To do this, center the text and type Keywords: (italicized) and then list your keywords. Keywords: retention, diploma Chapter 1 Introduction Background of the Study This section introduces the topic being studied. It contains the background of the study, indicates the problem that is to be addressed, objectives, hypothesis, scope and limitation, and significance, the purpose or rationale of the study. The introduction is the opening of the paper. It provides an overview and statement of the problem that will be studied (or reviewed). It sets the stage for the entire paper by establishing the nature of the problem. It should demonstrate why this problem is important by providing brief background information. Background of the study is a summary of review of related literature in the topic area (using citations as appropriate), from which the general problem/topic was based. Show how the general problem/topic was narrowed down to subtopic, what the problem or issue is and how this was raised. It is important to emphasize that the background of the study moves from the general (i.e., the general topic, why it is important, theory, previous research findings) to the specific (i.e., the present study). Begin with the identification of the broad problem. Present the broad problem and relevant literature to highlight research questions. Argue on these questions by presenting what is known and what is not yet known to stress knowledge gaps or controversies from previous studies. Present your perspective and pinpoint feasible solutions that have not been considered before to the issue. At this point, a specific problem/topic would have been identified. The potential utility of your study can be an addition to current knowledge of a problem or a vulnerable population, to put theory to an empirical test, to better understand the relationship between variables, or to determine the effectiveness of a treatment method, technology, or program. The introduction is presented on a new page (page 3). The first line of every paragraph is indented; text is aligned to the left, NOT JUSTIFY. Statement of the Problem This study aims (for proposal) or aimed (for final) to answer the question “What is…..?” (Ex. "How does ashitaba extract affect angiogenesis in chick embryo chorioallantoic membrane?") Objectives General: To evaluate the …… by (state the valid or ISO test) Ex. To evaluate the angiogenic effect of ashitaba extract on the primary blood vessels in chicken embryos by chorioallantoic membrane assay. Specific: 1) To measure….. 2) To count…. (Enumerated where each is a researchable unit, and should contribute to the attainment of the General Objective) Hypothesis (if there is any) Hypotheses (either directional, research, or in the null form) are stated when the research design is experimental or quasi-experimental in nature. Survey research and non-experimental research are generally limited to research questions… Remember, hypotheses are tested, while research questions are answered. Ex. Ashitaba extract has no angiogenic effect on the vascularity of duck embryo CAM. Scope Scope (and delimitations) tell the reader what it is that you are studying. It aims to narrow the setting of a study so that your goals do not become impossibly large to complete. It details how in-depth your study is to explore the research question and the parameters in which it will operate in relation to the population and timeframe. Included are also the delimitations of the study which identify the factors and variables NOT to be included in the study; or simply, the boundaries of the research study, based on the researcher’s decision of what to include and what to exclude. They narrow your study to make it more manageable and relevant to what you are trying to prove. Limitations Limitations relate to the validity and reliability of the study. They are characteristics of the research design or methodology that are OUT of your control but INFLUENCE your research findings. They are considered as potential weaknesses in your study that are mostly out of your control, given limited funding, choice of research design, statistical model constraints, or other factors. In short, a limitation is a restriction on your study that cannot be reasonably dismissed and can affect your design and results. (Ex. The purposive sampling procedure decreases the generalizability of findings.) Significance of the Study Often referred to as the “rationale”, significance addresses the "so what" of the study and report. It describes or explains the potential value of the study and findings to the field of dentistry. This section, therefore, should identify the audience for the study and how the results will be beneficial to them. It provides details to the reader on how the study will contribute such as “what the study will contribute” and “who will benefit from it”. Hence, it covers an explanation of the work’s importance as well as its potential benefits. Remember, research is conducted to add to the existing knowledge base and/or solve a problem – how your particular research will do this should be articulated in this section. Beneficiary 1 In this section, discuss the direct benefits of your research to this particular group. What will they gain by knowing the results of your study? Beneficiary 2 Chapter 2 Literature Review (Heading 1, centered) Academic journal articles are used to review previous research; this is referred to as a literature review. The literature review is NOT a passive summary of each academic journal article, but an active, critical discussion of past research. The active discussion involves integrating and synthesizing the main research trends as well as noting limitations of past research. Because you are borrowing ideas from previous research, this section will be filled with citations (use APA style citations). APA style rarely uses direct quotes; paraphrasing (putting it into your own words), with proper citations, is preferred. The literature review should serve as a rationale for the present study and the hypothesis becomes a logical extension of the literature review. Past tense is used for the literature review. Begin with a relatively big issue and then focus down to the specific issue you are interested in, highlighting the aspects of previous research (e.g. some methodological flaw in previous approaches) that your proposal/study is meant to address. Related Literature (Change this to the appropriate topic heading) This section is designed to inform readers about past studies that have already been conducted and provides perspectives on your AREA OF INTEREST. The review should include a brief discussion of any “classical studies” in this area, if appropriate; but the major portion of the content should focus on the past decade of research. It should close with a logical summary of past research and transition to a statement about what should be studied next. It is a good idea to organize your Review of Literature by topical clusters. For example: Ashitaba (Heading 2, left justified) In general, it is better to use a topical organization rather than merely reporting studies in chronological order. Chalcones (Heading 3, indented) Flavonoids (Heading 4) (Heading 5) Cancer CAM Assay All research studies cited must relate specifically to your topic (the question being studied) and should be properly referenced, using APA style. You will find it easiest to write the entire paper in the past tense, since everything you eventually report has already happened. Current research articles may serve as an excellent source to guide you to past research in the specific area. After you present what is already known, make your case for your research by either answering a new question, getting a new answer to an old question, answering a question about a new population, etc. After you have made your case that your research is going to give new information, you will summarize the major points. Examples for citation: Cummings, Butler, and Kraut (2002) suggest that face-to-face interactions are more effective than on-line interactions in creating feelings of closeness or intimacy, while other studies suggest the opposite. Intimacy is necessary in the creation and maintenance of relationships, as it is defined as the sharing of a person’s innermost being with another person, i.e., self-disclosure (Hu, Wood, Smith, & Westbrook, 2004). Remember: The review of literature concentrates on solutions (those that exist and those that are still required) Definition of Terms (List of words which are defined as used in the study, not a dictionary meaning. Include only those words that need to be clarified especially if they may connote more than a conventional or dictionary meaning.) Angiogenesis – formation of new blood vessels on a treated main blood vessel of duck chorio-allantoic membrane Conceptual Framework This is a diagram that visually represents and interprets the underlying basis, principles and concepts of a research. Further, it is a representation of variables that interrelate with one another as viewed or understood by the researcher before an actual practical investigation is performed to substantiate the relationship. Rules: connect variables under study with lines to show correlations or arrows to show cause-effect relationships Chapter 3 Materials and Methods The Method section should describe the proposed method or methods used (for final paper) for the experiment, including who the participants are/were (ages and where they will be/were recruited from), what equipment will be/were used, and the procedure that will be/were followed. You should specify the variables (independent and dependent) that will be/were used in the experiment. It is not very mandatory to format this section with separate subject, apparatus and procedure sections, but having that in mind can help to guide your thinking and writing. A clearly structured Method section is very important. Introduce the general methodology most authors have taken on this topic and the one you will use/used and why (tie to the literature review). The purpose is a statement of what you intend to study, not what you intend to find. For your guidance, there are typically three or four major subsections in the Methods section, although there can be more, which are separated by headings: Participants (for human population) Subjects (ex. Chick embryo, rats) Samples (ex. composite blocks) This brief section describes samples/subjects or the people who will participate/participated in your study. Give as much information about the population that has been gathered from your review of the literature: age range, gender mix, education, etc. This will be used to compare to your sample’s demographics in the Results section. Research Design Are you doing qualitative, quantitative or mixed research; is it exploratory, descriptive or explanatory? What specific design (true experimental as post-test control group design, pretest-posttest control group design, cross-over) will be/was used? Explain why you are using/used this type of study and what you plan to explore, describe, or explain (again tie it to the literature review). Do you plan to experiment, use interventions, interviews or questionnaires, etc.? State your rationale for your approach (refer to literature review). List all of your variables, which ones are independent or dependent? What level of measurement do you plan to use for each variable? This is neither an exhaustive list, nor chronological questions to be answered. Instrumentation This section describes the tests (ex. tensile strength test) or instruments (standardized survey questionnaire) that will be used/used to collect data. Do you plan to use a standardized instrument (questionnaire with Cronbach’s reliability) or standard protocol (like disc diffusion test, 3-point bending test)? How does this instrument affect the issues of reliability and validity (discuss)? Discuss potential test or instrument biases. Identify independent & dependent variables. Discuss how the test or instrument will be scored. Procedure This section describes in great detail the data-collection procedures. Describe how participants were recruited, whether they participated alone or in groups, how informed consent or assent was obtained, what they were asked to do, how they were compensated for their participation, etc. Describe the preparation of samples or treatment of subjects prior to actual conduct of the research protocol before the details of the research procedures. Remember to describe the procedure in a way that another researcher could conduct the same study (i.e., replicate it) just by reading about the procedure. Incubation of Duck Embryo (Heading 3) Aqueous Extraction of... Treatment of Duck Embryo with …. Observation and counting of new blood vessel branch points Besides the actual procedure, also include: Data Analysis Plan (Heading 4) for proposal Data Analysis for final What statistics do you plan to collect/did you collect: descriptive/univariate statistics (frequency, central tendency, etc.) Inferential statistics (Pearson’s r, ANOVA, etc.) Bivariate, multivariate statistics, and how do you plan to do/how did you do your analysis? Ethical Considerations (Heading 4) When and how will you/did you submit for Institutional Review Board (IRB) approval? What safeguards are/were in place in your study to protect human participants? Consider both emotional and/or physical harm. Consider who the participants are and if children or some other vulnerable population. What is/was your basic ethical approach? What are the power differentials between you and your participants, and how will you/did you protect them from any possible abuses? What steps are you taking/did you take to insure informed consent? Provide a copy of any introductory letter and consent forms in the appendix. For animal research, what safeguards are/were in place in your study to protect the animals? What is/was your basic ethical approach? Make sure that you obtain a permission from Bureau of Animal Industry, work with an accredited animal laboratory and licensed veterinarian. Bias (Heading 5) Bias is a systematic error, where a particular research finding potentially deviates from a 'true' finding. It may arise from sampling and research design, procedure or measurement (which are inevitable); hence, their effects must be minimized (ex. sampling error as bias minimized by pretest-posttest control group design; inter-rater bias minimized by doing calibration; systematic bias minimized by carefully designing research protocol). Ask “how might these biases affect the quality of data”. After recognizing their effect on data quality, find ways to address the potential sources of bias. Assumptions (Heading 5) These are certain aspects of the study that are construed or believed to be true given the sample, statistical test or research design. They are tied to the limitations of the study that are out of your control, but influence your research findings. Hence, these aspects may simply be “taken for granted” to answer your question or test your hypothesis. (Ex. Limitation: Chick embryos utilized in the study are potentially from different mother hens which may have variations in their genetic make-up, assume that all chick embryos exhibit normal physiology; Limitation: No isolation of S. mutans from biofilm, assume S. mutans to be present in every biofilm collected from occlusal area of teeth). Chapter 4 Results and Analysis This section is presented only in the final paper. It should be brief and to the point, but provide sufficient detail that the reader can understand what was done. It needs to be well structured so that the numerical data obtained is conveyed. As a summary, begin with a reiteration of the hypothesis; description of the samples, subjects or participants (sample size, characteristics of samples or participants; selection or inclusion criteria); followed by descriptive statistics to summarize sample data (frequencies or proportions, measures of central tendencies like mean, median or mode, measures of variability like range, variance or standard deviation). Report the mean (Mean), standard deviation (SD) for each group or condition and, when appropriate, the correlation coefficient (r); do NOT include the participants' individual scores. Raw data is included in the Appendix section as APPENDIX A. Numerical results (Mean, SD, r) are reported as digits. Report all results in sentence format. If a figure or table is included in this section, refer to the figure or table and state its relevance in the text of this section. The values you choose to report in this section should justify any conclusions you draw in the discussion section. Follow this with a written description of the results for each group or condition. Sometimes the results of analyses can be presented more clearly in table or graph format, rather than described in a paragraph. All tables and figures must be referred to in the text and sufficient explanations provided to ensure that the reader can understand what is presented. The tables are incorporated in the MAIN BODY of the report. When using tables, do not use vertical lines in the table, each table consecutively numbered and a clear concise title provided table title always appears above the table that it refers to; actual title is italicized and presented on a different line to the table number table number and title start on the left margin a note at the bottom of the table to explain material in the table (e.g., abbreviations used) may be provided general notes are provided first following the word “Note” in italics, and then specific notes can be added using the superscripts a, b, c etc. probability values are presented below the notes starting with an asterisk (e.g., * p <.01.) Table 1. Mean optical density and percentage of cytotoxicity per concentration of Annona muricata seed extract Concentration Mean Optical Density Percentage of Cytotoxicity (%) Blank 0.098 Untreated 2.007 250 µg/mL 0.32 88 500 µg/mL 0.295 90 750 µg/mL 0.319 89 1000 µg/mL 0.305 88 1250 µg/mL 0.199 94 1500 µg/mL 0.244 90 1750 µg/mL 0.238 90 2000 µg/mL 0.347 91 When using figures, a) Figures are numbered consecutively (Figure 1, Figure 2) but separately from tables b) The figure caption is presented below the figure that it refers to c) In the figure caption, the world 'Figure' and the number of the figure is italicized, however the title is not d) The main words in the caption are not capitalised (only the first word). The figure caption finishes with a full stop. Figure 1. Percentage of cytotoxicity per concentration of Annona muricata seed extract. Present descriptive statistics using EITHER a table OR a graph; never both. After presenting descriptive statistics, inferential statistics follows. When reporting the results of statistical analyses, you need to include the name of the test (independent samples t-test), the value obtained, the degrees of freedom, the probability level, the effect size and the direction of the effect (were males higher or lower than females?). Statistical abbreviations should be presented as required. Examples: For Chi-square test for independent samples: Proper waste management was not equally practiced by 3rd and 4th year clinicians, X2(1, N = 60) = 4.80, p =.029. Biofilm formation was significantly dependent on concentration of agent, X2 (4, N = 150) = 13.61, p<.001. For ANOVA results: One-way analysis of variance showed that intercanine distance significantly differed among individuals with Class 1, 2 & 3 occlusion, F(2, 30) = 31.45, p<.001. Eta-squared statistic (.477) indicated that 47.7% of the total variance in intercanine distance is accounted for by class of occlusion. Post‐hoc comparisons using the Tukey HSD test indicated that the mean intercanine distance for Class 3 (M = 30.3, SD = 5.1) was significantly higher than for Class 2 (M = 12.3, SD = 4.3) and Class 1 (M = 22.3, SD = 6.3). For Students' t-test results: A paired samples t‐test showed a statistically significant decrease in FOST scores from Time 1 (M = 40.17, SD = 5.16) to Time 2 (M = 37.5, SD = 5.15), t(29) = 5.39, p<. 001 (two‐tailed). The mean decrease in FOST scores was 2.27 with a 95% confidence interval ranging from 1.66 to 3.68. Cohen's d statistic (.50) indicated a large effect size. Once all results have been reported, clearly state whether the results support the hypothesis; do not draw any conclusions. Don’t attempt to explain the results (except where it is necessary to perform an additional analysis to explore the outcome further). The interpretation of results should be saved for the DISCUSSION section. Chapter 5 Discussion, Conclusion and Recommendations Discussion This is the part where you integrate or pull together all the various sections of your report to interpret and explain your results in light of your literature review presented in the introduction. Try to explain why you found what you did in your study. Is it what you predicted or is the hypothesis supported or not.? If not, why? You may have to think about your results in a theoretically meaningful way. Also, how do your findings fit in with previous theory and literature? Are your results consistent or inconsistent with what has been found in the past? If they are inconsistent, how can you explain this? Highlight any sources of potential bias or confounding variables, any issues relating to the measurement of your variables, or the effectiveness of any experimental manipulation. The explanation and interpretation of results will probably be the biggest part of the Discussion. (Caution: there should be no presentation and analysis of results in this section. The analysis of results is used only to present and analyze the results, while discussion explains the meaning of your results beyond what they mean statistically in a broader context, hence interpretation). In summary, discussion should describe how your results fit with the conceptual framework that you have drawn in the first chapter; show how the findings provide new or different insights into what was already known (what exactly have you now shown); review any contrary results and attempt to explain them; explain agreements or disagreements between your work and other published studies. The limitations or weaknesses of your study should be identified and discussed. Explain results obtained by identifying certain limitations, indicating how such have affected your results. Describe the ways in which the internal or external validity of the study may have been compromised. Was the sample biased? Were the measures problematic? Think about what you would do differently next time if you conducted a similar study. In particular you should consider the generalizability of your findings to other groups and contexts and any factors relating to your sample or study design that may impact on this. Future research ideas are often discussed when limitations are discussed; hence explain how these factors can be improved in future research Conclusion The function of conclusion is to restate the main argument. It reminds the reader of the strengths of the main argument(s) and reiterates the most important evidence supporting those argument(s). Do this by stating clearly the context, background, and necessity of pursuing the research problem you investigated in relation to an issue, controversy, or a gap found in the literature. Make sure, however, that your conclusion is not simply a repetitive summary of the findings. This reduces the impact of the argument(s) you have developed in your essay. Do not reiterate your results or the discussion of your results. Provide a synthesis of arguments presented in the paper to show how these converge to address the research problem and the overall objectives of your study. If the argument or purpose of the research is complex, summarize the argument, describe the main points and explain their significance. Move from a detailed to a general level of consideration that returns the topic to the context provided by the introduction or within a new context that emerges from the data. Recommendations In this part, consider the broader implications (theoretical, clinical and practical) of your findings and make suggestions for future research. Highlighting the need for further research provides the reader with evidence that you have an in-depth awareness of the research problem. References Each citation mentioned in your paper must be presented in APA format. The accuracy of the references must be double-checked by returning to the original source and confirming all information (authors, titles, pages, dates, etc.). It is your obligation to have actually read the original source or cite it as a “secondary source.” Only materials that were ACTUALLY CITED IN THE PAPER are presented in the reference list. This is not a bibliography, but a list of those papers “referenced” in the actual manuscript. References are alphabetically written and listed by author, and the general format is in “hanging indent style” with the second or third lines indented, and the first line at the left margin. Everything is double spaced and should be in APA format. For example: Attin, T., Weiss, K., Becker, K., Buchalla, W. & Wiegand, A. (2006). Impact of modified acidic soft drinks on enamel erosion. Journal of Oral Disease, 11(1), 7-12 (for print journals) Sheridan, J. J., Logue, C.M., McDowell, D.A., Blair, I. S. &Hegarty, T. (1998). A study of the growth kinetics of Yersinia enterocolitica serotype O:3 in pure and meat culture systems. Journal of Applied Microbiology, 85, 293-301. https://doi:10.1046/j.1365-2672.1998.00504.x (for online journals) Tortora, G., Funke, F., Case, C. (2010). Microbiology and introduction (10thed.). San Francisco, CA: Pearson Benjamin Cummings. (for book references) Appendix Appendix is an additional material that the reader might like to refer to, which may include the items of a scale used in the questionnaire, the results of additional analyses conducted, or an example of responses to an open-ended question. A number of appendices are labeled using a letter, rather than a number (Appendix A, Appendix B, and so on), with each given a title: Appendix A: Always the raw data Appendix B: Appendix C: