Sunday, January 26, 2020
Voiced And Voiceless Sounds Of English English Language Essay
Voiced And Voiceless Sounds Of English English Language Essay There are 26 letters in the English alphabet, but there are 39 sounds (15 vowel sounds and 24 consonant sounds) prooduced by these letters. A vowel is a sound where air coming from the lungs is not bloecked by the mouth or throat. All normal English words contain at least one vowel.        The vowels are:        A, E, I, O, U, and sometimes Y.          Y can also behave as aa consonant when it is at the beginning of a word. A consonant is a sound formed by stopping the air flowing through the mouth.        The consonants are:        B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Y, Z Alll the sounds produced in the English are either voiced or voiceless. Voiced sounds occur when the vocal cords vibrate when the sound is produced. There is no vocal cord vibration when producing voiceless sounds. To test thise, place your finger tips hand on your throat as you say the sounds. When saying the voiced sounds, you should be able to feel a vibration. When saying the voiceless sounds you sound not be able to feel a vibration. Sometimes it is very difficult to feel the difference between a voiced and voiceless sound. Another test may help. Put a piece of paper in front of your mouth when saying the sounds- the paper will should move when saying the unvoiced sounds. All vowels in English are voiced. Some of the consonant sounds are voiced and some are voiceless. Some of the consonanat sounds produced in English are very similar. Many times the difference between them is because one is voiced and the other is voiceless. Two examples are z, which is voiced and s, which is voiceless. See the chart below for a listing of the voiced and voicelless consonants.            Voiced consonants           Voiceless consonant          Sounds                                 Sounds             b                                              p             d                                              t             g                                              k             v                                              f             z                                              s             th                                            th             sz                                            sh             j                                               ch             l                                                h             m             n             ng             r             w             y any consonant sounds come in pairs. For example, P and B are produced in the same place in the mouth with the tongue in the same position. The only difference is that P is an unvoiceds sound (no vibration of the vocal cords) while B is a voiced sound (vocal cords vibrate). Put your hand on your throat as you say the pairs below to feel the difference. Note tht the first pair of consonants in the table (p, b) is produced at the front of the mouth. Each pair shifts further back with the last pair (k, g) being produced at the back of the mouth. The following consonant sounds are represented using the International Phonetic Alphabet(IPA). The words in parentheses represent phonetic transcriptions. we can clearly distinguish (b, d, g) from (p, t, k) spoken by native US/UK English speakers. People can clearly distinguish my (b, d, g) from (p, t, k) too. the only perceivable difference between the two groups is that a puff of air comes out when we say (p, t, k). Certain pairs of consonants can be problematic for some learners. In some cases, the main difference between the pair is whether the consonant is voiced or unvoiced, that is, whether or not the vocal chords vibrate when making this sound. This discovery activity can be used to help learners notice the difference between voiced and unvoiced consonants. Begin by asking learners what noise a bee makes. As they make a buzzing noise, do the same and purt your fingers on your throat, indicating that they should do likeewise. This will allow them to feel the vibrations of the vocal chords that occur with voiced consonant sounds. Ask them if they can feel the vibrations. Then focus on a voiced / unvoiced pair such as s and z. Make the sounds with your fingers on your throaet, indicating that the learners should do the same. You can help learners with this by getting them to make the bee sounds for z, and the sound a snake is supposed to make for s. Ask them when they feel the vocal chords vibrate with s or z? (The answer should be z). Tell them that this is the main difference between the two sounds, and that z is voiced while s is unvoiced. You could then give them a list of words and ask them to categorise the underlined consonant sound into these two categories. With /s/ and /z/, you might choose to include some third person singular verb and plural endings. Inn this list the sound being focused on is the final sound in each case. /s/ /z/ cupss pens speaks reads gets goes puts lives tents cars plants sees baggs hears looks learns stops rise rice rose place plays Learners then use the chart to deside which of the other consonant sounds are voiced and which are unvoiced. In a computer lab, learners could do this in pairs. They listen to a sound and repeat it, with their fingers on their throat to check ifz it is voiced or unvoiced. In class with the IWB, or a computer and a projector, the teacher or a learner could click on sounds while the rest of the class repeat them and categorize them into voiced or unvoiced. As a follow up, you could do a minimal pairs activity using some voiced / unvoiced pairs, focusing on initial consonannt sounds. Display this list or something similar on the board and say a word from each pair. After each word learners have to say voiced or unvoiced, depending on which of the pair they hear. They can then test each other in pairs. Voiced Unvoiced Ben pen do to gone con van fan gin chin zoo Sue This activity has the advantage of establishing the voiced / unvoiced distinction, and a shared gesture that learners and the teacher can use in class to indicate that a sound is voiced or unvoiced, i.e. the fingers on the throat. It also helps learners to become conscious of the muscle movements involved in voicing a consonant. All of this will be useful in future classes if problem arise in the discrimination or production of voiced / unvoiced consonant pairs. what is Voiced? A simple explanation of voiced consonants is that they use the voice. This is easy to test by putting your finger on your throat. If you feel a vibration the consonant is voiced. Here is a list of some voiced consonants. Pronounce each consonant sound (not the letter) and feel the vibration of your vocal chords. b d th (as in then) v l r z j (as in Jane) What is Voiceless? Voiceless consonants do not use the voice. They are percussive and use hard sounds. Once again, you can test if a consonant is voiceless by putting your finger on your throats. You will feel no vibration in your throat, just a short explosion of air as you pronounce. Pronounce each of these consonant sounds and feel NO vibration in your throat. p t k s sh ch th (as in thing) Careful! Some Consonants Voiced, but are Voiceless When consonants are put in groups they can change the voiced or voiceless quality of the consonant that follows. A great example of this is the past simple form of regular verbs. As you know, regular verbs add -ed to the end of the verb in the past simple. play played wash washed live lived etc. These past simple verbs all end in -ed. However, some of the verbs are pronounced with a voiceless t sound and some are pronounced with the voiced d sound. Why? Here are the rules: If -ed is preceded by a voiceless consonant sound (p, k, sh, etc.) -ed sounds as a voiceless t. Remember that the e is silent. If -ed is preceded by a voiced consonant sound (d, b, v, etc.) -ed sounds as a voiced d. Remember that the e is silent. If -ed is preceded by a vowel sound (often ay) -ed sounds as a voiced d because vowels are always voiced. Remember that the e is silent. Exception: If -ed is preceded by t pronounce a voiced -id. In this case, the e is pronounced. This pattern can also be found with plural forms. If the consonant preceding the s is voiced, s will sound as voiced z: chairs machines bags If the consonant preceding the s is voiceless, s will sound as voiceless s: bats parks pipes Connected Speech Finally, when speaking in sentences the ending consonant sounds can change based on the following words. This is often referred to as connected speech. Here is an example of a change from a voiced b in the word club to a voiceless p because of the voiced t of to of the following word: We went to the club to meet some friends. Here is an example of a change from a voiced d past simple verb changed to voiceless t: We played tennis yesterday afternoon. All sounds in the English language have a sound associated with it. The voiced noise that you hear if you say sounds individually, originates from the vibration of the vocal cords and the way in which you shape your tongue and lips and palate to create the consonant. When you use your vocal cords to make a consonant, you are producing a voiced consonant or vowel. But there are a handful of voiceless consonants that are produced without vibrating the vocal cords at all. The noise that you hear, originates somewhere in the mouth or at the lips. It is easier to memorize which consonants are voiceless since there are fewer of them-only nine: /p, t, k, s, sh, ch, h, f, th/ Try to make each of these sounds individually. You should not be voicing at all. The /p/ sound will have its noise made at the lips. The /t/ is made by placing the tongue behind the upper teeth and pushing/stopping air rapidly. The /k/ is made in the back of the throat with the tongue pushing against the palate. Of these sounds (except for /h/) there are partner sounds or minimal pairs that are made exactly the same except voicing is added. Compare the following pairs of sounds: /p/ vs. /b/ /t/ vs. /d/ /k/ vs. /g/ To feel vibration, place your fingers on your larynx, the bony structure of the front part of your neck, and say, ah. Do you feel some vibration? Now make the first sound in each of the above pairs. Again, place your fingers on your larynx. You should not feel vibration. If you feel vibration you are not pronouncing the sound correctly. Only the second sound in each pair should have a vocal cord vibration. When sounds that are voiced are produced without voice, word meaning changes drastically. For example, pill sounds like bill, tan sounds like Dan, Kate sounds like gate. Miscommunications are inevitable! Why is this important? You will need to understand the voicing aspect of final consonants on words to help you understand past tense endings and plurals endings. A voiced sound is one in which the vocal cords vibrate, and a voiceless sound is one in which they do not. Voicing is the difference between pairs of sounds such as [s] and [z] in English. If one places the fingers on the voice box (ie the location of the Adams apple in the upper throat), one can feel a vibration when one pronounces zzzz, but not when one pronounces ssss. (For a more detailed, technical explanation, see modal voice and phonation.) In European languages such as English, vowels and other sonorants (consonants such as m, n, l, and r) are modally voiced. In most European languages, other consonants contrast between voiced and unvoiced sounds such as [s] and [z], though in English many of these are at least partially devoiced in most environments.
Saturday, January 18, 2020
Quantitative Critique
The title is specific and concise, it is representative of the research report. From the title the focus of the study is understood including what was studied, who was studied, and where the study took place. It is also accurate and unambiguous. The title also described the study design, therefore the reader was not mislead on the data presented. Researcher credibility Each of the three researchers credentials and affiliations are disclosed on the first page of the article. All of the researchers have credentials in nursing research, however none of them disclosed any information on their expertise in the area of depression, interventions to decrease depressive symptoms, or working with incarcerated women. According to Coughlan, Cronin, & Ryan (2007) â€Å"an authors qualifications and job title can be a useful indicator into the researchers knowledge of the area under investigation and ability to ask the appropriate questions. The first author held a clinical position in the institution, this was not disclosed until further into the article, I feel that this information could have been disclosed sooner in the article. This could possibly hold a conflict of interest, especially if the incarcerated women were familiar with the first author. The first authors clinical position in the prison enhances the study findings as he has worked with the population. However, this could be conflict of interest since he is an employee of the institution. Abstract The abstract is concise and summarizes the whole study. Also read this Critique of Stuff Is Not Salvation It is divided into subsections of background, objectives, methods, results, discussion, and key words. The objective is clearly stated, which is to determine the feasibility of providing a gender-responsive exercise intervention within a correctional facility and observe the effects of the exercise program in respect to levels of depression symptoms, anxiety symptoms, and perceived stress among incarcerated women. The methods are listed and clearly stated which include 3 self-administered instruments which were completed before treatment and during treatment. This section allowed the reader to fully understand how the authors conducted the study. The results section highlighted the findings from the study and makes the reader want to continue reading the article. Even though the sample size was very small. The discussion section reviewed the findings. Introduction/ background and literature review â€Å"The introduction communicates the research problem and its context†(Polit & Beck, p. 63). In this article, a good background description of what the problem is (incarcerated women and mental illness) with supporting evidence is presented. The article provides a thorough description on why this research is important, one reason states is that most treatment modalities are often based on male treatment models or models that have shown success in community-based populations rather than incarcerated populations (Harner, et. al. , p. 390) The review begins with stating evidence on depression, anxiety, and stress within the prison system, especially among women. It also provides a detailed description of Iyengar yoga and health. The section is well organized with good transitions. Several sources were reviewed by the authors in order to establish a need for the study. The literature reviewed by the authors dates from 1996 to 2009, with mainly primary sources and all were relevant to the topic of mental illness, incarcerated women, or Iyengar yoga. The articles reviewed that were not recent gave statistical data and may have been more relevant if the statistics were more recent. All the articles were relevant to the problem and stressed the degree of mental illness in incarcerated women. The article also noted that most research available has examined the effect of yoga and yoga-based exercises on mental health outcomes using a variety of different yoga styles, thus making it difficult to determine what aspect was most beneficial (Harner, et. al. , p. 390). Thus this research study being done fills a gap to the existing knowledge and will hopefully provide better treatment options for incarcerated women with mental illness. The use of direct quotes was minimal throughout the article. The research problem has significance to nursing, however this was not made very clear in the article. Purpose/ Research Question/ Hypothesis The purpose of the study was explicitly stated, â€Å"testing the feasibility of implementing a group format exercise intervention, specifically a 12-week Iyengar yoga intervention, in a woman’s correctional facility†(Harner, et. al. , p. 389). The phenomenon of interest was clearly defined, as was the study population. The articles reviewed showed key evidence to support yoga and decreased levels of depression. The authors clearly described the limitations of the literature review to the reader, there was no published studies that reviewed Iyengar yoga and incarcerated individuals. Theoretical framework. The theoretical framework is based on the gender-responsive framework. It is unclear whether this is a nursing or non-nursing framework as it is not clearly defined. The gender-responsive framework is not clearly explained, thus making it difficult to determine its appropriateness for the study. This is one limitation of the stud y and could be addressed by clearly explaining the gender-responsive framework. Sampling The study population (incarcerated women) using non-probability purposive sampling was clearly stated and defined. The article discussed that this study was part of a larger study and a small sample size was expected. Exclusion criteria was clearly stated. Due to security issues the Department of Corrections generated and approved the list of potential participates before being contacted by the research team. This non-random sample or convenience sample generated 60 women, in which 21 agreed to participate in the intervention. Retention of the sample population was clearly defined in the article with only 6 women completing the 12-week intervention. Due to the security concerns this method of sampling was the best approach. All factors were discussed in regards to the sample size with demographics clearly defined. The sample size is important in quantitative research as a small sample is at risk of being overly representative of small subgroups within the target population (Coughlan, et. al. , 2007). The issue of power was addressed in the limitations section and was noted to be limited for detecting linear trends over time. Ethics Ethical issues were discussed in this article. The authors state that informed consent was obtained in each case, although the method in which consent was obtained was changed prior to the first inmates appointment. The issue of incentive gifts was also addressed and were not used. The inmate did receive a certificate of completion at the end of the 12-week intervention. The research protocol for this study was approved by all institutional review boards including the DOC. The site for the interviews and site for the intervention were described. Privacy of the intervention was not discussed, however for approximately 2 weeks the intervention was relocated to a different location within the institution. The treatment of Iyengar yoga is ethically and politically acceptable. The risks to the inmates were participated in the study were minimized and the benefits maximized. Design. The design was a feasibility study or pilot study. It is based on a experimental method, where there is a manipulated intervention. According to Polit & Beck (2012) â€Å"a pilot study is a small scale version or trial run designed to test the methods to be used in a larger, more rigorous study†. This was an effective design choice to answer the research question and to determine the need for a larger study. This design allowed the authors a chance to remove all the potential flaws before the larger study. There was no random assignment in this study as there was no control group, all participants were included in the yoga intervention. There was a consultant used in the study, but she had experience with medical research and has also conducted yoga-related intervention research with women. This consultants prior experience made her a trained member of the research team. The number of data collection points was appropriate. The participants were assessed on mental health measures of depression using 3 instruments to measure they were recorded at baseline, 4, 8, and 12 weeks. Interviewer bias was removed removed with the use of the 3 self-administered instruments, however the first author was present during the time. The use of open-ended questions was also used and supplemented the quantitative data. This was helpful as participants were able to put their thoughts into words. The intervention of yoga was properly described through various journal articles and was properly implemented. However, one part of the yoga intervention that could have been better implemented was the use of a space that was quite and free of outside interference. The article did address these issues, but didn’t address what could have been done differently. This study analyzed attrition biases by comparing data to subjects who dropped out of the study. Another factor affecting internal validity is that of maturation, the participants mental health factor could have increased or decreased over time. Blinding was not used as all participants knew they were going to participate in the intervention of yoga. Data collection All experimental research must included a method for evaluating the effects of the independent variable on the dependent variable. This study used three instruments that were identified and each was discussed in full detail. The open-ended questions were also described and examples of questions were provided. The instruments used were appropriate for the study as each targeted a different dimension of depression, anxiety, and stress. Each of the previously designed instruments were the most appropriate. The one concern on the data collection method is that the instruments were self-administered at the end of yoga class (weeks 4, 8, and 12). It was stated that some participants felt particularly anxious about the yoga session ending late, which would result in disciplinary action. By making the data collection at the end of the yoga intervention did some participants rush, making their data less accurate. The reliability and validity of each of the 3 instruments used in the study were discussed and each showed consistency in measuring the specific outcomes. The operational definition is congruent for the variables being studied (depression symptoms, anxiety symptoms, and perceived stress at baseline). There is no concern for subjectivity as each participant individually fills out the 3 instruments that are being used in the study. Data analysis When percentages were reported in the study, the overall numbers (n) was also reported. The research question was appropriately analyzed and broken down into the 3 instruments used to measure mental health. The varying sample sizes are noted through the tables and were clearly defined in the article as participants dropped out of the study. There was no room for type I and II errors, as the data analysis was straight-forward. There was no chance for different interpretations on the part of the researcher. A p-value was used as one statistical methods used and it represented an overall linear decrease over time, however the article suggests that a nonlinear model may be more appropriate. The p-value was an appropriate test to run, however it doesn’t tell weather the findings are important or applicable. The regression analysis was an appropriate test in answering the research question. This was appropriate because in simple regression one dependent variable (depression, anxiety, and stress) can be compared to the independent variable (weeks when instruments administered). However, there were not a lot of statistical tests run on the data, this could be due to the fact that there was no control group to compare the data with. The least square means method and the mixed model parameters were used to treat the data. The article also charted out the descriptive statistics for mental health measures over time. This was a helpful chart as it laid out the data collected in an easy to read format. All data collected due to the small sample size and limited power, comparisons were made and hypothesis were generated to be tested in the larger study (Harner, et. al. , p. 392). A one-sided Fisher’s exact test was used and p-values were less than . 20 for associations between drop-out and race, education, and current musculoskeletal problems (Harner, et. l. , p. 395). This was the correct test to be used because it tested the significance of differences in proportions (Polit, & Beck, p. 421). Results The results were cohesively presented and well organized using many tables and graphs that clearly outlined the findings of the study. The purpose of the study was referenced at the beginning of the results sectio n making it clear was was being presented. The research questions were answered and statistical evidence was provided to show outcomes measures. Statistical significance was found for depression, but not for anxiety or stress. Statistical significance assists the researcher in ruling out one important threat to validity, which is that the result could be due to chance rather than to real difference in the population (Coughlan, et. al. , p. 662). The small sample size could have been a factor in this findings. Descriptive statistics were presented, then inferential statistics were discussed including a discussion on participant dropout. A figure was created to show the assessment of dropout according to baseline mental health status, this figure was a little busy and quite difficult to read. A bar chart may have been more useful to depict this data. A post hoc power analysis was also performed. This was done so the researchers could determine whether the yoga intervention was significantly more effective than no intervention. While reading the results section of the article the descriptive results were presented last. I feel as though another header could have been added to include the logistics of the study and then proceed into the reults. Discussion In the discussion section, all of the findings from the study are discussed within the original framework. The discussion section was broken down into three sections feasibility, efficacy, and limitations. The section extended beyond the results section and addressed some unanticipated events that came up during the study and how the intervention was able to continue despite these events. The problem of retention of participants was brought up and with suggestions on how to minimize these dropouts in further studies. Researchers referred back to literature cited in the literature review. The limitations are addressed concisely and are appropriate for this feasibility study. The researches addressed the fact that a control group was not used due to security reasons, I feel that this could have been addressed earlier in the paper to assist the reader in fully understanding the statistical data. Implications/ recommendations Specific recommendations for research are discussed at the conclusion of the article. The researchers defined numerous areas of improvement for future studies. Barriers to the study were also addressed. The researchers addressed that this was the first attempt in addressing a gender-responsive Iyengar yoga program to improve confidence and reduce the stress of incarcerated women (Harner, et. l. , p. 398). Recommendations were made for future studies and ways in which to improve future interventions to benefit health outcomes of incarcerated populations. Overall evaluation It was quite interesting to see how the yoga intervention affected the incarcerated women in regards to depression, anxiety, and stress. The researchers selected an i mportant problem and one that could have strong effects in our state or federal prison system for women. Critical thinking and reflection were evident in that the researchers at one time had to change the study location due to extenuating circumstances. The research study expanded knowledge on the effects of the Iyengar yoga intervention on incarcerated women and opened the door for future studies to be performed. The limitations were unavoidable and expected as this was a feasibility study to determine the need for a larger study. The results leave a small amount of confidence that the yoga intervention decreased the level of depression, anxiety, and stress among incarcerated women. However, a larger study involving numerous women’s correctional institutions that included both a control and experimental group may yield more confidence. This study inspired the need for further research. This article is worthy of publication as it lays a ground work for future research. I would be proud to have my name on this research as it is groundbreaking and hopefully will create a better tool to treat mental illness in our correctional facilities than psychotropic medications alone. The finding are relevant and accessible to practicing nurses in correctional facilities. This may pave a way for nurses in these types of facilities to create interventions that help with a wide array of health problems.
Thursday, January 9, 2020
Essay Samples Adult Going to College - an in Depth Anaylsis on What Works and What Doesnt
Essay Samples Adult Going to College - an in Depth Anaylsis on What Works and What Doesn't The Battle Over Essay Samples Adult Going to College and How to Win It Don't forget to make abstract claims concrete, or so the reader knows just what you mean. Being part of a great educational institution can be rather costly. The student understood why he wished to visit this college. Teachers in college for the large part don't really care whether you're in class. Here's the last installment on How best To Answer Why This College. If people don't wish to get injured ever, then they need to not play because, frankly, injuries are predicted to occur in any sport and it's simply ridiculous to anticipate an organization to cover injuries which were acquired in a sport that was optional. It is not always straightforward and, plenty of times, I make mistakes. Not everybody can afford superior education, which explains why some individuals choose to join the institution's scholarship program. On another note, people must experience challenges and points of failures. The unfair facet of the concept of paying college athletes is the simple fact that they're already provided with total ride scholarships, maybe major scholarships. It would be like the athletes are becoming paid double the sum of money and other student has the power to and that wouldn't be fair. They indicate that a student will be in a position to adapt to the independence that is necessary in college classes, will cause their own lives and actions. Using the exclamation mark provides the sentence that Eureka moment. Typically, there's a test each week or two. Though there are more tests, the work isn't as hard. There are, in addition, a ton more tests in high school. Up in Arms About Essay Samples Adult Going to College? I look at my mother and I can observe how it is able to be problematic for a man or woman to get so many responsibilities, like taking care of the home and a family, and need to go to college at the exact same moment. A church life has always being a sign ificant part my day-to-day life. Being in college might be a tiny struggle for some. The huge pothole on Elm Street that my mother was able to hit each day on the best way to school would be filled-in. New Questions About Essay Samples Adult Going to College It's very valuable to take writing apart to be able to see just the way that it accomplishes its objectives. This section will examine two essays from the examples which were collected above so we are able to pull them apart and inquire into the criteria that result in an excellent college application essay. Make sure in any academic paperwork which you do, never forget the value of coherence, essay analysis of ideas, and finally, creativity. This is a superb revision. Possessing a crystal clear and structured plan is the foundation for any fantastic bit of writing, and a college essay is not any different. If you aren't in class they wish to understand why. A brief sentence is utilized to make the emotional resolution of the admission essay. The general format of your essay, for example, font size and margins, will solely rely on the instructions offered to you. The very first step to any essay writing is to choose a subject of interest. This section includes two examples of fantastic college essays. Bridget's essay is extremely strong, but there continue to be a couple little things that could be made better. All wonderful personal essays contain this vital element. Writing skills in college isn't restricted to essays. You don't need to possess the ideal writing skills to be able to be creative and compose an effective essay. College life includes writing essays and application letters whether you're in the subject of company or literature. Professor Mitchell obtained a grant to have a category of students to Belgium as a way to study the EU. Stephen connects his previous experience to his present maturity through self-knowledge. In addition to its growing cultural and ethnic diversity, State University is turning into a master at developing a niche for each student. Details of Essay Samples Adult Going to College Occasionally it's helpful to observe how others were able to get over the difficult first-line hump. Alluding from the filmmaking scenario, life is likewise an experience of a movie, in most situations, folks become unaware of what it is that they do. It isn't easy to generate a choice such as deciding to go to college when you're in your 40s. I have always enjoyed riding in cars. The Hidden Treasure of Essay Samples Adult Going to College Interesting movies often have characters which do not understand the situations they are in. The author starts with a rather comprehensive story of an event or description of an individual or place. Stephen uses extremely thorough language to develop a visual scene that genuinely makes this experience come to life.
Wednesday, January 1, 2020
Operational Definition.Pdf - 1875 Words
Designing a Study Operational Definitions The following chapter is excerpted from Designing HIV/AIDS Intervention Studies: An Operations Research Handbook, Andrew Fisher and James Foreit, 2002, Washington, DC: Population Council. (More on OR Handbook) CHAPTER 6 OPERATIONAL DEFINITIONS A fter formulating the study objectives and hypotheses and describing fully the study intervention, the next step in the research process is to define operationally the key variables and terms of the study. Operational definitions serve two essential purposes: (1) They establish the rules and procedures the research investigator will use to measure the key variables of the study, and (2) they provide unambiguous meaning to terms that otherwise might be†¦show more content†¦According to the operational rules established, a person cannot be placed in the category â€Å"High Knowledge†and at the same time be placed in the â€Å"Medium,†â€Å"Low,†or â€Å"No†category. The categories are also totally inclusive. There are only four categories. There is no fifth, sixth, or seventh category that a respondent might fit into. 40 DESIGNING HIV/AIDS INTERVENTION STUDIES In some instances, you may not want to be quite so specific in defining the categories of a variable before data collection. Sometimes it is preferable to determine the category â€Å"cutting points†of a variable after data have been collected and the response distribution for the variable has been examined. As a general rule, it is best to have approximately an equal number of respondents in each category. Thus, in the example above, each of the four categories of the variableâ€â€knowledge about HIV/AIDS transmissionâ€â€should have approximately 25 percent of the respondents in the study population. If it is necessary to examine the response distribution of a variable before the procedures for establishing categories can be determined, then in the operational definition section of a study proposal the category names can be specified, but you should include a note indicating that each category will consist of approximately equal numbers of respondents. All variables must have at least two or more categories, or they are not
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