Results for "Sensitive topics"

1. Metaphor A metaphor is a direct comparison between two unlike things, without using “like” or “as.” It suggests that one thing is another, helping to convey an idea in a more vivid or symbolic way. Example: • “Time is a thief.” • Here, time isn’t literally a thief, but it’s compared to one, suggesting that time steals moments of our lives. Purpose: Metaphors allow us to convey abstract ideas in concrete, impactful ways. ⸻ 2. Simile A simile compares two unlike things using the words “like” or “as.” It’s a softer form of metaphor that explicitly states the comparison. Example: • “Her eyes sparkled like diamonds.” • This compares her eyes to diamonds, emphasizing their brilliance and beauty. Purpose: Similes help readers visualize something by comparing it to something they already know, making descriptions more vivid. ⸻ 3. Personification Personification involves giving human characteristics to non-human things, animals, or abstract concepts. This helps to make the non-human elements more relatable and alive. Example: • “The wind whispered through the trees.” • The wind is given the human trait of whispering, making it seem like the wind is capable of communication. Purpose: Personification brings inanimate objects or abstract concepts to life, often adding emotional depth. ⸻ 4. Hyperbole A hyperbole is an exaggerated statement or claim not meant to be taken literally. It’s often used for emphasis or humor. Example: • “I’ve told you a million times!” • The speaker has not literally told the person a million times, but the exaggeration emphasizes how many times they have repeated the information. Purpose: Hyperbole is often used to emphasize a point or convey strong feelings, creating a dramatic effect. ⸻ 5. Alliteration Alliteration is the repetition of the same consonant sound at the beginning of several words in close succession. Example: • “Peter Piper picked a peck of pickled peppers.” • The repetition of the “p” sound makes this phrase catchy and rhythmic. Purpose: Alliteration adds musicality to writing and can be used to make phrases memorable. ⸻ 6. Onomatopoeia Onomatopoeia refers to words that imitate natural sounds. Example: • “The buzzing of bees filled the air.” • “Buzzing” imitates the sound made by bees, helping the reader hear the sound in their mind. Purpose: Onomatopoeia helps to bring a scene to life by making the language sound like the thing it describes. ⸻ 7. Oxymoron An oxymoron is a figure of speech that combines two contradictory terms to create a unique meaning or effect. Example: • “Deafening silence.” • Silence is usually associated with quiet, but the word “deafening” creates a striking contrast to show how overwhelming the silence can feel. Purpose: Oxymorons can highlight contrasts and complexities in emotions, situations, or concepts. ⸻ 8. Irony Irony is the use of words to convey a meaning that is the opposite of their literal meaning, often for humorous or emphatic effect. There are several types of irony: • Verbal Irony: Saying one thing but meaning another. (e.g., “What a beautiful day!” during a storm.) • Situational Irony: A situation where there is a discrepancy between what is expected to happen and what actually happens. (e.g., A fire station burns down.) • Dramatic Irony: When the audience knows something that the characters do not. (e.g., In Romeo and Juliet, the audience knows Juliet isn’t dead, but Romeo does not.) Purpose: Irony can create humor, suspense, or a deeper insight into human nature or society. ⸻ 9. Euphemism A euphemism is a polite or indirect expression used to replace words or phrases that might be considered harsh, blunt, or unpleasant. Example: • “He passed away” instead of “He died.” • This softens the impact of the message, making it less direct or upsetting. Purpose: Euphemisms are often used to address sensitive topics more delicately. ⸻ 10. Antithesis Antithesis is the juxtaposition of two opposing ideas or phrases to create contrast and highlight differences. Example: • “It was the best of times, it was the worst of times.” — A Tale of Two Cities by Charles Dickens. • The contrast between “best” and “worst” emphasizes the extremes of the situation. Purpose: Antithesis helps highlight differences, often making the contrast more memorable and impactful. ⸻ 11. Allusion An allusion is a brief reference to a person, place, thing, or event that the writer assumes the reader will recognize. It’s often a reference to historical events, literature, or popular culture. Example: • “He was a real Romeo with the ladies.” • This refers to the character Romeo from Shakespeare’s Romeo and Juliet, implying that the person is a passionate lover. Purpose: Allusions create deeper meaning by linking ideas to well-known concepts or historical events

PR1 QUIZ # 1 📚LESSON 1: 📑 STATEMENT OF THE PROBLEM - 📑 IDENTIFYING A RESEARCH PROBLEM - Studies always starts with a problem to solve - Read available source materials about your topic to identify what is already known and what is still unknown about your topic. 📑 SMART - Specific - Measurable - Achievable - Realistic - Timely 📑 RESEARCH QUESTIONS - guides the direction of your study 📑 QUALITATIVE RESEARCH PROBLEM - a research problem is considered to be qualitative when the nature of answering it is on making meanings from non-numerical information. - they focus on experiences, perceptions, and meaning rather than numbers KEY CONSIDERATIONS IN FORMING RESEARCH QUESTIONS (AUFECK) 1. ALIGN WITH RESEARCH PROBLEM AND OBJECTIVES - your research must be relevant to your central issue - must be specific and answerable using qualitative (based on experience) methods 2. USE OPEN-ENDED QUESTIONS - avoid yes/no or one-word answers - what, why, in what ways, describe, explain 3. FOCUS ON PARTICIPANTS' EXPERIENCES AND MEANING - encourage story telling - deep reflection 4. ENSURE FEASIBILITY AND ETHICAL CONSIDERATIONS - research questions should be realistic given time and resources - avoid sensitive topics that require ethical clearance 5. CONNECT TO A QUALITATIVE RESEARCH DESIGN - example : phenomenology, case study 6. KEEP IT CLEAR AND CONCISE - avoid jargon - avoid biased wording _____________________________________________ 📚 LESSON 2: SCOPE, LIMITATION, AND DELIMITATION 📑 SCOPE, LIMIT, AND DELIMITATION - defines the coverage of the study - avoids difficulties during conducting the research - boundaries that can affect the flow of conducting the research study 🧷 SCOPE - coverage of the study - general boundaries of the study - basis when setting up the delimitations CONSIDER THE FOLLOWING: (GPTTGT) 1. general purpose of your study 2. population involved in the study 3. time element and duration of the study 4. topics or ideas covered in the study 5. geographical details 6. theories and methods involved in the study 🧷 LIMITATION - uncontrolled - uncontrollable factors that can affect the process of conducting the study LIMITATIONS BASED FROM THE FOLLOWING: (GPTTPT) 1. general purpose of your study 2. population involved in the study 3. time element and duration of the study 4. topics or ideas covered in the study 5. geographical details 6. theories and methods involved in the study PERSONAL LIMITATIONS INCLUDE THE FOLLOWING: (LTBF) 1. language barriers 2. time constraints 3. biases 4. financial or budgetary limitations 🧷 DELIMITATION - controlled - set by the researcher - boundaries - researcher delimitates - researchers manipulate - researchers' choice regarding what you will and won't try to achieve with your study _____________________________________________ 📚 LESSON 3: STATING THE SIGNIFICANCE OF THE STUDY SIGNIFICANT FOR WHOM? (PARA KANINO?) - the ones who will be positively affected by the research WHY FOR THEM? - it justifies why the study is being conducted _____________________________________________ 📚 LESSON 4: SAMPLING TECHNIQUE 🧷POPULATION - large collection of individual - sample (smaller collection if individual) is taken here 🧷SAMPLE - individuals taken from the population to be studies TYPES OF SAMPLES 1. SUBJECTS - least participation - mostly used in experimental studies 2. RESPONDENTS - people who are surveyed 3. INFORMANTS - experts guiding a researcher, providing information 4. PARTICIPANTS - has the most participation - mostly in observation-based studies TYPES OF SAMPLING PROBABILITY SAMPLING - uses chance in choosing or selecting the sample of the study - mostly used in quantitative studies NON-PROBABILITY SAMPLING - does not use chance in choosing or selecting the sample of the study - mostly used in qualitative research TYPES OF NON-PROBABILITY SAMPLING 1. PURPOSIVE SAMPLING - researcher has pre-selected criteria in choosing the respondents - a "purpose" for choosing the sample of the study 2. CONVENIENCE SAMPLING - based on the researcher's convenience example: choose young professionals whom you already know 3. QUOTA SAMPLING - forms subgroups that contain specific characteristics that the researcher needs example: group the population into age groups (eg., 10-15 and 20-25) then, select five from each subgroup 4

Lesson 1 Main Idea: Introduces the topic of cancer and its relevance. Emphasizes the potential for prevention. Points: * "Cancer is something that affects all of us as human beings in some way - directly or through our relationships." * A significant portion of cancers are preventable, particularly those related to smoking. "At least 42% of newly diagnosed cancers are potentially avoidable." * Initial data presented includes: * Top 10 cancers by new cases and by death rates in the United States (2018). * A map of new cancer rates by state in the United States (2018). Activities: Students are asked to consider their personal experiences and prior knowledge about cancer, share ideas with partners, and participate in whole-class discussions. Focus: Getting students to think about their own ideas about cancer and what they want to know. Lesson 2: What is Cancer? Main Idea: Focuses on exploring the cellular basis of cancer, comparing cancerous and non-cancerous cells. Points: * Introduces cells and different kinds of cells and how they're organized. * Students investigate different cells (breast, lung, skin and blood) using microscope images. * Students begin to ask questions about cells, cell organization, and how cancer cells differ from normal cells. Activities: Students complete "Notice and Wonder" charts based on observations of various cell types (breast, lung, skin, blood) under a microscope, contrasting normal and cancerous cells. They also update a personal glossary of key terms. Students will develop initial models to explain: "How does cancer make us sick?". Lesson 4: The Cell Cycle and Cancer Main Idea: Explores the connection between the cell cycle, cell division, and the development of cancer. Focuses on explaining why there are higher rates of cancer in older and taller people. Students review the models created previously. + * The activity prompts students to relate the cell cycle and cell division to cancer incidence with the following prompt: "Develop an initial model that shows how the cell cycle and cell division could lead to different rates of cancer for older and taller people." * The cell cycle and cell division are connected to the higher rates of cancer in older and taller people. Activities: Students develop and share models, and participate in a computer simulation. They also share age and biopsy results data. Lesson 5: Chromosomes and Cancer Main Idea: Focuses on the role of chromosomes and DNA replication in the development of cancer. Key Points: •Builds upon previous lessons to investigate chromosomes and the role of p53 in preventing differences in chromosomes in cancer cells. Students explore DNA through computer simulations and readings. •Definition of DNA replication: "the process of DNA making a copy of itself." Activities: Students share what they already know about chromosomes, explore DNA with a computer simulation, read about DNA and chromosomes, create a "Gotta-Have-it Checklist", and construct an explanation of the lesson question. Students also provide feedback to each other. Lesson 1-5 Recurring Themes: Inquiry-Based Learning: Students are constantly prompted to ask questions, make observations, and develop explanations based on evidence. Model Development: A core activity involves students creating and revising models to explain cancer-related phenomena. These models evolve from individual to group and eventually a class consensus model. Collaborative Learning: Activities and group work are used to foster discussion and peer learning. Data Analysis: Students analyze cancer incidence data to identify trends and patterns. Emphasis on Safety and Respect: Establishing norms of respect and equity is emphasized, particularly when discussing potentially sensitive topics like personal experiences with cancer. Simulation and Reading: Students explore DNA through computer simulations and readings. Feedback: Students give and receive feedback with their peers. Progress Tracking: Students update personal progress trackers to show what they have figured out and any remaining questions

Psychopathology Exam 2