1. G/T Seminar Sometimes you just have to take the leap, and build your wings on the way down. –Kobi Yamada

2. Agenda Journals Product Possibilities Drafting a Research Plan Oral Presentations Administrative Items Open Agenda Mentor Experience

3. Journals Purpose : To share with the mentor and Mr. Eckert what you have learned and experienced during the quarter.

4. Intern- Mentor Cluster Group Oral Presentations Career Clusters Howard County High Schools Be on time: no later than 2:50 p.m. Presentation time: 4- 5 minutes Prepare and rehearse

5. Evaluation – Read the Evaluation sheet carefully Introduction Body Conclusion Delivery Visual Aid – use visuals, not words Impact Next slides: a sample cluster presentation

6. What’s your favorite?

7. Behind the Camera: How to create a successful Photography Business Rachel George GT Intern/Mentor Program Mentor: Pam Long Pam Long Photography

8. What will we be talking about today? The Internship — What I do at Pam Long Photography The Experience — What I’ve learned in both business and photography The Product — How I wrapped up everything I learned

9. About Pam My mentor! Owner of Pam Long Photography, a portrait photography studio in Ellicott City

10. The Internship — Assist in Shoots

11. The Internship — Retouching Brooke’s Original Yearbook Photograph Brooke’s Final Yearbook Photograph

12. The Internship — Blogging

13. The Experience — Business Cross-linking Keywords Update often! File names

14. The Product Magazine article Interviews from four successful portrait photographers Submitted to Professional Photographer Magazine

15. The Product

16. Dec. In-House Presentation (This is separate from your Dec. Cluster presentation) Share what you are doing with fellow students 12-15 minutes long (8 mins. on your experience, 4 mins. on the class) Signed form regarding date, time, and place due to me Schedule it between Dec 11 th and -19 th. Try to avoid last day if possible Use pics of you at site, use visuals Nobody else is doing this stuff!

17. Preliminary Research Plan Purpose Authentic Audience Quality Novelty of the Research & Product Special Considerations for the Project How will the Final Research/Product be Presented?

18. Drafting a Research Plan Can you obtain access to the research resources you need, given the constraints posed by your age, transportation, your schedule (7:30-2:10) and after school commitments? Have you limited your goals, product and audience? Are you addressing a problem that really needs a solution or attempting to answer a question of concern for an audience other than yourself and your teacher.

19. Do you really have access to the audience you have in mind? How will you deliver your product to your audience? Will you drive there? Will you publish an article? Will you make a speech to a specific audience such as the teachers at your school you are interning at? If so, how will you convince them to come hear you? Why should they? What time of day is best, and what space would you need to reserve? Who has the authority to help you reserve space? “Interested People” or “the world” are not real audiences.

20. Mentor/Adviser Role? What is the primary role of the mentor or adviser in this process? How will the mentor or adviser be consulted during the research process?

21. Product Possibilities Design a web page Write a book Develop a collection Design a structure Design and conduct an experiment Submit writings to a journal, magazine or newspaper Formulate and defend a theory Conduct a training session Collect and analyze samples Present to a proposal to a board of directors/government agency Design a new product Develop a museum exhibit Write or produce a play Film a movie Develop an advertising campaign Produce a video documentary Compile a booklet/brochure Draw a set of blueprints Design and implement a process or seminar Compile and annotate a set of internet resources

22. Research Types and Design Determining the best fit for your original research

23. A scientific or scholarly investigation to gain knowledge, make decisions, solve problems, explain occurrences, or improve the quality of life. What is Research?

24.  Primary research…involves the collection of data that did not previously exist. – The research collects data through surveys, interviews, observations, etc.  Secondary research…is generally the summary, collection, or synthesis of other research. – Much like you are doing in your annotated sources and for your paper. Primary vs. Secondary Research

25. Qualitative research involves:  the collection of narrative data to gain insights into phenomena of interest.  the intense collection of data over a period of time, in a naturalistic setting, without trying to control the events.  understanding how people make sense and meaning out of their lives. What is “Qualitative Research”?

26. Qualitative researchers:  feel that human behavior is always bound to the context in which it occurs; therefore, behavior must be studied holistically, in context, rather than being manipulated  employ an “insider’s” perspective, which makes it an intensely personal and subjective style of research. Qualitative Research Cont’d

27.  Ethnography: study of the common practices or beliefs of a culture, group or other community  Historical research: describes events, settings of the past in an attempt to better understand them  Case study research: in-depth analysis of a single, restricted entity  Descriptive research: a systematic description of a situation, group or individual. Most is done through case and field studies of groups/individuals Approaches to Qualitative Research

28.  Systematic collection and evaluation of data to describe causes, effects, or trends that may help to explain present events and anticipate future events.  Can tell us about what worked, as well as what was ineffective or not feasible. Clarifies, corrects or expands our existing knowledge. Historical Research Historical Research (Qualitative)

29.  Allows us to see how events in the past might be applicable to present-day problems and concerns.  Assists in predicting how present day plans may work…or fail  Permits us to better understand present-day practices and policies by placing them in a historical context. Historical Research Historical Research (Qualitative)

30. Historical Research Purpose Search for facts relating to questions about the past, and the interpretation of these facts. By studying the past, the historian is trying to achieve a better understanding of present institutes, practices, and issues. Methodology Finding data through a search of historical sources such as diaries, official documents, and relics. Historians use primary and secondary sources. Questions In what way has this school changed since it was built? What part did our town play in the war? How do jump rope jingles today compare to the past? Types of Studies Cause and Effect Perspectives Changes 30

31. Examples:  How have methods for locating missing persons evolved over the last 100 years?  How has the role of the mother in the nuclear family changed in the 20 th century?  Was the claim true that the U.S. moon landing was a hoax? Historical Research

32. Quantitative research involves:  the collection and analysis of numerical data to gain insights into how one variable influences other variables  the attempt to tightly control the variable in question to see how other variables are influenced. What is “Quantitative Research”?

33. Quantitative researchers: argue that both the natural/physical sciences and social sciences (such as education and training) strive for testable and confirmable theories that explain phenomena by showing how they are derived from theoretical assumption. What is “Quantitative Research”?

34.  Descriptive research  Correlational research  Experimental research  Quasi-Experimental research  Causal-Comparative research Approaches to Quantitative Research

35.  Involves collecting numerical data to test hypotheses or answer questions concerning current issues or what is happening NOW; some researchers use it to look for patterns in change over time.  Involves data collection by surveying, observing (case studies) and interviewing.  Often requires the creation of an instrument since the researcher is looking for new knowledge (i.e. questionnaire). Descriptive Research

36. Descriptive Research Purpose Descriptive studies are primarily concerned with finding out “What is? Or How are things now?” Methodology Observational and survey methods are frequently used to collect descriptive data. Questions Do white collar employers hold favorable attitudes toward employees with a GED? Types of Studies Determine likes/dislikes of a group Student opinion surveys Recording the reactions to an event

37. Examples:  What educational and social elements create an easier transition for a student with special needs to enter a regular education class?  What are the primary components necessary to develop a retail clothing business that markets to youth in the Baltimore-Washington metropolitan area? Descriptive Research

38.  Involves collecting data in order to determine whether, and to what degree, a relationship exists between two or more variables  Results will not show cause and effect, but will allow predictions of how one variable will change based on results of the other variable.  Helps us understand related events, behaviors, etc.; predict future events from what we know about another; obtain strong suggestions that one variable may be causing another. Correlational Research

39. Correlational Research Purpose An attempt is made to discover or clarify relationships that exist between and among variables. Methodology Collecting data on multiple variables and correlating these to see if they have a relationship. Questions Is there a relationship between the size of the wheels on a toy car and the distance it will travel? Types of Studies The relationship of one thing to another. Finding the strength of a relationship.

40. Examples:  Is there a relationship between the age of people and the amount of time people spend watching TV?  What relationship exists between print and online literary journals and how has the trend toward online publication impacted the literary community? Correlational Research

41.  Attempts to establish a cause and effect relationship through group comparisons.  Manipulates the independent variable to observe changes in response by the dependent variable. Experimental Research

42. Experimental design requires:  randomly selected participants who are randomly assigned to groups (experimental and control).  an independent treatment variable that an be applied to the experimental group  a dependent variable that can be measured in all groups. Experimental Research

43. Experimental Research Purpose Investigate possible cause and effect relationships by exposing one or more experimental groups to one or more treatment conditions and compare the results to one or more control groups not receiving the treatment. Methodology Random assignment Control groups & Experimental groups Gathering data Looking for differences Questions Do plants grow better in water, sugar water, saltwater, or gelatin? Types of Studies Key question: How do you know the treatment caused the effects?

44. Examples:  What is the effect of “blind” studies of new medicines where groups take pills without knowing if they are taking the real medicine or a placebo?  Which dog food produces the fastest weight gain? Experimental Research

45. True experimental design controls all factors in the experiment. Test subjects are randomly selected, and all conditions that influence the subjects are monitored and controlled. Quasi-experimental research Quasi-experimental research is rather common and is often used by students. Control conditions are still implemented, but researchers admit they cannot control outside factors or obtain totally random test subjects. Quasi-Experimental Research

46.  In place of experimental research when random assignment to groups is not feasible.  Otherwise, very similar to true experimental research.  No control group Quasi-Experimental Research

47. In these studies observers…  Look through already existing data, searching for connections between recorded causes and possible effects.  Explore possible cause-and-effect relationships when experimental and quasi-experimental approaches are not feasible. Causal-Comparative Research

48. Causal Comparative Purpose An attempt is made to discover if a cause and effect relationship exists. Methodology Examine already existing data, search for connections between recorded causes and possible effects. Questions Search for the cause of the outbreak of contaminated food in the grocery stores nationwide. Types of Studies Observe existing conditions and search for causes and sources.

49. Examples:  Study the AIDS population to discover the causes of AIDS.  Research SIDS, Sudden Infant Death Syndrome, to find causes.  Search for the cause of an outbreak of food poisoning.  Research characteristics of families who live in different style homes. Causal-Comparative Research

50. Administrative Items Call your Mentor if you are going to be absent. Check in and out daily. You cannot transport another student in your vehicle Conference with me during mentor period or email me at peckert@hcpss.org if you have questions/concerns.peckert@hcpss.org Carry your ID card everyday.