So gyddoch chi'n wrthno'n gweithio ar gael ac yn rai cwrs, yw'r tyfu yna yma, mae'n ymddangos i'r hwn ar y hwn hefyd y dyfodol o dylunio yma ar y hwn mae, ac yn ymddangos i'n ddylunio ar gwn hefyd. Mor fwy rôl efallai â'r ddweud o'r llwyddon a oedd ers i hyn i'r Marshal yn y cyfnod, a'r David Lewis, maen nhw'nichi'n chennau ein chymryd ymddangos arond oedd ydy hwn i fynd i'n ddwy'r Williamson. So, rwy'n ffollow up, I'm sure what's done today in those discussions that you have very regularly. Welcome to this workshop. You were at a very key point in your two year programme, and I'm delighted this evening that we're able to have Professor John West Burnham with us. First of all West Burnham works closely with us in the School of Education, and you will know him, I'm sure, through his range of writing, and I won't test you on that, and I'm sure nobody will have read all of it, but a significant body of writing that we use in many of our seminars, and his professional prowess in the field of education, in particular leading innovative practice, innovation and change in the context of ethical and moral practice. And so it's very much appropriate that this evening he guides us through works with us in this workshop. The purpose of which is to provide a springboard for you for your knowledge and understanding of the requirements of undertaking qualitative research, research inquiry in an educational setting as a practitioner. And so I'm sure this evening there'll be an opportunity for you to ask questions, to explore points, issues, things perhaps at the moment that you are beginning to clarify in your own mind. I know many of you are at the stage of having a research area in mind, but not necessarily a clear focus yet in the form of a question, or perhaps having worked through your methodological issues, etc. So we will be recording this so that this can be shared with colleagues who couldn't be here this evening. That means that when you are asking questions or making comments, your voices may be recorded, so if for any reason that's a problem for you, please let me know. And so the workshop will end at 7 o'clock, and over to you, John. Thank you very much indeed. Good evening. Thank you. For those of you who didn't say anything to me, hello, and it's a pleasure to be with you. Now, what we're going to do is really have an extended conversation. And at any time you're welcome to question, to interrogate, to explore possibilities, and crucially where appropriate, please do provide examples if you've been involved in this area of academic activity before. And all we can do this evening, really, is to map out certain basic aspects of the territory that you're moving into. So it's not definitive, and it really is essential that you engage with your supervisors, with your tutors on this area, because it really is a partnership in terms of producing good quality research. Now, in essence what I want to try and do, as I say, is to give you, if you like, the headlines, and then to start the process of thinking through. And I can't stress just how important it is to keep going back to these issues, to keep visiting them, to keep testing and checking, because for some of you it may be that you've never, or it's been a long time since you've written this many words, and you're doing so under severe professional pressure, and this must be done in such a way that you build in your own capacity and sustainability. And it really is important that you are very, very clear and confident as you go through the various stages of your research to know exactly what's going on and feeling controlled with the process. And I can't, as I say, overemphasise that. So I'm going to take you through a series of stages which are fairly logical, I hope, and which hopefully you will be able to relate to your own thinking and experience. I'll pause quite regularly so you have a chance to have a conversation with your neighbours in order to clarify and just make it personal to yourselves, and as I say, don't hesitate to join in. So the first thing, and it does sound painfully obvious this, and I think quite a few of these issues are very, very basic, but at the same time that successful completion of any kind of research activity does have to start with this basic notion of why am I doing this. And that I think is fundamental to the shape of your research, to the sustainability of your engagement with your research, and also in really making clear the shape and nature of the final research that you produce. So is it, for example, as I've said on the sheet, is it about your contribution to your school, your institution's improvement? And I would guess that, for many of you, that's really at the heart. This is a way of contributing towards school improvement, and it's probably one of the most underused and potentially most powerful ways. But if it is about school improvement, then it does need to be very clear and very robust in terms of how this is going to work and so on. It may be that you are engaged in some kind of evaluative project, and that again has got enormous potential power and use. It may be that you're simply seeing it as an opportunity to extend your own personal knowledge. But what I would suggest to you, ladies and gentlemen, is that if you do not have a very clear, very focused and very robust reason as to why you are doing this, then it's going to be very hard work indeed. And you also need to see the relationship between your motivation and the outcomes that you're going to be producing. So, therefore, the big issue is why are you doing this? If it's to get a degree, that's fine, but there might be another dimension to the process. And also, it is very, very important, and I can't stress this too strongly, that your motivation is going to sustain you through the process. Basically, your topic's got to have legs. It's got to actually carry you through. And I think there are so many people who start out, this is a brilliant idea. It looks really interesting, and then as you unpack it, then either it hasn't got the potential that you hope for, or alternatively it simply doesn't engage you enough. And so you do need to be pragmatic. You do need to be realistic and say, does this have the potential to really sustain my motivation and engagement right the way through at the end? And pivotly, is it a topic that really can be sustained? Does it have enough potential capacity? So, your understanding of why you're doing this is absolutely fundamental, and also the need for your own personal engagement and commitment to be very robust. If you get that sorted, then crucially, and I think this is so fundamental that, again, it can get lost, is what's the context of your study, please? And this is essentially the biography. This is the contextual description. This is where we are coming from. Whatever your study is, because it's going to be essentially empirically based, therefore we need to know the variables that are significant and interesting as far as your study is concerned.  And therefore the contextual issues are really important. Now it's not a matter of painting a huge portrait of your school or institution. It is, is to say, this is the context in which my work is taking place, and then you provide the information that informs the reader. And in many ways this is just courtesy to the reader, but it's also to help you justify the particular choices that you've made and the particular issues that you're focusing in on. And then I think it's something that we often don't really have enough of, which is clarity and clear explanation. This is why this is significant. This is why it's important. And I always want at the end of some kind of introduction saying, I have chosen this topic because of the context I'm working in and because this is something that is perceived to be very important within that context. And that again, it sounds embarrassingly straightforward, but in reality it is something that is not often made explicit enough. And then thirdly, and here's the big one. This is the one that really is pivotal in every sense, which is what are you looking at in terms of the big picture, the generic issue, and then how are you going to focus it down. So for example, if your study is looking at the whole notion of school improvement, then as you know, obviously, one of the key driving forces in school improvement at the moment is this notion of closing the gap. And that notion of closing the gap, so you have school improvement as the major contextual issue, you have closing the gap as a more specific manifestation of that, and then again within the context within this country, you have the focus on teaching and learning as the key practical manifestation of school improvement, closing the gap, teaching and learning. And in that way you begin to show how your chosen topic has a clear contextual focus and you are identifying very clearly where it resides in order to allow you to be very confident about all the elements that you need to cover in your study. Is that example reasonably coherent? Just nod or smile in my direction or if it's not, shout at me. You're okay. And therefore it might be something like closing the gap. I mean hopefully, and this is the area where there's the greatest impact of research on schools, often it's on classroom practice. And therefore one of the most challenging areas, but one of the most rewarding areas potentially is classroom practice. It's an enormous area. And therefore a former colleague of mine said that there are three basic rules about successful research at Master's level. The first issue is to have a clear focus, the second issue is to have an even clearer focus, and the third factor is to be really focused. And therefore to talk about classroom practice just isn't enough, it will not sustain you. You have to get into the detail, you have to get into the specifics, and you have to test out the feasibility of your studies, don't you? You have to make sure that this is going to work in a way that really does, as I say, carry you through at an appropriate level of academic sophistication and professional relevance. And getting that balance right is crucial all the way through. And then the third example I've given you there, change, innovation, it's massive. So it is so big it's almost impossible to contemplate. But most of your schools, most of your institutions are going through varying degrees of very significant change. In fact, it's probably true to say that the English education system in every aspect is probably going through more change at the moment than has ever been seen before. Therefore, that's too big.  And it has to be focused down. And that focusing down is in response to the contextual issues identified in my second component. So it really is important from the outset that you avoid being too general. You begin to clarify and you identify the very clear and very real issues that are of most significance and most likely, as I say, to produce useful and relevant outcomes. Good evening, ma'am. And innovative choice of classroom practice. Absolutely. Because it's always going to be permutations. I mean, those three there are purely for illustrative purposes. But in many ways, what you have to do is to say, right, what's my core theme, i.e. classroom practice? And then what aspect of classroom practice am I going to investigate? So it might be, for example, impact on pupil achievement. Or it might be helping colleagues to change that classroom practice. Now, they're both related to classroom practice and they're both equally valid and significant. But they're going to take you down very different routes. And that's really helpful, thank you, because it really does highlight the notion that you can have one generic topic, but then identifying your specific topic is the really important part of this.  And so having a range of permutations around varying themes and how they interact. So, for example, if we take classroom practice, then one issue is does this approach help to enhance pupil achievement? Another one is what is the problem of getting old and crotchety members of staff to change their classroom practice? And another one might be the role of middle leaders in changing classroom practice. And another one is the extent to which teachers are comfortable with being creative and innovative with regard to classroom practice. So you take the one broad theme and decide which of the satellite themes is going to be most helpful. And that's where you can be, that's when your work is original, that's when it's distinctive, and that's when, hopefully, it has the potential to make impact. And it really is important that you've got to think of your research, please, as being essentially you're going into the professional domain. And we hope that your research will be useful in applied practical terms, but also in terms of the academic contribution that you make. And we really want to encourage you to contribute to the dialogue around what works professionally. Thank you very much for that, very helpful. Any other thoughts at this stage? Any other themes, topics to be explored? Too early in the evening, and not enough cake, okay. So you need to, as I said, I think we've covered number four partly, but the notion is it's the focusing down and getting it right, and that, I think, is the very challenging area, and that's when you've got to do the exploration. That's when you've got to test it out, that's when you've got to have a look at other examples of research in your area, that's when you've got to go to the journals, and that's when you've got to really try and find as many parallels to your own interests as possible to see just where they took you. So just for a couple of minutes, please, just with your neighbour, or if you prefer the people sitting behind you turn round, but basically what sorts of themes and issues emerge in terms of your current interests and crucially also in terms of relevance and significance in your school, and then thirdly what I suppose we might call the doability of it. You're not going to find out in your master's degree about the attitudes of 450,000 teachers towards Mr Goe's view on the curriculum. Well, if you do, congratulations. I think that may probably count as about five PhDs. What's doable, what's valid, what's significant, what's interesting, what are the sorts of topics and the components of those topics which are most likely to engage you. Okay, just have a couple of minutes just to reflect on that. Thank you. This is John O'Neill. I just thought we often refer to, I know you've talked about the conceptual framework, and that is in the documentation that we give them out. So I wonder if you could just touch on that because that might just kick. Oh, right, okay, coming down there. Thank you very much. Thank you. Thank you. Thank you. Thank you. Okay, everybody, can I move us on? Any observations at this stage? Any comments, thoughts, questions? Any issues emerging? Okay, yes, please. I'm actually collecting data, for example. Oh, I see it. Developing Six Formers as Mentals, lovely. Great stuff because, as you know, there's very, very strong evidence base to say that peer-supported learning is very powerful. It comes number three in John Hattie's study and it comes number three or four in the University of Durham study for certain trust. So peer-supported learning has got a very strong research pedigree. So that means it is worth looking at. That's the first thing to be said. The second thing to be said is that it's very much tied into raising achievement. Therefore it's a real school improvement project. So that makes it, there's another big tick for it. And then the use of Six Formers in terms of supporting learning, there's not, just at the top of my head, I'm not aware of very much that's been done, which makes it interesting and worth exploring. But certainly there's very strong anecdotal evidence that, A, for example, year seven, year eight students absolutely love it because their heroes are available to them. And that's actually, and certainly from my own experience, when I was head of a Six Former Centre, part of their social duty was to be involved with younger students and supporting them and so on. And, for example, with problem solving in year 11 coming up to GCSEs, that sort of area is very powerful. So, therefore, there's a very strong rationale for saying there is research evidence which says that this type of approach to learning is very powerful. It fits certain criteria that we want in terms of developing social responsibility across the school. It's about student leadership as well, so it takes that box, and so on. I'm doing a dissertation for you at the moment, I'm sorry. And then the issue is, and here's really the point that's on the sheet, is what is your research question? So, for example, you might say, Hattie says, and the University of Durham say, that it works, does it work in this school? And so what you're doing is taking an existing piece of generic research and testing its transferability into your own school context. And that is good research practice. That's testing a hypothesis generated by somebody else. Yeah? And then, for example, there are some ethical issues here, aren't there? And we need to be very clear about those because everybody needs to know that these six forms are taking part in a piece of research which has potential benefits, but actually everybody needs to be informed and consent to being part of your research project. You can't mask it as a school policy when in fact you're researching it. That would be somewhat inappropriate, yeah? And then the notion is you have to focus in on, for example, how about starting, the starting point is student perceptions. So you gather data from the beneficiaries of the mentoring approach, say. And you have seven and you have eight students or you have 11 students. What about the mentors themselves? How do they feel? So you've got some very rich qualitative data coming through. And you then have got a problem, haven't you, of a lot of data to handle. So you're going to have to design it very carefully so you get some significant responses, but at the same time you don't overwhelm yourself with masses of data generated by interviewing every seven that was involved and every year 12 that was involved. And those are the sorts of practical considerations. But in terms of a school improvement project, it's lovely. It really is because you say in this school, assuming the foreign criteria are met, then we have the following evidence in terms of A, pupil satisfaction with the experience, but also we have evidence that students unease at certain aspects of, with regard to literacy or numeracy, have been overcome by working with other students rather than with staff. That's a really nice project and you can put the check in the post, OK? Anybody else want their project doing now? But I think that's a lovely example, thank you, because it really does capture the issues. The notion is that you see all the way through, you've got to make really robust decisions and you've really got to make sure they're consistent because in examining a dissertation, what we're looking for is the internal logic and consistency that really does mean that it's holding together and you are aware of the implications of the choices that you've made. For example, you might decide in your example that actually you don't need to interview staff because you're more concerned with the particular focus on the relationships between the students as mentors and I refuse to use the word mentease.  Because they're large aquatic mammals, aren't they, mentease? Yes, is that right? Just keep up. But that again sees part of your research design and it all comes down to your title eventually and as you all know, your title is the very last thing you write to make sure that your title reflects what you've written rather than what you intended to write. That makes sense, doesn't it? Sir. Right. Oh, yes. I think the crucial thing is as long as you define your boundaries and as long as you say this piece of research is interrogating X, Y and Z, I know that there's A, B and C but the following reasons in this context are what I'm concerned about. And then, again, thank you, because your example is far more helpful than mine. You see, the motivation of teachers is such a massive topic and therefore, for example, you could get into incredible detail with all the competing examples of motivation theory there are and actually the motivation of teachers, well, I would immediately pick up on your title and say, one human being can't motivate another human being, all you can do is lock into what that person's drives are and support them. And so, immediately, we're into a semantic debate that has to be clarified and then you've got so many variables because of all the different factors that we know go into engagement and motivation. So, it's a real health warning on that one. Really interesting, very significant but conceptually very complex and also, and here I speak with, I didn't do motivation. What I did was school culture as part of my master's degree a long time ago and quite a few of my colleagues refused to participate because they said, I really don't want to respond to this. I don't want this information going around. I trust you personally, John, but if the head gets hold of my sheet, it's going to be held, you know. And so, therefore, the sensitivity can compromise the potential of your study. And that, I think, is again, that's where you were to do the hard thinking earlier on. And that's when you've got to test the viability of your project because there's nothing worse than getting down the road and then suddenly finding that the majority of your colleagues say we're really interested and very sympathetic but it's not a good time for us to think about this. Yes, ma'am. Right. Yeah, that's lovely. Thank you. That's really a pivotal issue because that, you see, long before you get into actually saying, can we do this? Then there is the issue first and foremost of informed consent. And I suppose that most ethical issues in school-based research come down to informed consent and it's who's informed, but the answer is children, their parents and so on. There's one university which has, like this one, has a standard research ethics sheet. And in this one university, the first question is, does this research involve experimentation on animals? And everybody in education can just write, just children. And it's much easier to experiment on children than it is on earth. The problem you have is that if you are testing out an unknown strategy, then you are to some extent experimenting. And I think there's a real issue around experimentation in education in the same way there's an issue around experimentation in health in the sense that, you know, we really say that we're going to have a double-blind model and the answer is we can't. And in medicine, of course, if there's any sign at all that a particular technique or medication is working, then immediately the research has to stop because it has to be applied to everybody. Morally you can't say, several of you will die, but you would have contributed towards the integrity of the research for this particular treatment. And so the problem you have, therefore, is to say, I'm going to do an investigation with this particular class to test the hypothesis that this particular approach is more appropriate, and that's acceptable, I think. But you're making it very clear that it's very limited research because of the class that you're working with, why have you chosen that class, and then we go back to the context argument and also recognizing the fact that if you've done it with another class, then the outcomes might be different. That's perfect because that's an evaluative study, isn't it? You're saying that we've got evidence that this particular approach has been tried and tested in other schools, but we're different and we're not simply going to bring it in, and therefore we're going to actually work it through in terms of its implications and so on. And that is far more safe. Far safer, sorry. But, oh yes. The new knowledge argument is very simply resolved. You have never done this study before, therefore it's new knowledge. Across the whole of academia now, if you think of all the education students around the world who are doing master's degrees at the moment, it can be very different or impossible to be unique. And therefore it's you in your context in investigating this topic, that's the uniqueness. But that's why your research methodology has got to be so precise and so robust in order to allow other people to learn from it. John, I think there's another issue pertaining to what you're referring to. I think there's the issue about if you're testing the impact. I think it works with schools, but there's possibly an even more important question about why it works as well. So you might look for causation, but is it causation that has impact or are you looking at the process of that impact? And I think there you need to unpick that a bit further as well. Thank you. Absolutely. That's when you are defining your research question in terms of saying what am I looking for here. Is it simply to see what the variables are or is it to say this is working, why, and is it replicable? And you see, in your example, replicability is one of the key criteria because it might be that you have got a particular relationship with this class, they love you, and the way you introduce it to them is so exciting, but it was a me, your next-door neighbour on the corridor, crumpy old miserable son, so he hasn't changed his teaching techniques for 30 years, and it doesn't work and I blame you. That's the issue, isn't it? Is it replicable? Is it transferable? Crucially, is it trustworthy? Yes? Please. You've got to mark out your territory, haven't you? You've got to define your boundaries. Again, I would always say that in this kind of... when you are working full-time and some of you may even have domestic lives and some of you have lives outside education, do you? We know who you are and where you live, then the crucial thing is to focus on depth rather than breadth because the scholarship and the academic integrity is more likely to come from the depth than from the breadth, if you follow me. Therefore, you just have to define, in terms of, for example, there's some interesting work being done, as I'm sure you're aware, on the whole issue of student engagement at Key Stage 4. Now, I think it's perfectly proper to look across the spectrum of the variables that inform student engagement across a whole Key Stage because that's a survey approach and you're not going to go into detail of why this student behaves like this because what you're doing is saying, broadly speaking, what are the variables that influence student engagement across this particular school's Key Stage 4? Now, you will find some comparative studies available and that'll give you your triangulation and that'll give you your means of compare and contrast and that's perfectly acceptable but what you're not doing there is to go into massive amounts of detail. How big is your Key Stage? 10 million students? It's almost unmanagable, isn't it? If you go for a lot of qualitative data, you can't handle it. If you go for a sample size, you've got to be so careful but if you do a survey on the generic issues, then that's probably okay. So, again, it comes back to design. What's the purpose, you see? Go back to where we started. One of the key principles in good design in industry is form follows function. So what you want your research to do and that determines the form. So it might be a small-scale case study with one class or it might be a wider survey depending upon whether it's teaching techniques or whether it's student attitudes. You're number two, sir. Implementing the project itself, I can see how I'm going to see it in my head. But then what I'm going to do with or how I'm going to collect data that's worthwhile because you've got issues you've just touched on popular teacher versus unpopular. You've got the issues of do you do questionnaires which are one to five or a leading question that makes your research redundant because it's a leading question anyway. But if you do interviews, then your history with that person or with the people who will be leading and inspecting them, I know what I feel that question is. I lie on questionnaires and often I'm way too nice. They're outstanding, outstanding. Half of the time they actually ask me genuinely to a cynical friend out in the pub, I'm very quite cynical about it. So how do you ensure feedback that is really useful and what I mean by useful, I mean true? I wasn't employed to do this this evening. That's next week, isn't it, this one? I mean, no, no, it's totally right and proper. And again, the first thing I would say is that it goes right the way back to your design. What are you trying to find out? What sort of knowledge are you creating? And that's the first big issue. And the second thing is then to really begin and we'll come on to this in more detail in just a moment to really say, look, what is the most appropriate form of knowledge that I'm creating here? In other words, is this going to be objective and incontrovertible and highly reliable? Or is it going to be impressionistic, et cetera, et cetera? So what you want to find out, whether it's a small-scale case study of the attitudes of a certain number of students, all their success or whatever, that will determine different approaches in terms of methods and different methods of data collection. If it's a big survey, it's going to be statistically robust. And that's where you need to use the appropriate techniques. I think I've examined something like 25 or 30 PhDs and EDD dissertations. And I've only failed one. And that was because it was based on bad statistics. And it was totally unreliable. And the person who had done a huge amount of data collection had used the statistics, if I can say it properly. She had used them arithmetically rather than statistically. Does that make sense? And therefore, she was coming up... Basically, she had just done... I've got a sample size of 500. I'm going to divide it by 10. That gives me an idea. She was doing the simple sums rather than using statistical techniques. And therefore, her data was crude. And therefore, it was unreliable. And because... And here, again, in the vaver, she denied that it was unreliable. And the three of us who were examining it became more and more hostile because she was not acknowledging that she had made a mistake. Had she done so, then we would have been quite satisfied to say, go away and rework it. We'd get some expert help. But she was just digging a deeper and deeper, deeper hole. We said, look, there's just no way that we can pass this. Oh, absolutely. That's part of being actively engaged in creating knowledge. But the notion is that what you're looking for is trustworthiness and reliability. Now, if you go quantitative, and there may be a case sometimes to do that, then I would say you need to have very, very robust management of your quantitative data. If you go qualitative, then the challenges are much more difficult in some respects. But there, again, you see what you do there is triangulate. You look at alternative perspectives, and you build into your investigation, your data collection design, a recognition that you're dealing with subjectivity here, and therefore you need to acknowledge that, firstly, and then to provide a reassurance to the reader that what you're writing is eminently trustworthy. The most famous example of this, and it is contentious, is a book that I'm sure most of you have engaged with at some point in your lives, which is Margaret Mead's Coming of Age in Samoa. One of the 1930s classical pieces of ethnography. What Margaret Mead did as a young American researcher was to go and live amongst the Indigenous peoples of Samoa, and she produced this amazingly detailed account of their lives, their loves, all the different aspects of being a young person in Samoan society. About 10 years ago, an Australian anthropologist went to Samoa and said to the group of the now very elderly ladies, do any of you remember a young American woman coming here in the 1930s? Oh yeah, we remember, she was a lovely girl, we really liked her, and she asked us a lot of questions about her sex lives. Yes, we remember her, and we told her things that we thought would please her. And it's a huge debate within cultural anthropology now, is Margaret Mead's work reliable simply because apparently, and here's the debate, that she was being somewhat naive in terms of listening because what she did not do was triangulate, she reported verbatim. Now there's nothing wrong with reporting verbatim as long as you say, is it just conceivable that being a participant observer so clouded the responses that it invalidated the usefulness of the data I produced? And that's the area where you've got to be so careful. Yeah, who was it? Hi, is that okay? Sorry. It depends what it is, doesn't it? Right. That's a whole month away, yeah. Are you in a primary or secondary school? Secondary. Now, my major response to this is simply to say that what year 7s would regard as rewards, year 11s would not. Right? So there's no, as you say, I'm looking at reward systems and everything we know about adolescent psychology tells us that as students get more mature, so what they value changes. So that immediately tells you that a small sample of one particular year group is not going to be appropriate because you're only going to get your 7s opinions or your 9s opinions. If your 9s ever have opinions, I doubt it myself, I think your 9s are very strange people indeed. Year and so on. So you raised then the really important issue is how many students in your school? 1,200. 1,200. And so you say, right, I'm going to have to sample. Yep, and that means that you can't survey 1,200 students on the basis of some fairly detailed information that you need, so you're going to have to identify a sample from that 1,200. And that's when it gets interesting. And there is a very strong literature, which I'm not going to go into now about what makes a valid sample size. But that's what you need to explore and to say if you want to get statistically reliable figures in terms of a sample based on a population of 1,200, then there are mathematical formulas available which will tell you exactly how many you need. Now sometimes you can just do it speculative and say, being pragmatic, how many people can I actually handle here? And so it might be, for example, if it's a fairly short questionnaire and without too much data, but lots of tick boxes and the classic Leichert scale on a scale of 1 to 4, never 1 to 5, sir. Because if it's 1 to 5, then being British, we go for number 3. And so it's either positive or negative. You don't allow people to sit in the middle because that's what the British will always do. You design your research instruments on the basis of the sample size and crucially that you can manage in the three and a half weeks before Easter. Yes? And I mean my own view would be immediately to say it's going to be around 10%. So you take 10% of each year group and you very carefully say this is based on a sample of 10% and you may decide then, right, is it boys' girls' school? Boys. So that makes life easier immediately, right, because you don't have to differentiate. So you're going to go for 10% of each year group at random and so what you might do, for example, is ask somebody if there are... How many have you got? If there are 200 students in each year, you want 20 students from each year, so therefore please go through the register and pick out every 20th student and then you've got a random sample that gives immediate a higher credence to your research. John, can we have a simple review from it? Because I think it's probably worth mentioning and just contextualising this evening's presentation in terms of where our students are at and it's a research module which, as you all know, we're putting into place what John's talking about, that focus for a main research inquiry and it also involves trialling one of the methodological instruments that you'll be using. On stage, we wouldn't be looking and indeed we would positively not want you to undertake something on the scale of such that has just been described. So I think it's just worth keeping in mind where we're at with regards to our inquiry whilst obviously we're going to be moving on to one of these issues. No, it's fine because it's all part of the same process but then if you've got to produce this data before Easter then what you might do is simply may point out the methodological issues conserved and then say right, well in that case, what I'm going to do is because I've got a limited amount of time available is simply do a focus group of say 8 or 10 students per year and sit them round a table for half an hour and ask them and then you've got a different technique at work much simpler, much lower key and easier to manage because you're working then on your recording of their opinions but you'll have some data but it'll be a totally different type of data. Anything else? Right, we move on then. Doesn't time fly when you're having fun. The point below point 4 again, this is for conversation with your tutors, your supervisors and so on but it's, I personally think that one of the really powerful formative things you can engage in is saying what are the questions I'm looking to answer and what's my one big question? Which is to what extent will students be motivated by a reward scheme that's the big question and then what are the subordinate questions related to that and as I said there you in many ways the subordinate questions actually outline the structure of your study but I do think it's a very very useful discipline to actually explore how best can I design a question which really really focuses in on the central theme that I'm investigating and that's a really good piece of academic discipline. Now it may well be and I personally welcome this that your research question will change. It starts out as essentially a hypothesis which you then test against the context and then test against the literature you then test again and so on and so on and in that way you refine and refine and refine it until eventually it becomes your title but all the way through you are working to clarify and ensure that you are responding to all the different items that are coming into your study so really make the research questions your guide as you go through the study and it doesn't matter how many times you change them because actually that shows that you're actively involved in thinking about is my focus shifting are my priorities shifting and so on. Okay. Yes ma'am. Perfectly timed that's the next topic. Thank you. Lovely segue. Yes. Then you change your topic. I'm just trying to think of an example. I mean there will be areas that are significantly under research shall we say and where it gets very esoteric and again I would be very cautious about your life is too short to find out what's not out there you know and I think there's a real caution that this is part of the practicality this is part of you know being you really need to complete this you've come so far in getting your degrees that don't be stopped now by an elusive of tasting a will of the wisp. So therefore be pragmatic at the outset this looks interesting but actually a very quick survey of the journals shows virtually nothing available and therefore they may be that is simply unfeasible. I'm just trying to think of a purely hypothetical case and I can't at the moment sorry. Yeah yeah. That's a useful example you see because the chances are if you're interested in cognitive intervention strategies then the research team at King's is probably your starting point you know the work of AD and share and so on you know that the kid AD died four nights ago it's really sad we've lost one of the great researchers in education's country and in essence you follow the cues it is detective work the clues it is detective work and there's a logic to it and you begin to map which journals and then which writers and so on but if you don't have a really rich scene to investigate that I think you really have to be very cautious indeed because you know with great respect you are doing a master's dissertation it's not a doctorate it's not a design to go into every permutation so therefore keep it real keep it controllable by all means be intrigued and fascinated about going off a tangent and so for example I did some work a few years ago on children's spirituality now there's a huge literature on children's spirituality but when you get into actually and it goes back to this issue about cognitive aspects of children's understanding of what it means to be a spiritual being then the literature begins to get a little bit drier you know there's not as much and you don't get that sort of interactions of different types of spirituality and different cultural systems and so on so therefore you come up against a bit of a brick wall and I would suggest again with great respect that at master's level you leave that brick wall alone because there's so much out there it's massive and therefore there's plenty where you can get a lot of data straightforwardly martyrdom is not part of the course requirements of this particular programme as far as I'm aware is and so make it real thank you for that it's a very helpful point okay everybody keep going then so the the literature review there is a real issue for me around literature review on a number of occasions and I'm not joking here or being facetious people have come to me and said I've done my research now can you please give me some advice on doing the literature review yeah I've got the data and can I just say that in the logic of these things you do a literature review in order to identify the issues that you're going to research right it sounds sorry I apologise but actually you get the right questions by looking at the existing research and so on you also indicate to the reader that you're aware of the territory and so if we go back to cognitive intervention there's a huge literature which you can identify in order to show the reader that you understand where you are and then you can move into your own particular area but the notion is in using the literature you basically are doing two things one is you're building up your own confidence in understanding exactly what is required in terms of the components of your research and secondly you're demonstrating to the reader that you have gone beyond your own particular situation and you're aware of the wider and broader issues and that's when you get the interesting debates that's when you begin to see where the arguments lie and so on but it is it's probably I think it's one of the two make or break elements of most master's dissertations we do not need and then he said and then she said what we need please is a synthesis what are the key themes and ideas and how do you pull them together for example let's supposing that you're looking at this whole issue of feedback to students in the classroom yep now the key people here are obviously John Hattie Carol Dweck and the University of Durham report for the people premium and they all agree this but then if you go into the literature there are numerous permutations of what feedback looks like how it works, the psychology of it Carol Dweck's perspective is a very distinctive one John Hattie provides a very limited perspective in my view on what how it might work then this whole issue of assessment for learning and how that ties in with feedback and so what you're doing essentially is clarifying refining synthesizing and defining that work and if it comes down to the crunch you don't actually do this but at the end of your section on the literature you tell the reader in this study these are the terms I'm using and they mean this and so you filled in the gaps in the plan and therefore you have got control of the knowledge one of my favorite moments was a master's in the north west and it was largely action-based research and people would do real-time team-based projects in schools and one of them was developing teams in schools and one of them the groups came in and they sat down and I was the external examiner and I was introduced and one of them, if you'll pardon the phrase she went oh my god because their entire project was based around one of my books and they said are we really going to sit with you for an hour now and tell you what you've written and the answer is yes you are because you've got to make it yours you've got to make it understandable so you work through the dissertation so you work through the literature identifying that which is pertinent that which is relevant and then crucially you make it your own and you really do demonstrate you're in control, you understand and you've done the hard work in terms of surveying what is and is not available so you are confident that you are you know where your particular topic is in terms of the evidence and the research having established that you can then go back to what is the study you've decided to find out and you then have to define colleagues exactly what the methodological issues are and we get there in the end and again there is I think an area where just to offer you a health warning to say basically that you need to write about methodological issues as well as well as about methods and that one of the things people tend to do is to say two sentences I'm going to do a qualitative piece of research and then I'm going to about five pages on interviews not good enough what we need to know is what sort of knowledge are you actually creating and so for example on page three of the handout the second paragraph there in fact no the first paragraph there are many forms of knowledge which we use often subliminally in our everyday life so for example knowing that God exists knowing that there are black swans in Australia that the sun will explode in 5.5 billion years have you all done a risk assessment about that by the way and that your partner loves you are all different forms of knowledge aren't they and the crucial thing is that each of those has got a deep epistemological basis of saying this is the basis on which we know this is true are you with me at this stage on the evening after a long day and you need to be able to demonstrate to the reader of your research that you understand that there are different types of knowledge with different levels of confidence and the example I always use which I hope helps is that in a court case different types of evidence carry different levels of significance and trust, yes so for example sometimes spuriously but usually correctly forensic DNA evidence is given the highest possible credibility whereas circumstantial evidence by a friend is often treated with great caution and your your research has got a fit into that spectrum and therefore you've got to be able to argue that this type of evidence is to be accepted in my study because but you need to know what sort of evidence it is that you're producing you need to argue that it is the most appropriate form of evidence in the context of your study and then you need to be able to demonstrate on what basis it should be accepted is that reason we go here and for everybody and on pages three and four and five there are a range of activities which we we're not going to do this evening but each of them have different issues and hopefully you'll find them helpful but it's the diagram in the middle of page three or not of the diagram the figure there which really does capture the debate this is what you've got to argue in a doctorate there's usually a whole chapter about this in a master's dissertation I would say that you need a significant amount of discussion before you get into your methods how we actually got the data you've got to say what sort of data are we looking to collect and so for example those different continuums there are you going to be empirical in other words this is what the science tells us this is the hard objective data or are you saying basically that everything's relative because that again is a perfectly legitimate academic stance are you going to be objective or subjective if you're going to be subjective if you're going to claim to be objective what basis are you being objective in other words how trustworthy is your work sometimes actually for example if you're asking people to discuss their lives as educators where's the objectivity in that there's none is there because each person's personal life history their narrative is of itself valuable and one of the things we've learnt mainly from feminist theories of research is we have to respect people's life stories so even though they're totally subjective they have an authenticity and a value simply because they are reflecting the integrity of the person so therefore you really have got to say how confident am I about this data and how do I argue for its validity in this context is that making sense for everybody I know it's a tough time of day to keep going and it's getting quite warm in here but you're not nodding off yet as far as I can see so I'll keep going basically the issue is to be explicit, robust and confident and say even what I'm investigating for example if you really are looking at the motivation of teachers then you're going into deep subjectivity aren't you there's no objectivity about something talking about motivation therefore how can I trust and that's when you do the hard work in terms of justifying your approach because of what it is you're trying to find out and then showing how the methods you've chosen are appropriate in order to maximise confidence and that's when you really earn your degree right because that's the really tough academic, when people talk about a piece of research being scholarly what they're actually saying is is this person able to argue the case for the integrity and the trustworthiness of their research is that reasonably clear lots of little nods around the room yep so now for example if you go over to page 4 just to reinforce the point at the top of page 4 there's a quotation from a book written a long time ago now by a very distinguished head teacher and just look at that first sentence there as far as management styles go it seems to me right that immediately tells you something about the status of the knowledge there doesn't it and then three lines down four lines down it seems clear to me next line down including myself yep that's neither right nor wrong that's how she has written but it tells you something about the status of her assertions doesn't it whereas look at the the second one down which is from one of the great books as far as I'm concerned about educational research again quite old in this chapter we postulated that so immediately you've got a different language at work yeah and and so on and I think it's a really powerful piece right because what Susan Rosenholz did was to really get this balance of evidence and interpretation and conclusion right and so on and then number three very detailed research Kenneth Leith would one of the great educational researchers at the moment and then some action research action research you see falls outside the normal categories and yet it is immensely powerful if we are clearly managing the process I've got no problems at all with biography I've got no problems at all with journals for example I supervised one PhD that was based largely on journals and that was a very powerful document very difficult because all the time I was asking the writer to say explain why that's the case justify that argument what are the alternative perceptions there so I mean and she got really angry with me but the notion is that it's all valid as long as it is justified and demonstrably appropriate to the sort of study that you're carrying out yep and having gathered your data sorry having identified the methodological context the epistemological framework of your study you can then say in the light of what I want to find out in the light of the conceptual framework of this topic in the light of the methodological issues these are my chosen methods and you've got a nice logic working through your study and that's perfect that's absolutely wonderful and all the time you're saying does this section link to that section link to that section link to that section when it does you're writing a great dissertation when you've got your data and again one of the great failings at this stage is here's my data and what people don't do is go back to the literature they don't go back to the context and therefore what they do not do is engage the reader in a conversation around what this shows what it means interpreting it explaining it and so on and then depending upon what your study shows you are then able to move into a situation of saying here's what this study has meant to me here are its implications this is where I now feel I am and so on and it's therefore very much about the what do I do with my findings essentially point number eight I think we've mentioned you must as part of your methods be absolutely explicit that you are aware of the potential ethical dilemmas and that you have responded to them in an appropriate way and that you've observed the university's requirements it's all about showing that we can depend upon what you've written number ten it's an academic exercise that's a good thing it means that you are going to observe certain conventions but at the same time how are you going to use it how are you going to apply it and what's really wonderful to see with master's dissertations is when they have their own internal integrity but then they actually they make a difference in school and that's when it gets interesting that's when you should be writing that's when you should be publishing sending articles to the TES getting into the professional journals and so on and then finally can I just and this again is a personal thing but I'd love to see whether in masters or doctorate of work at the end of the whole thing you've said I'd be really worried if somebody did a whole dissertation and at the end of it said and I have not changed and if you talk to anybody who has completed their master's dissertation or doctorate I think it's pretty much a life changing process and therefore it's something that you need to reflect on because it just corroborates the significance and status of your work and again as I said the big caution at the bottom there is just going to keep it going so on page three and page four there's an activity which sort of helps you perhaps to explore this real issue of methodological concerns what sort of knowledge are you writing and then on page five what I've done there is to identify a range of topics and I've actually jumped the gun because I've put in the methods the strategies to collect the appropriate data what you might wish to do consider the methodological implications of that topic and those strategies purely as a way simply of reflecting on the sorts of topics that you might research in order to be confident that you are going to adopt the appropriate methodologies and all the time validity, reliability and trustworthiness now if you want to know the difference between validity and reliability it's all to do with bathroom scales for way yeah have you heard this one if you use your bathroom scales and you weigh yourself week on week then and you see that you're losing weight which is the main purpose for weighing yourself then it is reliable yes if you go to the doctors though and their scales are different which they almost invariably are then your scales are not valid in other words if you don't test your attendance against an external source how do you know whether it's valid or not it might be reliable because it's internally self-justifying but unless you test it it's not going to be trustworthy and it's trustworthiness that really does seem to make the difference now it's been a real rush but thank you very much to those of you who actually came in with ideas and so on are there any final points before we go things that you say I need to ask about that fine the easiest way and probably the best way is that if you think of all the academic journals that there are somewhere somebody has done what you've done and that's when you begin to find the comparisons they won't always be precise the triangulation absolutely and the best form of triangulation is to find a piece of research like yours which you can then compare and contrast it'll never be exactly the same but that often is necessary or you build an internal triangulation because what you're saying is I'm going to do a survey here but I'm also going to check the perceptions of some of the people in the survey using a different method and then you build confidence that this is not just one perspective it's multiple perspectives it's all about getting different frames on the same topic thank you thank you very much so if you thought you were going out with all the answers I think you're probably going out with more questions than answers which is exactly the right place to be at this point I think so yes I'm going to no worries about that just to encourage you if I can please to visit the Sims Capital sites and to keep an eye on that because the application form for ethical approval is on there and we'll be asking you to submit those and you will need to submit them before you collect any data so do keep an eye on that and there will be more information coming through to you thank you very much for coming along tonight and for your contributions tremendous range of contributions and good night safe home and I'm sure we'll see you again shortly thank you all very much good night


It's the MLB Game of the Week. Cardinals at Brewers. Today at 12.30 p.m. Central Time. Winner takes it all. Let's go Brew Crew! Go Brewers!


committee that was setting standards for database interfaces and this small company came to the table and in 1977 the table was filled with with the then dominant monopolist IBM and all of the other extremely large companies that made hardware and from the hardware vendors you bought your software as well and they all had their own products that did database management and and and they all had their own interfaces and this small company came to the table and said well we're gonna build a product and we we want to have a seat at this table and help you define the standard for that product today everyone knows that small company that was founded in 1977 by the name of its first product and that was Oracle so the reason was unfortunate for me is if I've been there I would not be here today because I'd be too rich and I wouldn't bother right but I I was instead working for the government and I saw Oracle a company with 14 employees send employee number 14 to the table and sit toe to toe side by side with IBM and Univac and Bull and Siemens and to find the interface for for relational database management products they had an equal seat at the table it was an open forum now you might say Larry Alson was just the smartest guy in the world to recognize the benefit of open standards on his then unreleased product or just he was really really really lucky but whether it was serendipity or it was foresight the fact is a major aspect in the success of Oracle was they brought to market a product at the same time that a standard was issued for that product that gave the the marketplace the comfort that they could try out this new approach to database that this was a standard conforming product and in fact it was sufficiently important at the time that the United States government actually initiated at the National Bureau of Standards a conformance process whereby for federal procurement only they actually certified that that Oracle's products and IBM's products and digital's products a lot of people who are gone products basically conform to this now this new standard okay so first answer to the first question you know why is Oracle advocate for open standards open standards are in Oracle's DNA that's where they started and much later in the game I came to the party to help oversee how they participated open standards are about interoperability in the IT space we set


Well, I'm delighted, uh, no, I'm gonna try everything I can do for all of the tickets, but the main thing is, my message is gonna be one very simple and clear. Get out the vote. Everyone vote. I think the tendency for some people to think that their votes aren't needed, uh, we can't afford that. How confident are you of victory? You know me, I'm always just cautiously optimistic and one vote behind.  Do you seriously believe that? I'm not gonna comment on that. Allow a fellow a little superstition. How do you feel about this being your last- Well, you could have mixed emotions about that. What are yours? What are yours? Well, there's one of them that says enough's enough. Mr. President, did you really mean to suggest in your interview with the Hearst Papers that Geraldine Farrow is not competent to be Vice President? No, and I'm glad that the entire transcript has been released, because if you read it, you will find we were talking about that whole subject of, uh, women in high office in Overworth in that sense. And no, there was no criticism intended of her at all. It's kind of a hypothetical discussion and answer to a hypothetical question. Mr. Reagan, what message did Secretary Trump's taking to India with? Well, one of our deep sorrow and regret. We had good relations there. This just is another one of those terribly neat, those tragedies. I think we all feel it very deep. Is there a danger, sir, that the Soviets would try to exploit that? I think that's always a danger with regard to the Soviets. How can we prevent it, sir? Just by being the good friend that we're trying to be to the other nations. Mr. Schultz is going to meet with the Soviet Union? Is Mr. Schultz going to meet with the Soviet delegation? I don't know. Mr. President, did you ever really expect to be this far ahead at this stage of the campaign? They're still trying to get me around to that question that I've been avoiding. Frankly, the polls scare me, because I still think that a lot of people could be tempted into going their own way and not bothering to vote. And your message to them? Vote. I'm going to say that over and over again. When do you start looking at your second term? In case there is one. Are you going to miss all of this campaign? Miss all of it. Thank you, Mr. President.


Hello, this is a video introducing you to the hyperbolic functions and Specifically we will discuss differentiating and integrating them first off the hyperbolic functions Whereas regular trig functions come from a unit circle these hyperbolic trig functions as they're known as Come from the unit hyperbola if you do want to figure out more information about this or would like to explore Feel free to look on the internet, but for the sake of this course It's just important that you know that they exist and that you know that they have derivatives and they have anti derivatives or integrals So this is the shape of hyperbolic sign hyperbolic cosine and hyperbolic tangent these shapes probably look familiar or look similar to other graphs that you've seen and algebra or pre-capitalist courses Then we have hyperbolic cotangent hyperbolic secant and we have hyperbolic cosecant so What's the purpose of these functions? Well one such purpose for instance could be a Cable suspending from two towers This cable that is being suspended from two towers actually takes the shape of the hyperbolic cosine function So that's one practical application Now the actual definitions or relationships for hyperbolic functions if you look at sign hyperbolic sign Hyperbolic sign by definition is actually e to the x minus e to the negative x over two hyperbolic cosine is e to the x plus e to the negative x over two and There's actual other definitions for the other hyperbolic functions in terms of the natural log But for the sake of this course Tangent for instance is still sine over cosine Cosecant still one over sine Secant one over cosine and cotangent one over tangent. Of course, that's all hyperbolic in those functions So understand that sine h of x or Sine hx is read as the hyperbolic sine of x. Some people simply just say cinch and for hyperbolic cosine Some people would just say coach Now as we work these examples Feel free to watch and listen first and then you can pause the video to write your work down. That's what you would prefer So the cool thing about hyperbolic functions is that they behave very similar to regular trig functions Not exactly the same but very similar So for instance if hyperbolic tangent is one half find hyperbolic cosine and find hyperbolic sine So we start with an identity and this can be found in your book at the very beginning of the section within the first page or two so one identity says that Hyperbolic tangent square root of x plus hyperbolic secant square root of x is equal to one Yes, this is one of the Pythagorean identities or very similar to one of the Pythagorean identities. I should say And so I have one half squared plus secant hyperbolic secant square root of x is equal to one When we square the half we do get a fourth When we take away a fourth from both sides, we are literally left with Hyperbolic secant square root of x equals three fourths and we'll square root of sides Leaving us with square root of three over two as hyperbolic secant now. You have to understand that Hyperbolic secant is the reciprocal of hyperbolic cosine. So if we flip hyperbolic secant That's how we get hyperbolic cosine And now to find hyperbolic sine To find hyperbolic sine we use the identity hyperbolic tangent is equal to hyperbolic sine over hyperbolic cosine So this means one half is equal to hyperbolic sine over two over the square root of three Since you're dividing by two over square root of three you would undo this by multiplying both sides by two over square root of three This leaves us with One over square root of three is equal to hyperbolic sine of x Part b if hyperbolic sine of x is equal to two-fifths. Let's find hyperbolic cosine and hyperbolic tangent So we start with An identity This is not the same as the Pythagorean identity. It's actually hyperbolic cosine minus hyperbolic sine is equal to one cosine squared sine squared I plug in two-fifths for hyperbolic sine So I get hyperbolic cosine squared of x minus two over five squared is equal to one So this turns out that being subtracting four over 25 from Hyperbolic cosine squared is equal to one After you add four over 25 to both sides You do get hyperbolic cosine squared of x is equal to 29 over 25 You square root both sides and you'll get square root of 29 Over five as hyperbolic cosine And now to find tangent. Well, we know that hyperbolic tangent is equal to hyperbolic sine over hyperbolic cosine We know that this is two-fifths stacked over square root of 29 over five And then we get hyperbolic tangent is two over square root of 29 I'm not really Too picky about whether you rationalize this or not. It's completely up to you as long as I know how you Know how you know how to use the hyperbolic functions to find other ones. You're good to go now The derivatives and integrals Remember I told you previously that the hyperbolic functions behave similar to the trig functions Not exactly the same but pretty similar So the derivative of sine is actually cosine the derivative of the hyperbolic cosine is actually just sine And this u prime here is just saying hey take the derivative of the inside of the function because of the chain rule And I'm not going to read through the whole list for you But some other things you can look at the antiderivative cosine hyperbolic cosine of u is equal to hyperbolic sine of u plus c The antiderivative of hyperbolic sine of u With respect to u is hyperbolic cosine of u plus c So you don't actually have that negative sign here like you would normally have for a regular trig function So that's one difference and then you have the rest of the antiderivatives I do not require that you memorize these which you should know how to use them So example two, let's differentiate y equals hyperbolic cosine of 8x plus one So to take the derivative we have y prime equals the derivative of hyperbolic cosine is Hyperbolic sine and then you keep your inside 8x plus one Because you had something other than x within the function It's your job by the chain rule to take the derivative of that inside block or that inside piece So this means that we have hyperbolic sine of 8x plus one Times eight that times eight does not multiply with the inside of the function It always goes out front of the function. So y prime equals eight hyperbolic sine of 8x plus one Now in part b You have natural log of hyperbolic tangent of x over two This is actually going to be a triple chain rule because nested within natural log is hyperbolic tan nested within hyperbolic tan is x over two Remember what the chain rule is like it's like peeling the layers of the onion You start with the outer most function first and work your way inside So we begin by taking the derivative of natural log So when we take the derivative of natural log, it's one over what's inside It's one over hyperbolic tan of x over two But then because you had something inside the natural log other than x you have to take the derivative of that inside piece You have to take the derivative of hyperbolic tangent of x over two So what this gives us is we still have our one over hyperbolic tangent of x over two, but now we have Hyperbolic secant squared of x over two But then since there's something inside the function other than x since there's something inside that hyperbolic function other than x We have to take the derivative of that inside. We have to take the derivative of the x over two Which does end up giving us just a half So at the end of the day when we put all this together we get hyperbolic secant squared of x over two over Two hyperbolic tangent of x over two So that's the final answer we will use But wait, there's a little bit more here part c f of x equals x squared times hyperbolic sine of x Plus hyperbolic cotangent of 6x So first to differentiate the x squared times hyperbolic sine of x we have to use the product rule We have to take the first factor, which is x squared and multiply it by the derivative of the second factor That's the derivative of hyperbolic sine of x So the first times the derivative of the second plus the second times the derivative of the first That's x squared times hyperbolic cosine of x plus hyperbolic sine of x times 2x So this gives us x squared hyperbolic cosine of x plus 2x hyperbolic sine of x To take the derivative of hyperbolic cotangent of 6x we will use the chain rule What is the derivative of hyperbolic cotangent? Well, it's negative hyperbolic cosecant squared Of 6x then take the derivative of that 6x afterwards So the chain rule does produce a factor of 6 remember that 6 does not multiply with the inside of the function It goes out front of the function. So we have negative 6 Hyperbolic cosine squared of 6x there should actually be an h here. It's there now Putting this all together gives me the derivative of x squared hyperbolic cosine of x Plus 2x hyperbolic sine of x minus 6 hyperbolic cosine squared of 6x So that's differentiating the hyperbolic functions well Without integrating So now we'll integrate and yes, we'll be using a lot of u substitution here So they give me the find the anti derivative or integrate hyperbolic cosine of 2x times hyperbolic sine squared of 2x with respect to x So i'm going to start off with The substitution let u equal hyperbolic sine of 2x The derivative of u with respect to x is hyperbolic cosine of 2x and then the chain rule produces an additional factor of 2 So after a little bit of rearrangement We're able to obtain that du over 2 is equal to hyperbolic cosine of 2x dx All right, so looking at our question here I have my hyperbolic cosine of 2x and dx Which we replaced with du over 2 and I have my Hyperbolic sine squared of 2x which I will replace that with u it will become u squared u squared du over 2 This means I have to have one half and then find the anti derivative or integrate u squared with respect to u Becomes u cubed over 3 the half that's still out front Replacing u back to being in terms of x. I have one over six two times three gives me six Hyperbolic sine cubed of 2x Plus c that's an indefinite integral. Therefore, we must have the plus c indefinite means I have no bounds of integration All right one last one So for u substitution, we would usually Set u equal to the inside of the function So let me just go out on them here and let u equal the square root of x, which is x to the half The derivative of u with respect to x is one half x to the negative one half So a little bit of rearranging we can move that x to the negative one half to the bottom of the fraction that becomes positive half And then this will become du equals one over two square root of x followed by dx Now I know that after rearranging two du is equal to one over square root of x dx. I like this I like the one over square root of x dx because Look at our Our integral here. I have my square root of x on the bottom and dx that can be replaced with 2 du In hyperbolic cosine. I have my square root of x that can be replaced simply with u All right, so looking at this I now have my integral rewritten as Hyperbolic cosine of u times 2 du That's two times the antiderivative or integral of hyperbolic cosine of u with respect to u That is using our integration formulas for hyperbolic functions 2 times hyperbolic sine of u Putting the integral back in terms of x we will get 2 times hyperbolic sine of square root of x that's what u is Plus c because it isn't it it is an indefinite integral So that's all I have for you now. I hope you enjoyed Thanks for watching


Congratulations Junaid for securing all India third rank that is really the dream for most of the aspirants and this year in exams in 2018 you have got this prestigious rank and going to the most coveted service of the country IES.  Which attempt is this one? Mine was fifth attempt last year was my fourth attempt I got 352 rank so I got Indian Revenue Service. So this is definitely going to be interesting for all those who are watching you. What all happened in your first second and third attempts? In the first two attempts I was not able to clear maze. In all the five attempts I cleared prelims but due to lack of answer writing practice and some other things I was not able to clear maze. In the third attempt I cleared maze but was not in the final list so I was sad after that but in the fourth attempt I got Indian Revenue Service and in this fifth attempt I got third rank. So since you have shown a lot of perseverance actually it is going to be motivating for most of the first timers and those who are strugglers like you. It is very important patience is something that is very much required in this exam. See the competition is very much if you see 10 lakh aspirants they fill up the forms 5 lakh they attempt the exam and only 1000 get selected. So the success ratio is 0.1% so you have to be patient anyhow in this exam. Some students are there who clear it in the first attempt second attempt some are there who take it to fourth fifth attempt. So it is important that if you are failing you have to keep your patience you need to become composed if you want to clear this. Now the point is what exactly you could see from your side that you missed in the first second and third attempt although you are qualifying in the pre but you could not qualify in the mains. So what you improved and how did you excel through? First there are few things which I want to share here the first thing is the preparation of this exam it is an integrated study.  So I missed out on mains that was a big problem with my preparation. So the person who is coming in the starting they should not do this mistake it is an integrated study they have to. You mean to say that in the first three attempts you had focused all on the pre? No, no I focused on mains but not that much and the second thing is answer writing that is very very important when you are writing mains answers then you need to have content you need to have your own notes you need to have practiced the answers before writing in the actual exam. So these things I missed on in the first two attempts and the third thing which I did wrong was my optional I chose geography as my optional and I did not prepare to that level if you see the kind of questions which are coming they have changed a lot in the past few years those static questions which are there of geography they are not coming up now. It is more dynamic trend is changing it is more dynamic. So let us discuss first about the optional itself because that is one very critical decision for any candidate because if you make a wrong choice then you suffer a lot later on there. So what was your optional in the first thing second and third attempt? See my marks in the last two three attempt four attempt up to fourth attempt were 233 in geography and this year I got 321. So I continued with I continued with the same optional and I got the marks. So coming to this how to select this optional? Yes that is important what should be the factors criteria for selecting an optional subject and what made you select this option? See first I will say that whatever your graduation subject is you have already studied it for three four years. So if possible go for that particular subject if your interest is there if you can do good in that subject go for that subject. But if you think that it is not your cup of tea or your interest is not there in that subject you can go for other subject. But interest is the primary criteria for selecting your optional. If I take my example I had three choices in front of me I saw all the subjects but I shortlisted history, political science and geography. So what I did I read few books of all the three subjects and I realized that geography interest me more so I took geography as an optional. So interest should be the main criteria of selecting your optional and the other things secondary things what marks are coming or not content is available or what is the trend of papers in the past previous years. So these are all secondary things secondary thing of course if your interest is when you are saying interest is the primary thing would you like to elaborate it because of course most of the toppers have spoken to they talk that interest is the main thing even I suggest the same thing to candidate. But maybe many of the people who are watching you they would be interested. What do you mean they say interest? See there are why it is so important. See there are different subjects like history is there. So you have to read a lot about ancient medieval. So when I started reading as I was having an engineering background. So the concepts of geography they were more understandable. I was more able to relate with those. Being a technical. They were more easy to me for me to understand. So it my interest got generated in that particular subject. Similarly some students are there whose background is in sociology history. These things society they interest them more. So this is something which that is very clear now the question is why interest in the subject is so crucial for performing better in that subject. Because when you are preparing only not only the static part like in the graduation which you study those kind of questions don't come in UPSC exam. It is more of dynamic in nature. You have to relate different things in a lot of common sense best common sense based questions are there. If you will not have interest you will not be able to link those things. If I talk about geography my paper in paper one it is purely physical geography. But I have to introduce Indian human geography concept tribes concept. Yes, yes, that's so. So it it will come only when you have interest in that particular subject. Moreover we since the subject is quite lengthy you will not be able to spend that much time to study that if you are not studying with interest it will become burden on you. The second thing is the newspapers and the current events and current things which you are studying. If you don't have interest you will not be able to relate those things with your optional subject that is very important nowadays value addition. So that becomes very important. So what you want to say is that in the optional also you have one has to be very very alert about the newspapers and all the current papers there. In the whole preparation well begun is half done you have gone through five years of grilling efforts there right. So naturally you are the best person to suggest that you come as to come. So what message you would like to give to the beginners how to begin so that they don't have to struggle so much. This is a very important question because most of the people have this doubt when to start how to start as when to start I have already discussed graduation the person should focus on that and then they should start preparing for UPSC. Then how to start that is a question that need to be focused upon. Now the thing is first question which comes in the books which need to be studied. So NCRTs are the basic foundation for UPSC. So thorough reading of those books is very much required. But the point is in the NCRT which is how to make it relevant study is very important question. Of course I think you would like to say about the syllabus if one is going to be for yes so how so please explain something about how relevant is to go through the study of syllabus. Slabours and previous years papers they are these are two things which need to be studied in detail in the starting one two months. If you are not able to understand the demand of the paper it will be very difficult for you to study in a right direction. For example if you are reading newspapers and you don't know what to read what not to read it will be a waste of time. It is important that you can link each and everything which you are reading to the syllabus so that will be helpful in your means as well as your in problems. So you should buy hard the syllabus and you should analyze previous years papers. That will give you an idea. That will give a direction which way and what are the basic core areas where one has to really focus on because otherwise it is going to be very wide and extensive study all there. Now here the reading and going through the NCRT book that also is a very important question in the mind of most of the story. First dilemma is to read old NCRT or new NCRT. Have you also gone through this dilemma in a way? It was there because few old NCRTs are there which are very good like history NCRTs are there ancient medieval modern old NCRTs. I studied from those NCRTs they are really good but in my last attempt I read those new NCRTs also which are theme based. So NCRTs are equally good whether they are old or new it depends on person to person. So it is a motion of making a combination wherever it is required. Wherever it is required. And all depends on the candidate how it is going to take right. You see NCRT book most of the time how many times you read these NCRT books? See in the starting I read them twice I remember after that I have not studied that much NCRTs. But in the starting readings one or two readings you have to be very thorough with those readings. You need to read them to understand those books just not to complete those books. So it becomes very important it makes your base. So those two readings are very important. Then when prelims used to come, maze used to come I used to revise some books like geography, history I used to take up. So that I used to take up. When you say revision it do you mean to say that you read the entire book or you had prepared some brief notes on maybe in the book itself in the margin of the space. What did you do? No no not entire book what we do is when you read something you mark things which are important. So in the next reading you pick up those things. And then in the next reading you further shorten the things. So in the end it becomes very concise. So you can read the whole book in half an hour or so. So you have to concise the things in every next reading. So this becomes very important. So here actually when the preparation begins you have to develop your examination skill. Basically you are preparing for exam. So naturally you have to keep making all severity. Most of the candidates they do the blunder they keep preparing huge notes and they will carry this whole voluminous material even in the examination hall so that in intervals they can revise it which is going to be disastrous for them. So what suggestion would like to give to such candidates who are struggling through years and they are struggling by making huge and huge notes for them? Notes making note out is very very important because when you are writing means your notes will be there which will help you. So how to make notes that is another important question. Note should be concise as much as possible and they should be in bullet points. You should not have notes which are in paragraph because they they are not easy to read after one or two times. So you should write the notes in bullet points concise so that it is easier to revise and easier to recall when you are writing the exam. So suppose I used to make notes on an A4 sheet paper. In the starting it was difficult for me to cover a particular issue on one A4 sheet paper. But as we move further I tried to concise them and in the end I was able to make one particular issue note on one-third of A4 sheet paper. So you have to concise it with every passing day and you have to put the bullet points only the bullet heads that should be there in your mind and you can reproduce them. So all precision is the crux of this exam which are now precise in a great brief and clear you can be in the whole process there. Now the point here is the relevance of newspaper and current affairs as you are also talking about that most of the time students are not very clear about how to make a relevant study of the newspaper. What would you like to suggest for that? How much time one should spend on that and what is the correct approach to get through this newspaper? In the starting when a student is coming into preparation I will suggest they should avoid much time in newspapers because at the time they do not know what to read what not to read and unnecessary time gets wasted. I have made a video in that I have shown all these things up to what time they should start newspaper. So when they are done with this GS preparation when they have some idea of their optional then they should focus more on newspaper say 3-4 months when they have passed then they start they should start focusing on. Do you suggest that in the beginning a percent can read the newspaper as a general reader but once you have become thought about the syllabus and relevance of that then you can start being more and more technical. Yes for the sake of reading you can read it to understand what is happening in the world headlines you can read it some editorials you can read it but you should not spend unnecessary time in that 20-25 minutes it is more than okay. But when 3-4 months have passed then your sole focus should be on newspaper when you have understood what is the demand of exam then your focus should be on newspaper because every particular issue which is being asked is mains as well as prelims it is from the current affairs. So newspapers they play an important role. We have to keep correlating the things correlating. What I used to do was when I started making notes from newspaper I used to wait for the whole issue to get covered suppose an issue has come and then you start making notes what happens the other side of that particular issue comes next day so your notes are incomplete. So what I used to do when 7-8 days I used to wait for that particular issue to get completed and then I used to make thorough notes of that particular. So this thing need to be there you need to have thorough concise notes of each and every issue which is coming in. Hello all I am Rishita Gupta I have secured rank 18 in my first attempt in the UPSC-CSE 2018. I was a student of a classroom coaching of Chanakya IS Academy situated at Autumn Lames in Mukherjee Nagar. I extend my thanks to all the teachers and staff who have helped me through my entire journey. Thank you. You know the starting point when the students that they have also this thing how many hours to read how much to read you might have also heard in the beginning and there are a lot of myths that one has to read for 15-16 hours every day maybe for quite a few years then one can get selected. Now you have been a good student from the beginning and especially in the problem so all through you have qualified. So what you have to comment on these working hours? We no doubt hard work is required to clear this exam and in the starting when a student comes in he has to develop a base for that some hours are required. If I talk about myself in the starting I used to study for say 10-12 hours but after that it started getting reduced when the slave was got tested in the starting. So it depends on individual to individual. Say if you are sitting for 4 hours and you are doing productive study that is more than sufficient. So the main focus instead of hours should be your targets. I used to fix a particular target I have to cover this NCRT or this part of NCRT in this particular day. So this can be completed in 4 hours also this can be completed in 8 hours also. So these targets depends on the efficiency and the reading ability of a candidate but at the same time if it is going with effective mind cool mind. So long as hour you can read that is the hours. In last attempt though I hardly studied for 2-3 hours that in the training I did not used to get much time. So that was a very productive study which I used to do. This is very interesting and very meaningful for the audience who are watching you they should understand that in the beginning it might take more hours. But if you are doing with a very systematic way and proper way then your working hours may reduce and you will be more effects effective on that way. Now here since the preliminary examination is important for most of the candidates what valuable inputs you would like to give to them they should be taking care of. Prelims 2020 days are left for prelims. So for students my suggestion would be that in these days they should attempt questions more and more test series they should do because that gives an idea what kind of question will come in the exam. Then there are certain things which they need to remember during the exam. One thing is while they are solving hardly 40-45 questions they will be able to solve. After that no one knows anything it is the applied knowledge and logic which we have. More of common sense more of the best sense. More of common sense and everything. So there the elimination technique is very much required. So analyze previous year's papers from there you will get an idea what kind of questions they set in how they set the options how they set the statement. So you can use the elimination technique to get to the right answer that will be very effective while solving the questions which you do not know. So this is very important. Then one thing which I always say that there will be many questions where you will be able to eliminate two options two will be left. So 50-50 dilemma is there. Yes. To attempt or not. So I suggest that you should go for it. The risk is less and the chances of getting marks is high. So every question where you are able to eliminate two options you need to attempt that question that is very important. And the next thing is that in these days you should not put anything which makes you panic or which burdens you. Increases the stress level. Increases the stress level. So you should not go for any new thing new test series which may demotivate you. So whatever you have studied revise it properly and close it to exam better to take rest. And the next thing the most important is the day of examination. Yes that is very important. What is skill that is the examination skill you have to. See four or five days from the last four or five days they should make this habit of having a proper sleep. It is very very important when you are writing the exam. And when you go into the exam hall at least you should be there half an hour before. If you are in a hurry that itself takes a toll on you. So you should sit there half an hour before. And two hours how you are spending there in the exam that those two hours are very important. I have seen people who have done very good in test series but they flunged prelims because they were not able to handle the pressure in those two hours. So be calm, be composed, do not think of unnecessary things. Just spend your time in solving the questions. This will be helpful for you. See one very crucial question is how to remain motivated and manage your stress all through your preparation especially when you are close to the exam. Based on your experience what would you like to suggest to this student? See for motivation the best thing is the opportunities which this service provide. If you have this goal in mind you will be motivated. Whenever I failed I used to think of the time when I will get into the list when I will be in the service what all opportunities I will have to work for the people or to work for the society. These things motivate you a lot. And second thing is whenever you fail or whenever you are low you should take a break that is also very important. Unnecessary if you keep on studying and that is not productive it is not useful. So you can take a break of day or two or some hours. You can go for a movie, you can go for a walk that refreshes you. And the last thing is targets. What you should do is a time comes in when you feel that what will happen if I do not clear. Suppose I failed in maze, I failed in prelims. So I used to think that next cycle is very long next year when it will come. So I used to move my mind away from this and used to fix small targets, daily targets, weekly targets. I used to think in that manner only. I will not think what will happen six months after or one year after. I just need to cover this thing. To remain in now that is more important. In the present. Remain in. So these two three things one should follow they will remain motivated and also they will not. Most of the one most crucial thing you said because every walk when you are trying something big in your life you may have to go through a lot of drilling situations there. But more important is what is the goal and what you are going to achieve. So when you think frequently on that or at least when you feel you are demotivated. So what you are trying for that will keep the things ready and motivated for you. If I have to ask you if I ask you to give three crucial things to that the candidates would practice to be a success oriented candidate what will you like to say? I will say hard work, patience, perseverance. These three things are required to clear this exam. If you do not have these things nothing will work. Hard work only cannot clear this exam. Smart strategy is required for clearing this exam and then the patience and perseverance. These are important things which you require and not only for this exam I think. Anywhere is success. Anywhere if you want to be successful these three traits you need to have. So Junaid of course our discussion will continue with other modules also but thank you very much for sharing this valuable tips especially for the beginners I think they will be benefited and of course we will look forward for more and more discussion show all the best. Would you like to say something? I wish all the aspirants who are giving this exam or who are thinking of preparing this exam all the best and give your 100% and you will definitely be successful. Subscribe to our channel and click on the bell icon to get latest updates on upcoming videos.


We'll make with Wiseware and these guys made funny faces at me and promised they'd be a fun interview. So what do you got us to tell us about? So my name is Jerry from Wiseware. We developed smart jewelry for women's safety. Some people call it the ADT for women's safety. Essentially what it is, we've fused fashion and technology and we've created a brain and a beauty. And the brain has all of our sensor technology built in including our patented antenna system which allows us to transmit Bluetooth at long distances. And then the beauty piece which you can mix and match, we have different versions over here. So this is what's inside the brain and the beauty. And so you can buy different beauty pieces, mix and match, every year you can update and get new versions of the brain. Alright, so how does it work? What do you do? So this weird guy that works for you comes over and gives me a weird look and I'm in danger. I know. So essentially what it works is, the way it works is you tap the bracelet, you set your own command so you train the bracelet with taps, haptics, and then it programs the bracelet. So after three taps then it sends a Bluetooth message via text message to a loved one of your exact Google location. So it's using your phone to send the message, right? Exactly. So via low energy Bluetooth. Correct. Okay, that's pretty cool. Yep. So they do a socialite collection. Yeah. There you go. So are these available now? Yeah, we're shipping in January. Oh wow, that's good. And in a month. So how would people learn more about Wiseware? Wiseware.com. And we have invited talk this week at CES. So come visit us at the booth as well. Okay, great. And how much do these cost? 3.99. Alright, thank you very much, Sherry. Thank you so much. Thank you.