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Plagiarism is the appropriation of another person’s ideas, processes, results, or words without giving appropriate credit.
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The phenomenon of “research ethics” was mostly resulted from the revelations regarding the appalling medical experiments conducted by some Nazi doctors in German concentration camps during the World War II.
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The main role of a research ethics committee (REC) is to regulate the ethical conduct of research before it is carried out.
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The consequentialist/utilitarian ethics perspective represents a radical rejection of deontological ethics. It argues that “Rather than being guided by general rules specifying duties and rights, actions must be judged, prospectively, in terms of how well designed they are to produce good outcomes, and, retrospectively, according to whether or not they actually produced such outcomes” (Hammersley and Traianou, 2012, p. 22).
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• Respect for autonomy (i.e., the obligation to respect decision-making capacities of autonomous people), • Beneficence (i.e., the obligation to provide benefits and to balance them against risks),• Non-maleficence (i.e., the obligation to avoid causing harm) • Justice (i.e., the obligation of fairness in the distribution of benefits and risks).
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Situation-based ethics stresses that there would always be cases for ethical dilemmas that would be difficult to solve, and therefore there would always be disagreements about what is good/bad or right/ wrong in particular research settings/situations.
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Virtue ethics is the ethical perspective that treats the character of researchers as the primary focus of ethical evaluation.
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The relational ethics perspective criticizes deontological, consequential/utilitarian and/or principle-based ethics views for their claim of universal principles and/or obligations; instead, it suggests that researchers “ought to see people as social beings, nested within a complex set of relationships.
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Scientific validity (i.e., whether the proposed research is methodologically rigorous),
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Economic and Social Research Council’s (2015, p. 3) Framework for Research Ethics lists the following six key ethical principles: • Research should be designed, reviewed andundertaken to ensure integrity, quality and transparency. • Research staff and participants must normally be informed fully about the purpose, methods, and intended possible uses of the research, what their participation in the research entails and what risks, if any, are involved... • The confidentiality of information suppliedby research participants and the anonymity of respondents must be respected. • The independence of research must be clear,and any conflicts of interest or partiality must be explicit. • Harm to research participants must beavoided in all instances. • Research participants must take partvoluntarily, free from any coercion.
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Competence is the ability of a participant to understand information relevant to the proposed research.
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• Pain, physical injury, and permanentdisability. • Psychological damage, for instanceemotional distress, erosion of self- confidence, stress-related illness, and so on. • Material damage of some kind, forexample loss of one’s freedom through imprisonment, dismissal from one’s job, reduction in income or wealth, damage to property, and so on. • Damage to reputation or status, or torelations with significant others, for example through the disclosure of information that was previously unknown to some relevant audience. • Damage to a project in which people areengaged, to some group or organization to which they belong, perhaps even to some institution or occupation in which they participate.
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Confidentiality is the obligation of the researcher not to reveal information about a research participant without his/her permission.
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Data dissemination (i.e., the extent to which research data can be stored, published, and/ or used by policy makers, etc.).
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Basic academic writing skills include, writing introduction/background/review of literature, having knowledge about theory, different research approaches and research methods, designing and developing/measurements/participants, analysing the data, presenting and interpreting results/findings writing discussion, conclusions, implications, and suggestions for further studies.
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Finding an original and new research problem.
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A short summary of your completed research. If written well, it makes the reader want to learn more about your research.
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1. Problem statement 2. Purpose 3. Method 4. Results/Findings 5. Conclusion/Implications
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1. Identify the major objectives and conclusions. 2. Identify phrases with keywords in the methods section. 3. Identify the major results from the discussion or results section. 4. Assemble the above information into a single paragraph. 5. State your hypothesis or method used in the first sentence. 6. Omit background information, literature review, and detailed description of methods. 7. Remove extra words and phrases. 8. Revise the paragraph so that the abstract conveys only the essential information. 9. Check to see if it meets the guidelines of the targeted journal. 10. Give the abstract to a colleague (preferably one who is not familiar with your work) and ask him/her whether it makes sense.
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You should choose keywords that best describe the content of your thesis or manuscript and follow the below steps. 1. Focus on the main topic of your research. 2. Avoid keywords that are only one word. 3. Avoid overlapping keywords in your title and those in your keyword list. 4. Follow the journal guidelines when selecting keywords. 5. Perform keyword research before submitting your article.
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To provide an overview of the research topic and explain what it is about.
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Research background, research problem/problem statement, and research objective(s)/research question(s).
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1) A statement of the general topic. 2) A general statement about what the literature has found. 3) A statement about what the literature is missing or where there is an unanswered question. 4) The aim of the study. 5) A general statement of the study approach.
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It is the main idea of each paragraph. It contains the focus of the paragraph and tells readers what the paragraph is going to be about.
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Most paragraphs include at least three sentences, though rarely more than ten. A good general rule is two to three paragraphs a page.
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