Black, Susan. (2009). The Role

Black, Susan. (2009). The role of the school resource officer. Retrieved June 9, 2009

from www.asbi.com.

As an ASBJ contributing editor, Susan Black, an educational researcher and writer, explores the roles of SRO's, such as in law enforcement, classroom instruction, D.A.R.E, school advisors, and as role models. Black also explores the benefits of SRO's, including handling special cases, emerging problems, and student improvement.

Booth, Andrew. (2001). Health information and libraries journal, 18: 130-132.

Conceptual. (n.d.). The free dictionary. Retrieved May 9, 2009 from http://www.

thefreedictionary.com/conceptual.

As a term, conceptual relates to various concepts and their formation, such as in "conceptual discussions," "conceptual thinking." This is also related to abstract thinking, such as something only existing in the mind, a few examples being "truth" and "justice."

Empirical. (n.d.). The free dictionary. Retrieved May 9, 2009 from http://www.

thefreedictionary.com/empirical.

As a term, empirical refers to relying upon or being derived from certain observations or experiments which in effect support a hypothesis. Empirical evidence is always verifiable and provable, meaning that it can be reproduced in a clinical or laboratory setting.

5. How do I formulate good questions? (n.d.). Retrieved May 20, 2009 from http://

www.ohiodominican.edu/library/help/knowhow/module_research/MO_A4b.htm.

At this website of Ohio Dominican University, the authors specify that in order to create good questions, one must have words like "what," "how" and "why." For example, one might ask, "How does a researcher know that his/her hypothesis is accurate?" Or "What does a researcher need in order to arrive at a valid hypothesis?"

6. Leedy, P.D., et al. (2002). Practical research: Planning and design. 7th ed. Upper Saddle River, NJ: Prentice-Hall.

Practical Research teaches the reader how to learn research from or to teach a research course; it is written in simple language with practical examples and contains many helpful hints and checklists to help make the learning process easier. The companion website for this book contains practice tests that students can use to gauge their learning.

7. Personal characteristics and socio-economic factors. (2007). Human resources and skills development Canada. Retrieved May 9, 2009 from http://www.hrsdc.gc.ca / isp/cpp/adjudframe/perscharact.shtml.

The purpose of this section of the website is to define the personal characteristics considered by the Canada Pension Plan (CPP) and provide additional direction for the consideration of personal characteristics in the determination of a severe or prolonged disability. Overall, personal characteristics have always been considered in the determination of a severe and prolonged disability; however, personal characteristics alone do not establish entitlement to CPP disability benefits.

8. Prasad, S., Rao, A. & E. Rehani. (2001). Developing hypothesis and research questions. Retrieved May 20, 2009 from http://www.public.asu.edu/~Kroel/

www500/hypothesis.pdf.

In this PDF article, Prasad and Rehani discuss how a researcher develops a working hypothesis, beginning with a basic idea or assumption and then working forward to a final hypothesis. The authors also provide a great summary on techniques related to developing a hypothesis and how to arrive at questions related to testing and proving a hypothesis.

9. Rogers, R. (2002). Through the eyes of the institution: A critical discourse analysis of decision-making in two special education meetings. Anthropology and Education

Quarterly, 33(2): 213. Retrieved June 9, 2009 from ProQuest Psychology Journal database.

10. Socio-economic factors. (2004). Environmental health Houston. Retrieved May 9,

2009 from http://envirohealthhouston.org/hazards/socioeconomic.html.

As pointed out at this website, socio-economic factors may include income, ethnicity, a sense of community and other factors. For example, studies have shown that certain segments of society are disproportionately exposed to environmental hazards and may be more vulnerable to such hazards than other populations.

11. Schram, Thomas H. (2005). Conceptualizing and proposing qualitative research. 2nd ed. Upper Saddle River, NJ: Prentice-Hall.

By using friendly, practical tips and an informal, jargon-free writing style, Thomas H. Schram takes the reader through the process of conceptualizing and proposing a field-based qualitative study and provides concrete, straightforward guidance to help researchers transform assumptions into purposeful research. One important area covered by Schram is how to proceed as a qualitative researcher via exercises and applications.

12. Shank, Gary D. (2006). Qualitative research: A personal skills approach. 2nd ed.

Upper Saddle River, NJ: Prentice-Hall.

According to the publisher, this up-to-date book is the first of its kind to build upon the basic skills needed to do qualitative research, such as observing, conversing, participating and interpreting. Shanks has also included a comprehensive process associated with the basic skills, such as being a skilled qualitative researcher, conceptualizing, reasoning, analyzing, and narrative writing.