PRACTICAL RESEARCH 1

Quarter 3 - Week 1:
Research Designs

Development and Quality Assurance Team

Developer: Claribel C. Ayanan
Evaluator: Jeshrel B. Plaza, EdD and Ivy M. Maloloy-on, MST
Illustrator: Claribel C. Ayanan
Team Leader: Rosalinda E. Urbiztondo, PhD
Learning Area Supervisor: Edna E. Trinidad, EdD

Illustration Credits:
Title Page: Marieto Cleben V. Lozada
Visual Cues: Ivin Mae M. Ambos

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
 Competencies:
1. Designs a research project related to daily life. CS_RS11-IIIc-e-1
2. Writes a research title. CS_RS11-IIIc-e-2
3. Provides the justifications/reasons for conducting the research.
CS_RS11-IIIc-e-3
4. States research question. CS_RS11-IIIc-e-4

Objectives:
At the end of the week, the students should be able to:
1. identify a good selection and formulation of research title;
2. evaluate a rationale and research questions designed for a
qualitative research; and
3. value the relevance of Qualitative Research by formulating a
research title, rationale and research questions based on
one‟s needs and interests.

Learner’s Tasks

Lesson Overview

You may probably observe that you are living in a society where
random changes occur. In a similar way, you may also see that problems are
everywhere – from hearing news in a television or seeing timely posted issues
in a social media site up to your daily common struggles as a student such as
a feeling of difficulty in answering a test or difficulty in transportation going to
school and the like. With such circumstances, we may say that this is how the
society where we are living is designed to – we constantly deal with these
inevitable problems by conducting researches and studies in order to find
relevant solutions resulting in a change for improvement.
Now that you have acquired some basic knowledge on Qualitative
Research and its importance in daily life, it is time for you to step forward by
initiating a self-observation of the happenings in the community where you
belong. Your journey in Research continues by looking for a problem
appropriate to your needs, interests, and understanding towards the issue.
Hence, in this part of the module, you will be provided with additional
knowledge on how to design a research project as well as its possible
research title and questions relevant to your daily experiences.
Let us start by reviewing the definition of Qualitative Research.

Qualitative Research

Qualitative research is the process of collecting, analyzing,

and interpreting non-numerical data, such as language. Qualitative
research can be used to understand how an individual subjectively
perceives and gives meaning to their social reality.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
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2
 In the Senior High School of Barangay Masigasig, there are four students who
are being admired by others because of their hard work. These students are Carlo,
James, Sarah, and Nica.

Carlo is a consistent top student who is enrolled in Arts and Design track. After
attending his classes, he performs extra work as a dishwasher in a carinderia near his
house. On the other hand, James is an athlete as well as a good leader of the school
who is enrolled in Sports track. He attends his extra work at printing services once his
class hours are done. Meanwhile, Sarah is enrolled in TVL track and is known as one of
the good performers in her class. She sells isaw, balot, and mani when the clock
strikes at 06:00 pm. Lastly, there is Nica of Academic track who always represents her
school in different academic contests. During her free time, she serves as a tutor of
three pupils from different grade levels.

Being active students of their school and showing exceptional determination,

Carlo, James, Sarah, and Nica are tagged as the Masigasig Fantastic Four.

Consider the short selection below

As depicted from the scenario presented in the reading selection,
students at their age can also face different struggles. This further implies that
nobody is exempted, that is, problems which may be represented as a
challenge or a difficulty can be possibly encountered by anyone. Now, as a
senior high school student, it is undeniable that you are encountering
problems as well. Perhaps, you may also relate yourself with the situations of
the characters from the selection whose problem may arise from issues and
concerns regarding time management, study habit, motivation, and the like
which later can affect the academic performance.

As a starting student-researcher, you must remember that a situation

that brings you a feeling of discomfort or something that you find as
challenging and difficult can be considered as a source of problem. Such a
problem may later help you to design your study which primary aims are to
investigate, explore, and understand the phenomenon.

The Research Problem

In starting a research project, the researcher must have a clear

problem in mind. Basically, a research problem refers to a statement that
promptly suggests for conducting an investigation. Moreover, a research
problem to be designed must deal with some concerns in a particular field
that may need an improvement or a solution.
The researcher must also observe gaps in existing scholarly literature,
theories, and practices in order to come up with a good and relevant
research problem. This designed problem then will serve as a guide to know
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released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
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3
what kind of research study will be most suitable to address the perceived
concern.

Sources of Research
Problem
There is a need for a socially relevant problem when the researcher will
attempt to conduct a study. Familiarity with the potential sources,
meanwhile, may help the researcher to come up with a good research
problem. As cited from Sacred Heart University Library (2020), four (4) varied
sources can be considered. These are as follows:

1. Theory. Existing social philosophies and generalizations which the

researcher is familiar with may be of a great help to design a research
problem. The researcher may observe if there is a gap between theory
and practice. Difference between what is said by the elders and what
the youngsters see and observe may be a potential source of a
problem.

2. Practitioners. Consultation with the people who have direct

experiences in a field of interest may provide the researcher an idea of
what relevant problem he/she may investigate. Practitioners such as
teachers, social workers, health care providers, etc. are considered to
be a good source of problem since they are directly experiencing
difficulties and challenges which are needed to be addressed.

3. Personal experience. Daily experiences can provide the researcher an

idea of what problem that needs a solution. Observation on what is
happening in the community may allow him/her to see the common
concerns of people or institutions which may be subjected for
investigation.

4. Relevant literature. An extensive and thorough review of literature and

studies relevant to the problem interest of the researcher may enable
him/her to come up with a potential study. Through reviewing other
available researches, the researcher may be able to determine gaps in
knowledge and to subject them for replication. Thus, a good research
problem will be ensured.

Research Title and Its Characteristics

Once the researcher has already had a problem that will be subjected
for a study, he/she may now begin formulating a good research title that will
best represent the problem and the study itself in general. As cited from
Sacred Heart University Library (2020), a research title should help the readers
to see the main idea as well as the summary of the whole study. Further, it

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

4
usually contains fewest possible words that can bring understanding of the
content and the purpose of the study among the readers.

As commonly observed, a research title is the first one to be read

before proceeding to the other parts of the research paper. Hence, it is really
important to know for the researcher what makes a research title an effective
one in order to capture the interest of the readers towards the problem to be
investigated. Here are some of the characteristics of a research title that the
researcher should put into considerations:

1. It should be limited only to substantive words with high consideration to

the key variables such as the phenomenon under investigation, the
participants, and the setting of the study.

2. It should use words that can create a positive impression among the
readers. Avoid using abbreviations as well as some word constructions
such as: “method,” “result,” and “investigation.”

3. It should be in the form of a phrase with correct use of capitalization,

that is, the first letter appeared in the title as well as the first letter of
each noun word should be capitalized.

4. It should be concise by adequately implying the participants and the

coverage of the study. In addition, a researcher may also put a subtitle
which is commonly employed in social science research papers. This
subtitle may be done: (1) to state the scope, context, and theory under
investigation; and (2) to provide a substantive and appealing literary
title.

Here are some examples of Qualitative Research title:

1. The „Need to Transcend‟: A Phenomenological Study on the Lived

Experiences of Millennial Teachers (Lacdo-O et al., 2018)

2. The Educated Citizen: Cultural and Gender Capital in the Schooling of

Aetas‟ Children in the Municipality of Janiuay (Moralista & Delariarte,
2014)

3. This Too Shall Pass: A Grounded Theory Study of Filipino Cancer

Survivorship (de Guzman et al., 2012)

4. Local Studies Centers: Transforming History, Culture and Heritage in the

Philippines (Perez & Templanza, 2012)

5. President Rodrigo Roa Duterte‟s Political Speeches: A Critical Discourse

Analysis (Remorosa, 2018)

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

5
Rationale of the Study

As a student-researcher, you have to determine the sense of all the

things you plan to do in your proposed study. Consider the following
questions: Is there a need to conduct a study about your chosen research
topic? Does it pose a significant research problem? Does it matter to your
academic discipline? If your answers in the previously asked questions are
„Yes‟, then that can be a good starting point for establishing the rationale of
your study.

Research justification is considered as the initial step in writing a

research paper. This step involves the skill on how the researcher will provide
the readers with critical background or contextual information that
introduces the research topic. Moreover, it needs to indicate the reasons why
the proposed research actually matters. In doing so, the researcher must be
able to get the audience's attention right from the introduction.
The rationale of the study must contain the following components:

1. Existing Literature - a background on what researches have already

been done about the given subject.

2. Relevance to Local/Global Context - situational interconnectedness of

individuals or things in varying perspectives.

3. Critical Background/Contextual Information - circumstances forming a

background of an event, idea or subject that enables the readers to
understand the nature of the problem.

4. Research Gap - problems, issues or questions that have not been

addressed or are yet to be understood.

5. Proof of Urgency - an urgent need to solve the existing problem.

6. Research Goal/Objective- the purpose why there is a need for the

proposed study to be conducted.

Here are some questions to be considered in presenting justifications:

 Why is this research important?
 What real life or everyday problem, issue, or question does the research
relate to?
 Can people relate to the problem in local or global context?
 What benefit does the research promise?
 Are the units of analysis and observation clearly identified?
 What does the researcher hope to find out?
 What was wrong or incomplete about prior efforts already conducted?
 Does the research extend understanding of the phenomena being
investigated?
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released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
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  Does it elaborate or fill in the gaps in the present knowledge?
 What is the research ultimately trying to achieve?

Statement of the Problem

After the researcher has clearly presented the rationale of the

problem, the formulation of the targeted and well-defined problem must
follow. This well-defined problem is commonly pertained to the “Statement of
the Problem.” Stating clearly the problem can make the vagueness of the
study be clarified. Further, this section allows the researcher to present other
essential elements of research undertaking such as the major variables,
objectives, and appropriate methodology.

In formulating the problem statement in a research paper, there are

two types of problems which should be considered. These are the general
problem and the specific problems. General problem pertains to the opening
paragraph that gives specific details on other essential elements which are
the purpose, major variables, participants, setting, and time coverage of the
study. The said elements serve as a guide in order to properly formulate the
general problem. Cristobal and Cristobal (2017) from their book Practical
Research 1 for Senior High School presented guidelines in the writing of the
general problem. These are as follows:

1. The general problem should clearly state the main task/s of the
researcher.

2. The general problem should present the major variable/s related to the
phenomenon to be investigated.

3. The general problem should identify the participants of the study.

4. The general problem should state the research setting as well as the
time period of the study.

5. The general problem may indicate the intended output of the study
such as an intervention program, module, policies, etc.

An example of a general problem is presented below.

This study aimed to determine the functions of emojis in an online
communication. The study was conducted among the different strands of grade 11
students in the senior high school department of Javier National High School during
the school year 2019-2020. The result of the study was used as a basis for proposing a
learning content presentation strategy in language teaching.

to determine – main task

functions, emojis, online communication – major variables
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grade 11 students – participants
Javier National High School – setting
school year 2019-2020 – time period
learning content presentation strategy – intended output

After formulating the general problem of a study, enumeration of its

specific problems should follow. Unlike the general problem which is stated in
a declarative form, the specific problems are stated as questions. These
formulated questions, moreover, should all be anchored on the general
problem. With this, the researcher will be guided on how he/she will seek an
answer to the problem.

In addition, the researcher must also know that a specific question to

be formulated must be a researchable question, that is, it should begin with
words such as “what” and “how.” In this case, the researcher may be able to
solicit responses which can ensure detailed data necessary to the study. Non-
researchable questions, as in, those which are answerable by “yes” or “no”
should be avoided.

Examples of non-researchable and researchable questions are presented

below.

Non-Researchable Questions:
1. Do the participants use social media platforms for their communication
purposes?
2. Are the participants using emojis in their online communication?

3. Can the participants understand the meaning of emojis used in

conversations?

4. Will the emojis be used for a language content learning presentation

strategy?

Researchable Questions:
1. What are the most frequently used emojis by the participants in the
corpus?
2. What are the pragmatic functions of emojis in the corpus?

3. How do multiple emojis affect the meaning of the discourse?

4. What learning content presentation strategy can be proposed based

on the results of the study?

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

8
 Here is a Qualitative Research sample for you to have a simpler idea
on how to make a research title, rationale and statement of the problem.

Improving Individual Performance in a Group Work using Task Chart Paired with Online Feedback
Assessment (Castañares, 2019)

Rationale:
With the implementation of the K to 12 Curriculum, teachers are encouraged to provide a
student centered learning environment wherein students should learn 21st century skills to cope
with the changing demands of globalization. Hence, most of the time, SHS teachers used
collaborative learning as a teaching strategy; giving students group activities most of the time.
Undoubtedly, collaborative learning is very effective to develop camaraderie, self-confidence,
introspection and independent learning among students. In a simple logic, two heads are better
than one which means group activities provide avenues for the students to produce the best
output since they have many workers and many thinkers.

However, one of the major dilemmas that teachers and students encountered in group
activities is how to ensure a hundred percent best and equal participation of all the members of
the group. Teachers tend to only see and rate the final output submitted and or presented by the
group but fail to assess the process as to how each member of the group have come up with that
submitted output.

Frykedal and Chiriac (2011), asserted in their study that in assessing a group work, teachers‟
descriptions about what is assessed are vague. The descriptions are mostly on a general level
about what is exactly measured. In the teachers‟ accounts of assessing group work, it is possible to
distinguish both product and process. Product is the result of the student‟s work, while process is
mainly considered as the collaboration among students when they work on a common task. Both
aspects were important and must form an integral part of the assessment of group work. However,
it seemed to be easier for the teachers to talk and assess about the product more than the
process.
Furthermore, Reddy (2018) purported nine disadvantages of working in a group. These are (1)
unequal participation, (2) intrinsic conflict, (3) no individual thinking, (4) decision making takes
time, (5) easy to avoid work, (6) loss of creativity, (7) Time consuming, (8) inequality in getting work,
and (9) people might loaf around.

Given this scenario, one of the major clamors of the Senior High School students when
doing group work in Practical Research I (Qualitative Research) is the free loafers or those who will
not participate or will not even contribute anything to the group but wanted to take credit during
the submission of the output. This problem has been a struggle for both the teacher and those
responsible students of how to encourage a maximum participation of all the members of the
group. Imagine how stressed would be those responsible students to deal the free loafers when
they are bombarded with group activities in all subjects every day.
Hence, the researcher designed a Task Chart paired with Online Feedback Assessment with
the use of Google Forms and Deped.in website to ensure an equal participation of all the
members of the group that will focus in assessing both the product and the process of crafting
every chapter of a qualitative research. This is to encourage all the members of the group to
participate and become responsible in accomplishing the group work since they were given a
chance to rate themselves and the rest of the group by rating the Feedback Assessment online.
Self-assessment and peer assessment of their individual performances fostered a positive

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released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

9
collaboration among students working in a group. Every submission of their group
output, a group feedback assessment was conducted letting the students rate
themselves and other members of the group. Authentic assessment as to the
process of making the output likely happened since they were given privacy in
answering the group feedback assessment. The teacher/researcher then showed
the result of their individual performance for introspection.

Research Questions:
This research aimed to improve the individual performance and collaboration
of students in doing a group activity in order to provide an equal and fair
opportunity of learning and rating among all the members of the group in Practical
Research 1 subject.
Specifically, this study seeks to answer the following questions:
1. What are the problems encountered by the SHS students in doing group
work?
2. What are the benefits of implementing Task Chart paired with Online
Feedback Assessment in a group work in terms of:
a. division of task;
b. assessment of individual performance; and
c. learning opportunity?
3. What is the comparative difference in the performances of free loafers
across group tasks 1-3?

Now that you have already known the considerations in selecting a

research problem and in formulating Qualitative research paper including
the title, rationale and research questions, then you are now ready to answer
the following activities prepared for you.

Activity 1. Directions: Write YES if the formulated qualitative research title is

good enough and NO if it needs improvement. Write your answers on a
separate sheet of paper.
1. Alzheimer‟s Disease, Migration, and Social Environment: A
Study of Caribbean Hispanics in the year 2010-2018
2. Lived experiences of Filipinos
3. Effectiveness of various types of Medication in Treating Some
Elementary ADHD Learners
4. Religious Attitudes and Concern for the Environment of the
assigned Priests in Barobo Parish Church

5. What are the major causes of high numbered drop-outs in

schools?

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

10
Activity 2. Directions: Copy the given rationale in a separate sheet of paper
and label it by its components.

President Rodrigo Roa Duterte’s Political Speeches:

A Critical Discourse Analysis (Remorosa, 2018)

A message from the president is given almost unparalleled

importance in contrast to other communications. Speeches and
addresses of any sort should therefore be read as statements of
1.
presidential power and they are all attempts to assert the power of the
presidency in some way either through policy proposal, attempts to
move public opinion through appeals to the people, or direct address
to specific audiences (Chimbarange, Takavarasha,& Kombe, 2014).

The present study is concerned with investigating an aspect of

discourse that has not received adequate attention within the
Philippine political discourse. The absence of a research study in the 2.
national and local setting has prompted more the researcher to
conduct this investigation.

It has been found out that due to the pressure of media and its
effort to catch the attention of their consumers the traditional view of
political speeches has been changing and is now nearer to the 3.
everyday informal speech. Political speeches should therefore be not
only interesting but also entertaining so as to be enticing to media
holders who have the privilege of what would be presented and how
(Brno, 2011).

The researcher has noticed that analyses of oral texts, 4.

particularly in political speeches as a discourse, have been rarely
studied by CDA researchers. Thus, Wang (2010) calls for more
attention to CDA studies since they can help explore the relationship
between language, ideology, and power.

There is an urgent need to pursue this research because the

Philippines is now facing a great change in administrative reform, thus 5.
it is in the realm to listen to the core messages of the current president
and understand his plans as well as visions to uplift the life of every
constituent, and the country as a whole. Through Critical Discourse 6.
Analysis, this study aims to bring understanding on the discourse of
politics as well as power and dominance.

Activity 3.
Think of a problem (e.g., societal issue) which you can relate to. Then,
formulate one qualitative research title that will seek to answer the problem
being perceived. Afterwards, make your own rationale and research

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

11
questions based on the title you have made. Write your output on a separate
sheet of paper. Your output will be graded based on the rubric below.

1. RESEARCH TITLE:
2. RATIONALE OF THE STUDY:
3. STATEMENT OF THE PROBLEM (RESEARCH QUESTIONS):

Research Paper Grading Rubric

COMPONENTS OUTSTANDING GOOD AVERAGE BELOW AVERAGE
10 PTS 8 PTS 6 PTS 4 PTS
RESEARCH Gives a Missing one of Missing two of Not present
TITLE general the following: the following:
description of dependent dependent
question and variable, variable,
work independent independent
performed variable and variable and
organism organism
studied studied
RATIONALE Provides the •Does not Missing one or • Missing the
OF THE STUDY reader with shows the two most needed
the interest of the components information to
necessary reader of a good understand the
information to •Gives too introduction study
understand much • Contains no
the information-- information
present study more about the study
like a
summary
STATEMENT OF • States Missing one Missing two Missing three or
THE PROBLEM clearly component components more
problems of a good of a good components
questions statement of statement of of a good
being asked the problem the problem statement of the
problem
GRAMMAR  Paragraphs Several Most  Paper lacks
AND well organized grammatical grammatical well organized
MECHANICS • Sections errors, typos, errors, typos, paragraphs
with and and • Sections do not
logical misspelling misspelling contain
organization may be may information
of present be present presented in a
paragraphs logical order
(especially
introduction,
results and
conclusions)

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

12
 Formative Test
Directions: read and understand carefully the given questions.
Write the letter of the correct answer on a separate sheet of paper.

1. Which of the following should be avoided in the formulation of a

research title?
a. subtitle b. key variables
c. incomplete sentence d. abbreviation of terms

2. Which of the following should always be capitalized in a research title?

a. first letter of a noun b. first letter of an article
c. first letter of an adjective d. first letter of a preposition

3. What is not indicated from the given research title below?

“Maninindigan ako”: A Phenomenological Study of the
Lived Experiences of Single Parents

a. setting b. method
c. participant d. main variable

4. The following are examples of researchable questions EXCEPT.

a. How do senior high school students respond to online learning?
b. Do all students have internet access at home?
c. What are the common preparations done by senior high school
students towards the new normal type of schooling?
d. What are the underlying factors on the late submission rate of senior
high school students?

5. The following are examples of non-researchable questions EXCEPT:

a. Should all students use social media platforms for learning purposes?
b. Is playing mobile games helping students to think critically?
c. Do all students have resources for online class?
d. What are the effects of playing mobile legends on the student‟s
academic performance and engagement in classes?

Answer Key

Activity 1 Activity 2 Activity 3

1. YES 1. Existing literature Answers may
2. NO 2. Relevance to local and global context vary.
3. NO 3. Critical background/ contextual information (This can also be
4. YES 4. Research gap served as the
5. NO 5. Proof of urgency performance task
6. Research goal/ objective of the students)

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

13
 References

DepEd. 2020. "K to 12 Curriculum Final Most Essential Learning

Competencies." Practical Research 1. Department of
Education.
Labrador, Debbie. Practical Research 1 Quarter 3 – Module 6:
Rationale of the Study. Balanga City, Bataan: Department of
Education – Schools Division of Bataan, 2020.
McLeod, Saul. “What’s the difference between qualitative and
quantitative research?” retrieved from
https://www.simplypsychology.org/qualitative-
Tabernero, Karl Angelo. Practical Research 1 Quarter 3 – Module 5: The
Research Problem and the Research Title. Balanga City,
Bataan: Department of Education – Schools Division of Bataan,
2020.
Tabernero, Karl Angelo. Practical Research 1 Quarter 3 – Module 7: The
Statement of the Problem. Balanga City, Bataan: Department
of Education – Schools Division of Bataan, 2020.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.

14