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What is a Dissertation, Study Skills, University of Manchester, what is dissertation research.3/29/2017 develop or test out a methodology or method; Once you have created your plan it is a good idea to show it to someone else. Ideally you will be able to show it to a member of academic staff or bring it to the Learning Development, but talking it over with a friend may also help you to spot anything that you have forgotten or anywhere that you have been unrealistic in your planning. Discuss your proposed topic with a member of academic staff who you think might be appropriate to supervise the project. Provided they feel that they know enough about the subject to supervise it, and provided that it can be interpreted as falling within the broad fields of your degree subject, academic staff are generally open to suggestions. review the knowledge thus far in a specific field; Move positively into writing-up your research. A dissertation is a particular kind of academic task. You will usually be asked to generate a topic for yourself; to plan and execute a project investigating that topic; and to write-up what you did and what your findings were. Important stages in the dissertation process include: Did it take longer than you thought it was going to? It is very important to be realistic about how long each task is likely to take. Some focused thought at the beginning, then at the planning stage of each phase, could save hours later on. Write down the resources needed for each stage. It could be time in the library; the resource of your working hours; or the use of equipment or room space that needs to be booked in advance. Allocate enough time to reviewing and editing your writing. This is better still. It shows the limits of the project. You will be investigating a complex subject (public transport in Scotland), but will be focusing on only one aspect of it (possible influence on new housing development). You will make this large subject manageable by focusing on a limited period of time (1990 onwards), and limited sources. address a research question in isolation essay about us education, or within a wider programme of work; or Speak to your supervisor about your progress. Ask them whether you still need to collect more data. devote time to planning and revising your plan; Although a dissertation is an opportunity for you to work independently, you will usually be allocated a member of academic staff as a supervisor. Supervisors are there to help you shape your ideas and give you advice on how to conduct the research for your dissertation. They are not there to teach you the topic you have chosen to investigate: this is your project. They are, however, one of the resources that you can call on during your research. Finally, it is worth remembering that every problem you encounter, and successfully solve, is potentially useful information in writing up your research. So don’t be tempted to skirt around any problems you encountered when you come to write-up. Rather, flag up these problems and show your examiners how you overcame them. explore an under-researched area; This sets out your research field but does not frame a research problem because it is too general. You do not have time to study everything about a topic, so you should focus on an aspect that you are interested in. You should think realistically about the practical implications of your choice, in terms of: Academics are busy people, so to get the most out of your supervisor you will need to be organised and to take responsibility for the relationship. It is not your supervisor’s job to chase you into completing your dissertation covering letter example administrative assistant, or to tell you how to manage the different stages of the project. To ensure that you get the most out of your supervisor you need to: Be organised and take detailed notes when you are undertaking your literature survey and data collection. You will probably generate more references than you can read. Use the titles and abstracts to decide whether the reference is worth reading in detail. Be selective by concentrating on references that: your argument or thesis (what you want to prove, disprove, or explore); and Early identification of the signs of procrastination will give you the best chance of minimising any negative effects. Once you suspect that you are procrastinating, it can be helpful to review what you are expecting of yourself, and check that those expectations are realistic. This is where planning is vital. the limits of your research (i.e. what you are not going to be investigating). Once your topic has been accepted by your department, you need to begin the process of refining the topic and turning it into something that is focused enough to guide your project. Try describing it as a research problem that sets out: If you are not happy with the way you are being supervised, explain why to your supervisor or discuss the issue with your personal tutor. ‘Examination of the influence of public transport links on new housing development in Western Scotland’ apply a theoretical idea to a real world problem. be realistic about when you can/will start; include other (non-dissertation related) things that you have to do between now and then; Once you start to generate data you may find that the research project is not developing as you had hoped. Do not be upset that you have encountered a problem. Research is, by its nature, unpredictable. Analyse the situation. Think about what the problem is and how it arose. Is it possible that going back a few steps may resolve it? Or is it something more fundamental? If so, estimate how significant the problem is to answering your research question, and try to calculate what it will take to resolve the situation. Changing the title is not normally the answer, although modification of some kind may be useful. allocate appropriate time for any travelling you need to do for your research; Remember that you can not achieve everything in your dissertation. A section where you discuss ‘Further Work’ at the end of your dissertation will show that you are thinking about the implications your work has for the academic community. Think about your own interests: which topic have you found most interesting, and is there an element that could be developed into a research project? are cited in a number of other works; and While some students come to their research project with a clear research question to address, many others arrive at this point with several ideas cover letter email for job application, but with no specific research question. In view of the pressure to get started fairly quickly, this can cause anxiety and even panic. It is, however, a common situation to be in. There are several ways forward: To improve the prospect of completing on time, and avoiding procrastination, you need to: A pilot study involves preliminary data collection, using your planned methods, but with a very small sample. It aims to test out your approach, and identify any details that need to be addressed before the main data collection goes ahead. For example, you could get a small group to fill in your questionnaire essay about internet, perform a single experiment, or analyse a single novel or document. Keep in mind that you -- the Ph.D. candidate -- are expected to become the world's foremost expert on your topic area. That topic area should not be unduly broad, but must be big enough to be meaningful. Your advisor and committee members are not supposed to know more about the topic than you do -- not individually, at least. Your dissertation is supposed to explain your findings and, along with the defense, demonstrate your mastery of the area in which you are now the leading expert. That does not mean writing everything you know -- it means writing enough about the most important points that others can agree with your conclusions. Chapter I, Introduction. Here, you should clearly state the thesis and its importance. This is also where you give definitions of terms and other concepts used elsewhere. There is no need to write 80 pages of background on your topic here. Instead, you can cover almost everything by saying: "The terminology used in this work matches the definitions given in [citation, citation] unless noted otherwise." Then, cite some appropriate works that give the definitions you need. The progress of science is that we learn and use the work of others (with appropriate credit). Assume you have a technically literate readership familiar with (or able to find) common references. Do not reference popular literature or WWW sites if you can help it (this is a matter of style more than anything else -- you want to reference articles in refereed conferences and journals, if possible, or in other theses). This model is tough to construct, but is really the heart of the scientific part of your work. This is the lasting part of the contribution, and this is what someone might cite 50 years from now when we are all using MS Linux XXXXP on computers embedded in our wrists with subspace network links! This is also where you should outline some possible future work that can be done in the area. What are some open problems? What are some new problems? What are some significant variations open to future inquiry? Let me start by reviewing some things that may seem obvious: Chapter II. Abstract Model. Your results are to be of lasting value. Thus, the model you develop and write about (and indeed, that you defend) should be one that has lasting value. Thus masters thesis, you should discuss a model that is not based on Windows college writing essay papers, Linux, Ethernet, PCMIA, or any other specific technology. It should be generic in nature, and should capture all the details necessary to overlay the model on likely environments. You should discuss the problems, parameters, requirements, necessary and sufficient conditions, and other factors here. Consider that 20 years ago (ca 1980) the common platform was a Vax computer running VMS or a PDP-11 running Unix version 6, yet well-crafted theses of the time are still valuable today. Will your dissertation be valuable 20 years from now (ca 2020) making money with affiliate programs, or have you referred to technologies that will be of only historical interest? Appendices. Appendices usually are present to hold mundane details that are not published elsewhere, but which are critical to the development of your dissertation. This includes tables of measurement results, configuration details of experimental testbeds essay on gender equality, limited source code listings of critical routines or algorithms, etc. It is not appropriate to include lists of readings by topic, lists of commercial systems, or other material that does not directly support the proof of your thesis. You will also be able to draw upon other experience, for example in the analysis and presentation of findings that you may have covered on methodology modules. A short article which describes the difference between a dissertation and an essay. In summary expository writing ideas for high school, the dissertation requires you to: The point of the dissertation is that it’s independent work that’s less guided. A typical format guide would require the dissertation to be word-processed with double or one-and-a-half spacing, and a wide left margin to enable binding. Most formats would include: Traditionally, an undergraduate degree in the social sciences and humanities uses a dissertation for a final piece of study. The degree might also offer other alternatives such as the option of an extended essay, or an independent learning project, or a senior paper. This is because the process of producing this type of assessment enables you to: Quotes from final year students on what is special about the dissertation: The written product of a systematic study of a significant problem. It identifies the problem, states the major assumptions, explains the significance of the undertaking arguments essays, sets forth the sources for and methods of gathering information, analyzes the data, and offers a conclusion or recommendation. The finished project [product] evidences originality, critical and independent thinking, appropriate organization and format application letters for job vacancies, and thorough documentation. 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A distinct Japanese flag was painted onto the steelwork. A carpet bomb fell from the sky and whistled towards the ground. I panicked, but I accepted it as an inevitability. I felt sorry for the young men's families, whom would never recover from the loss of them. But, most of all the essay writing process, I wanted my last thoughts to be of my beautiful wife and my children. There was a huge blast, and it blew nearly all of us to pieces, tearing through our infantry. The force of the explosion hurled me to the floor, and my vision became very blurred. When I woke up, not long after, it felt like a giant magnet was sucking me to the sand, and I couldn't move. To my horror, I saw some Japanese troops casually finishing off the few that survived, especially Pyre. I saw one of them point at me and draw his pistol. There was a bang and then all went silent.
This is my GCSE Original Writing Submittal; the brief was write a short story about anything, with the guideline being between nine hundred and seventeen hundred words. I think this came to about fifteen hundred and thirty three.
The museum also gives us an idea of the handicrafts of the province. At one place we find a collection of the articles of everyday use, while at another place we find beautiful articles, which are meant for purposes of Show only. Side by side with lovely hand loom cloth, we find costly lungis from Mashad and Peshawar. A pair of shoes which costs only Rs.120 is displayed by the side of another the price of which also runs into three figures. 4essay.blogspot.com There is also a large collection of old daggers, swords, shields, weapons, and ornaments. When we enter the first hall, we find many pictures hung on its walls. These pictures are of old kings, saints and statesmen. Some of these are drawn purely from the imagination. All of them, however, provide a feast of colours for the eye. If we were to take a student of painting with us he would tell us many interesting things about these pictures and paintings. In another section theft was an art gallery containing beautiful pictures and portraits depicting the scenes of Mughal life. In still another section we were surprised to see the ornaments worn by the women during different periods of Indian history, coins of various kings and specimens of metalware, carpets and agricultural implements used at different times. In one corner of the museum we were amused to see the arms and weapons used by the ancient rulers. There were bows, sheaths, armours, clubs writing personal statements medical school, helmets and swords used by the warriors of the past. It was quite interesting to see the great contrast between the modem weapons and those used in the past. Image Source: buildipedia.com/images/masterformat/Channels/In_Studio/DAM_Extension/Denver_Art_Museum_-_Interior_03.jpg Image Source: d1ez3020z2uu9b.cloudfront.net 465 words short essay on A Visit to a Museum. A museum is a building in which we see objects of artistic, cultural, historical and scientific interest. These things are kept here for the public. It is a treasure house of great knowledge. It makes us familiar with the history, culture essay writing help free, civilization, life style, religious practices, art and architecture of the country. It offers a peep into the country’s ancient social the scholarship essay, political, cultural, economic and religious life of the people. I was fortunate enough to have a chance to visit Natural History Museum in Delhi. It is housed in a huge building, divided into various sections. Each section has different exhibits. Yet another section has a large number of paintings. These are paintings of court scenes, horse races, fights of wild animals and dances. The paintings of the Mughal period are the wonderful specimens of art. In fact writing compare contrast essay example, there is a website devoted to torture museums in Europe. Torture was a common practice in Medieval Europe both for punishment and gathering information, and I suppose the fascination lives on. The Dungeon displays some interesting instruments used in the Middle Ages. They run the gamut from the traditional thumbscrew, to various brands that were used to signify the type of crime committed, to some very painful looking stretching racks, ankle screws, and hanging devices. In order to house this fantastic collection, the museum consists of two buildings. The first building houses the piano and car collection. Liberace owned many of the pianos featured at his concerts. They range from the traditional to the outrageous. One of them is covered with the tiny mirrored tiles that he loved so much. You need to wear your sunglasses to look at it properly. The piano room also houses some very valuable antique pianos, one of which Chopin played on. This piano is off limits to the public inductive and deductive essays, but can be seen from behind the ropes that separate it from the others in the room. All I could think of when I was in these rooms was “Elton John only wishes he owned these pianos!” Liberace was a fanatic about his jewelry as well. His collection is bigger and better than anything Liz Taylor ever owned. There are no mirrored tiles or sequins here, however. These are the real deal--diamonds, diamond chips, pave diamonds, platinum, gold, white gold. All of the pieces are elaborately shaped. Because he played the piano, the focus was on his hands, and his ring collection is very unique. There are horseshoes for good luck, huge diamond shaped rings, studded with diamonds paying someone to write a paper, rings shaped like pianos, and one very extravagant candelabra ring that must be seen to be believed.
The Liberace museum is my favorite museum to date, but there is one museum that I A visitor can see and educate himself about the articles he sees, as details are given in print under each article. There are interesting sections in the museum. The children's section is separate, where toys and other articles of amusement are kept. Those sections which attract are (1) coins section, (2) painting sections which have pictures of different types of Indian Art, (3) weapons of war used by kings of middle ages essay about doctor, the swords of combat, the iron shields, the dresses (4) the kings and queens wear example of how to write application letters, (5) ornaments section where one can see diamonds, rubies, pearls etc. and (6) sculptures section which contains a life-size statue of he veiled lady Mona Lisa is a feast to the eye. A visit to a museum is education in respect of many subjects. What is a Research Paper, Online Writing Center, SUNY Empire State College, research paper essay.3/29/2017 How to Research a Paper A research paper is an expanded essay that presents your own interpretation or evaluation or argument. When you write an essay, you use everything that you personally know and have thought about a subject. When you write a research paper you build upon what you know about the subject and make a deliberate attempt to find out what experts know. A research paper involves surveying a field of knowledge in order to find the best possible information in that field. And that survey can be orderly and focused essays for college to buy, if you know how to approach it. Don't worry--you won't get lost in a sea of sources. Active Learning Strategies to Promote Critical Thinking, learning activities for critical thinking.3/29/2017 5th graders engaged in a fishbowl discussion: "To shoot a photo or to help." The question was created by a student curious about the photographer's role in various Gap Fill In images. C. Your PERSONAL experience is NOT the rule. Connect it to bigger example. U.S. Army soldiers and medical professionals assist at a survivor camp in Port-au-Prince public policy case studies, Haiti essay of racial profiling, following a 2010 earthquake. Introduce a statement written in a clearly visible location. (Example: "Prisons are effective in stopping crime.") In each corner of the classroom, positions ( Strongly Agree, Strongly Disagree, Somewhat Agree an argumentative essay on abortion, Somewhat Disagree) should be posted and students should be asked to move to whichever best represents how they feel about the statement. E. General examples, ok to start; SPECIFIC EVIDENCE examples of critical thinking in decision making, this kid’s SMART! Once the inner group has discussed for a bit, have the outer group evaluate two things: Their process (Did they listen to one another?) and their content (Did they provide evidence or just opinions?). D. RESTATE the previous point made, make your point, and move on. GOAL: This activity helps students understand how and if they use evidence, as well as hear the difference between giving an opinion and backing an opinion with evidence. Below are some activities to help teachers incorporate curiosity, evidence, and critical thinking into their classrooms. Understanding different viewpoints is a great way to delve deeply into a topic. 5 to 10 students are given character sheets. These might include gender research essay writing help, age, family status (married, single, how many children, etc.), occupation essays on pet animals, education level and significant life events. The group is also given a historical event or similar topic. The Solution Fluency Activity Planner was built for planning critical thinking activities. These are lessons that will drive and engage students in meaningful PBL and inquiry learning. You can explore the Planner tool right here . Allowing students room to think deeply and discuss openly during critical thinking activities is the key to them taking true responsibility for the learning. Through these kinds of activities we foster real thinkers and life-long learners. Students pair up according to similar physical attributes determined by the facilitator. These include hair color, eye color, hand size, and height. For each attribute, students discuss times when they were discriminated against because of it. They then take on the roles as victim, perpetrator, or bystander and discuss. How can students own their learning with critical thinking activities they’ll really love? Allowing our students to take stands on issues that matter to them engages the classroom in a way that fosters great critical thinking. Who? What? Why? When? Where? How? When they can relate these questions to themselves and exercise personal self-reflection, we build community and “heart-centered” learning. Much like classifying, students will need to look closely at each topic or object they are comparing and really think about the significance of each one. You can have students compare and contrast just about anything—try this out with the book your class is reading now. Compare and contrast the weather forecast for today and yesterday. Compare the shape and color of a pumpkin to another vegetable. Compare and contrast today’s math lesson with last week’s—the ideas are endless. When this valuable skill is introduced to students early on in the education process, students will be capable of having complex thoughts and become better problem solvers when presented with difficulty. It’s important for students to possess a variety of skills, but it’s just as important for them to understand the skills and how essays on the things they carried themes, and when to use them. One of the easiest and most effective ways to get young children to think critically is to brainstorm. Regardless of subject, have students think about what they’ll be doing, learning, or reading— before actually starting each activity. Ask a lot questions, like “What do you think this book will be about?” Or “Tell me three things you think you will be learning in this lesson about space?” Give students every opportunity you can to be critical thinkers. 32. Meyers C. Teaching Students to Think Critically. San Francisco, CA: Jossey-Bass; 1986. 1. Davies GJ. The need for critical thinking in rehabilitation. J Sport Rehabil. 1995; 4 :1–22. Keywords: athletic training education An assortment of questioning tactics exists to promote CT. Depending on how a question is asked, the student may use various CT skills such as interpretation, analysis, and recognition of assumptions to form a conclusion. Mills 22 suggested that the thoughtful use of questions may be the quintessential activity of an effective teacher. Questions are only as good as the thought put into them and should go beyond knowledge-level recall. 22 Researchers 23. 24 have found that often clinical teachers asked significantly more lower-level cognitive questions than higher-level questions. Questions should be designed to promote evaluation and synthesis of facts and concepts. Asking a student to evaluate when proprioception exercises should be included in a rehabilitation program is more challenging than asking a student to define proprioception. Higher-level thinking questions should start or end with words or phrases such as, “explain,” “compare,” “why,” “which is a solution to the problem,” “what is the best and why,” and “do you agree or disagree with this statement?” For example, a student could be asked to compare the use of parachlorophenylalanine versus serotonin for control of posttreatment soreness. Examples of words that can be used to begin questions to challenge at the different levels of the Bloom Taxonomy 25 are given in Table Table4. 4. The Bloom Taxonomy 25 is a hierarchy of thinking skills that ranges from simple skills, such as knowledge, to complex thinking, such as evaluation. Depending on the initial words used in the question service quality essay example, students can be challenged at different levels of cognition. 3. Leaver-Dunn D, Harrelson GL, Martin M, Wyatt T. Critical-thinking predisposition among undergraduate athletic training students. J Athl Train. 2002; 37 (4 suppl):S147–S151. [PMC free article ] [PubMed ] 17. Chaffee J. Critical thinking skills: the cornerstone of developmental education. J Develop Educ. 1992; 15 :2–39. Last, poems are another avenue that can be used to promote CT. 20 Although poems are widely thought of as an assignment in an English class, athletic training students may benefit from this creative writing activity. The focus of this type of homework activity should be on reviewing content creatively. The lines of the poem need not rhyme as long as appropriate content is explained in the poem. For example, a poem on the knee could be required to include signs law term paper topics, symptoms, and anatomical content of one injury or various injuries. A poem on head injuries could focus on the different types of history questions that should be asked. Students should understand that the focus of the assignment is a creative review of the material and not a test of their poetic qualities. The instructor should complete a poem as well. To break the ice, the instructor's poem can be read first narrative essay about personal experience, followed by a student volunteering to read his or her poem. 33. Emig J. The Web of Meaning. Upper Montclair, NJ: Boynton/Cook; 1983. Daily newspaper clippings directly related to current classroom content also allow an instructor to incorporate discussion into the classroom. 32 For example, an athlete who has been reported to have died as a result of heat illness could provide subject matter for classroom discussion or various written assignments. Such news also affords the instructor an opportunity to discuss the affective components involved. Students could be asked to step into the role of the ATC and think about the reported implications of this death from different perspectives. They could also list any assumptions made by the article or follow-up questions they would ask if they could interview the persons involved. This provides a forum to enlighten students to think for themselves and realize that not each person in the room perceives the article the same way. Whatever the approach taken, investigators and educators agree that assignments and arguments are useful to promote thought among students. Four commonly referenced definitions of critical thinking are provided in Table Table1. 1. All of these definitions describe an individual who is actively engaged in the thought process. Not only is this person evaluating, analyzing, and interpreting the information, he or she is also analyzing inferences and assumptions made regarding that information. The use of CT skills such as analysis of inferences and assumptions shows involvement in the CT process. These cognitive skills are employed to form a judgment. Reflective thinking book review articles, defined by Dewey 8 as the type of thinking that consists of turning a subject over in the mind and giving it serious and consecutive consideration, can be used to evaluate the quality of judgment(s) made. 9 Unfortunately, not everyone uses CT when solving problems. Therefore, in order to think critically, there must be a certain amount of self-awareness and other characteristics present to enable a person to explain the analysis and interpretation and to evaluate any inferences made. In-class and out-of-class assignments can also serve as powerful vehicles to allow students to expand their thinking processes. Emig 33 believed that involving students in writing serves their learning uniquely because writing, as process and product, possesses a cluster of attributes that correspond uniquely to certain powerful learning strategies. As a general rule, assignments for the purpose of promoting thought should be short (not long term papers) and focus on the aspect of thinking. 19 Research or 1-topic papers may or may not be a student's own thoughts, and Meyers 32 argued that term papers often prove to be exercises in recapitulating the thoughts of others. 10. Bailin S, Case R, Coombs JR, Daniels LB. Common misconceptions of critical thinking. J Curriculum Stud. 1999; 31 :269–283. 25. Bloom BS, Engelhart MD, Furst EJ, Hill WH, Krathwohl DR. Taxonomy of Educational Objectives, Handbook 1: Cognitive Domain. New York, NY: Longmans; 1956. Presently, athletic training educators are teaching many competencies and proficiencies to entry-level athletic training students. As Davies 1 pointed out, CT is needed in clinical decision making because of the many changes occurring in education, technology, and health care reform. Yet little information exists in the athletic training literature regarding CT and methods to promote thought. Fuller, 2 using the Bloom taxonomy, classified learning objectives, written assignments, and examinations as CT and nonCT. Athletic training educators fostered more CT in their learning objectives and written assignments than in examinations. The disposition of athletic training students to think critically exists but is weak. Leaver-Dunn et al 3 concluded that teaching methods that promote the various components of CT should be used. My purpose is to provide a brief introduction to the definition and disposition to think critically along with active learning strategies to promote CT. Fopma-Loy and Ulrich 36 identified various CT classroom exercises educators can implement to promote higher-order thought (Table (Table6). 6 ). Many incorporate a personal reaction from the student and allow the student to link that learning to his or her feelings. This personal reaction of feelings to cognitive information is important to show the relevance of material. 28. Bernstein D. A negotiation model for teaching critical thinking. Teach Psychol. 1985; 22 :22–24. 9. Facione PA, Sanchez CA, Facione NC, Gainen J. The disposition toward critical thinking. J Gen Educ. 1995; 44 :1–25. 6. McPeck JE. Teaching Critical Thinking: Dialogue and Dialect. New York, NY: Routledge; 1990. Dispositions to Think Critically 12 11. Daly WM. The development of an alternative method in the assessment of critical thinking as an outcome of nursing education. J Adv Nurs. 2001; 36 :120–130. [PubMed ] Recently researchers have begun to investigate the relationship between the disposition to think critically and CT skills. Many believe that in order to develop CT skills, the disposition to think critically must be nurtured as well. 4. 10 – 12 Although research related to the disposition to think critically has recently increased, as far back as 1933 Dewey 8 argued that possession of knowledge is no guarantee for the ability to think well but that an individual must desire to think. Open mindedness, wholeheartedness, and responsibility were 3 of the attitudes he felt were important traits of character to develop the habit of thinking. 8 Updated February 02 toefl essay high score, 2016 If you're a college student or alumnus, the career services office at your alma mater may be able to help you with resume writing and with resume reviews. The staff in the career office has a lot of background in helping experienced professionals, as well as recent grads, polish a resume. 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