text:
User talk:Owljjb~enwikiversity

Welcome
Hello Owljjb, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Countrymike 07:25, 4 April 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Owljjb. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Owljjb~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:46, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Owljjb~enwikiversity


text:
User:Thuvack/Shortcuts-Thuvack

This is where I keep my Gateways to MyWikiversity.

 * Portal:Engineering and Technology.
 * School of Electrical Engineering.
 * School of Electronic Engineering.
 * School of Mathematics.
 * F ACULTY OF P HYSICAL S CIENCES
 * wikipedia

 * Category:Deletion templates
 * Help:Formula
 * Useful icon gallery
 * Fonts_and_colours_in_HTML
 * Robelbox colours
 * Help Table

 * Animations of electronics
 * History of electrical engineering
 * Electrical Engineering
 * Hydroelectric_power
 * Power station schematic

 * Portuguese 101

This will probably be moved somewhere.

 * My Subpages
 * My Edit Count
 * My uploaded Images
 * traffic
 * searches

Updating Rss Feed for My Blog

 * Update Feed 1(Blog/Rss)

Automating Blog Rss Feeds

 * My Test Blog

 * Update Feed 2(Blog/Rss)

Something About Admin?

 * Wikiversity Howtos

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User:Thuvack/Shortcuts-Thuvack


text:
Building services engineering

What is Building Services?

Below is the description of building services given by CIBSE on their website:

"Imagine yourself in the most fabulous building in the world. Now take away the lighting, heating and ventilation, the lifts and escalators, acoustics, plumbing, power supply and energy management systems, the security and safety systems...and you are left with a cold, dark, uninhabitable shell.

Everything inside a building which makes it safe and comfortable to be in comes under the title of 'Building services'. A building must do what it was designed to do - not just provide shelter but also be an environment where people can live, work and achieve.

Building services are what makes a building come to life. They include:

 * energy supply - gas, electricity and renewable sources
 * heating and air conditioning
 * water, drainage and plumbing
 * natural and artificial lighting, and building facades
 * escalators and lifts
 * ventilation and refrigeration
 * communication lines, telephones and IT networks
 * security and alarm systems
 * fire detection and protection

In every place that you see these services...building services engineers have designed, installed and maintain them in working order. Imagine the air filtration systems you'd need in a forensic laboratory. The heating controls in a special care baby unit? How to control bacteria and humidity in an operating theatre? What about security systems at the headquarters of MI5? Lighting the new Wembley Stadium? Coping with a power cut in a 45 storey office block? This is everyday work for a building services engineer."

title: Building services engineering


text: User:Thuvack/Testing page

title: User:Thuvack/Testing page


text:
User talk:Thuvack/Testing page

Robelbox Discussions
This does it with less code. --McCormack 15:43, 10 April 2008 (UTC)
 * Cute piece! how do i specify: - background colour for title and body? does it have an option of floating it on a page? -Thuvack 08:39, 11 April 2008 (UTC)

Now floating with new background colours. View source to see how. --McCormack 14:16, 11 April 2008 (UTC)
 * This is definately useful :-) Thuvack 11:52, 12 April 2008 (UTC)
 * One more question, How would I float two boxes Next to each other? - Thuvack 10:28, 15 April 2008 (UTC)
 * How can I amke a 3 box section with one box spanning two? - :-) - Thuvack 10:31, 15 April 2008 (UTC)

Use a table to enclose them. --17:04, 15 April 2008 (UTC)
 * Thanx! I will sure be giving this a try on my next pages!-Thuvack 05:41, 16 April 2008 (UTC)
 * I think this qualifies to be a template for creating blank pages; I would be interested in writing one in the help section. Ofcourse that is if you haven't written one already. I think it would be helpfull to everybody who wants to create classy pages with minimal exersion.What do you think? -Thuvack 05:53, 16 April 2008 (UTC)
 * Could you offset text away from boders of the box, I think it is too close to box boder. -Thuvack 10:49, 16 April 2008 (UTC)

Examples

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Messages
 * style="width:100%; vertical-align:top; border:1px solid #777; background-color:Cornsilk;" |

Move to user area?
Hi, great to see your styling experimentation! Just wondering whether this page might sit more appropriately as a subpage in your user area? e.g., User:Thuvack/Test page -- Jtneill - Talk 10:20, 8 April 2008 (UTC)
 * That would be nice, it is what i intended. :-) .Thuvack 13:54, 8 April 2008 (UTC)
 * ✅ --Thuvack 12:05, 9 April 2008 (UTC)

 * }

title: User talk:Thuvack/Testing page


text:
KOIIA

Courses

 * Communication and Identities in Institutional Arenas - Part I

title: KOIIA


text:
BCP/Prunus subhirtella 'Pendula'

Prunus subhirtella 'Pendula'

title: BCP/Prunus subhirtella 'Pendula'


text:
BCP/Prunus subhirtella 'Pendula'/Logs

This page contains recent bloom logs for the plant Prunus subhirtella 'Pendula' (Weeping Cherry).

Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 09:54, 4 April 2008 (UTC)
 * SB Johnny-LM 00:00, 9 April 2008 (UTC)
 * --SB_Johnny | talk 19:18, 13 April 2008 (UTC)

title: BCP/Prunus subhirtella 'Pendula'/Logs


text:
BCP/Prunus

Prunus

title: BCP/Prunus


text:
BCP/Prunus/Logs

2008 Logs

 * SB Johnny-LM 00:00, 9 April 2008 (UTC)
 * SB Johnny-LM 16:33, 16 April 2008 (UTC) (several cvs and species)
 * --Juan Karlovy Vary 08:22, 21 April 2008 (UTC) (ping flowers, city park)
 * --SB_Johnny | talk 10:30, 27 April 2008 (UTC)
 * --Jomegat 02:01, 28 April 2008 (UTC)
 * --Jomegat 17:03, 6 May 2008 (UTC)
 * --Jomegat 17:33, 16 May 2008 (UTC)

2009 Logs

 * Jomegat 22:28, 6 May 2009 (UTC)
 * Jomegat 00:40, 12 May 2009 (UTC)

Recent Logs

 * Jomegat 02:19, 7 April 2010 (UTC)
 * Trinity507 00:14, 1 May 2010 (UTC)

title: BCP/Prunus/Logs


text:
BCP/Prunus subhirtella

Prunus subhirtella

title: BCP/Prunus subhirtella


text:
BCP/Prunus subhirtella/Logs

This page contains recent bloom logs for the plant Prunus subhirtella (Cherry).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * (no logs yet)

title: BCP/Prunus subhirtella/Logs


text:
BCP/Hyacinthus orientalis

Hyacinthus orientalis

title: BCP/Hyacinthus orientalis


text:
BCP/Hyacinthus orientalis/Logs

2008 Logs

 * SB Johnny-LM 11:12, 4 April 2008 (UTC)
 * --SB_Johnny | talk 11:47, 4 April 2008 (UTC)
 * Ngravagna 20:56, 5 April 2008 (UTC)
 * SB Johnny-LM 00:00, 9 April 2008 (UTC)
 * --SB_Johnny | talk 11:05, 12 April 2008 (UTC)
 * --Luai lashire 17:24, 12 April 2008 (UTC)
 * --SB_Johnny | talk 19:04, 13 April 2008 (UTC)
 * Taylorali 21:19, 15 April 2008 (UTC)
 * --Luai lashire 22:02, 17 April 2008 (UTC)
 * --Luai lashire 21:36, 22 April 2008 (UTC)

Recent Logs

 * Jomegat 17:12, 22 April 2009 (UTC)
 * Anna gdf 04 April 2010 (Photo)
 * Anna reg 11:56, 12 April 2010 (UTC)
 * Anna reg 15:19, 25 March 2011 (UTC)

title: BCP/Hyacinthus orientalis/Logs


text:
Online surveys

This learning project attempts to provide an objective introduction to the options available for conducting online surveys or questionnaires.

No-cost, hosted, proprietary solutions
If you want to do a one-off survey, then there are many no-cost, hosted, proprietary website solutions, e.g.,
 * 1) Survey Monkey -  Alexa rank 1,000 - what is this?
 * 2) Zoomerang - Alexa rank 4,500
 * 3) SurveyGizmo - Alexa rank 50,000
 * 4) SurveyTool- Alexa rank 76,000
 * 5) mySurveyLab- Alexa rank 250,000
 * 6) Pollograph - Alexa rank 3,000,000
 * 7) Easy Survey - Alexa rank 5,000,000
 * 8) QuestionStar - Alexa rank 5,500,000
 * 9) SurveyProf - Alexa rank 12,000,000
 * 10) How to create online surveys in Google Docs

(Survey Monkey seems to be the most popular and widely used of the sites listed above, but test them out thoroughly to work out whether they provide the functionality you're looking for).

 * Pros:
 * Relatively easy, particularly for those with limited technical know-how.

 * Cons:
 * Ultimately, these sites are out to make money e.g., by selling advertising, offering limited functionality (e.g. limited time) etc. So check them out closely and read the fine print - full functionality may require a subscription fee.

 * Learning exercise:
 * Set up a simple survey on one or more of the sites above, fill it out a few times, and then try downloading the data and opening it in a spreadsheet.
 * Share what you learn here.

Free, open-source, server-based
Complete control over the presentation and management of online surveys, requires installing this free and open source software on a server:
 * LimeSurvey

Enterprise, integration ready
If you are looking for a product with full integration and development support you may want to look into:
 * 1) mySurveyLab- Alexa rank 250,000

title: Online surveys


text:
BCP/Corylus americana

Corylus americana

title: BCP/Corylus americana


text:
BCP/Corylus americana/Logs

This page contains recent bloom logs for the plant Corylus americana (American Hazelnut).

Archived Logs
(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 11:51, 4 April 2008 (UTC)

title: BCP/Corylus americana/Logs


text: Template:Koiia

title: Template:Koiia


text:
Template talk:Koiia

I'm creating this template to help give some context in particular to the non-English KOIIA texts in the main Wikiversity namespace, which will naturally seem a bit out of place on the English Wikiversity, especially to users who don't read any Swedish and have no idea what they are about.

I'm not sure what the best place for these texts would be, given that (if I understand correctly) the course eventually hopes to create an English-language learning resource: here in the English Wikiversity's main namespace, tagged with a template like this? Here, but in the individual users' namespaces? At http://beta.wikiversity.org/, as McCormack suggested? I think it would be good if we could have a discussion at Colloquium, but for now I thought I'd best start by being bold and creating the template. Benja 13:09, 4 April 2008 (UTC)

title: Template talk:Koiia


text: User:Sariputra~enwikiversity

title: User:Sariputra~enwikiversity


text: File:Priority-factors.jpg

title: File:Priority-factors.jpg


text:
Template:Koiia/content

This page is part of KOIIA ([1],[2]), a learning community associated with a research course taught at the Department of Education of Örebro University, Sweden. The KOIIA group hopes to create a Wikiversity learning resource on intersectionality and education by mid-August, 2008.

Note that since they are a Swedish group, some of the pages created by the KOIIA group may be written partially or entirely in Swedish.

title: Template:Koiia/content


text:
Category:Social psychology

 * Main article: Social psychology

title: Category:Social psychology


text:
Bloom Clock/Keys/New Hampshire/Global Comparison Worksheet

This page is used to compare monthly data to the Global temperate seasons.

Results

 * /January/ ~ (none)
 * /February/ ~ (none)
 * /March/ ~ (none)
 * /April/ ~ best match late winter
 * /May/ ~ best match early spring
 * /June/ ~ (none)
 * /July/ ~ no definitive results: data set may be too small, best correlations to Mid summer and Late summer (6/2/4 and 6/2/4)
 * /August/ ~ best match to Mid summer and Late summer (23/5/10 and 23/5/10)
 * /September/ ~ best match to midsummer (20/5/7)
 * /October/ ~ best matches to late summer and early fall (equal value 24/9/9)
 * /November/ ~ no definitive results: data set may be too small, best matches to late summer and early fall (equal value 12/3/5)
 * /December/ ~ (none)


text:
Qualitative research

Introduction
Qualitative approaches to research are based on the epistemology of constructionism, whereby knowledge is recognised to be situated in culture and history, as well as bound to context (Ward et al., 2015).

Understanding the theories underlining research practice, and the basic assumptions underpinning these theories, allow for an in-depth understanding of the research process.

Ontological and epistemological positions need to be understood since they are at the basis of what is done, of the methods used.

Definitions
Qualitative research developed in social and human sciences as a reaction to the view that human beings can be studied in the same way objects are studied (Minichiello & Kottler, 2010).

Qualitative research emerged from very different traditions and disciplines; as a result very diverse approaches to qualitative research developed. This makes understanding qualitative research often confusing.

There are also many definitions for qualitative research. One example is
 * Qualitative research is multimethod in focus, involving an interpretive, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional and visual texts – that describe routine and problematic moments and meanings in individuals' lives. (Denzin & Lincoln 2004, p. 2)

Common features

 * Naturalistic – studies phenomena in their natural settings. People in their environment.
 * Interpretative – focuses on understanding the way people interpret and make sense of their experiences and the world in which they live. Acknowledges the many ways to acquire knowledge, which can be complementary
 * Inductive
 * Flexible
 * Inquisitive
 * Reflective

Strengths

 * Takes context into account
 * Allows for taking into account participants’ categories of meaning – is about people’s personal experiences – more adapted to needs of people studied
 * Allows in depth study
 * Can examine complex issues
 * Dynamic (can account for and adapt to change)
 * Can inductively generate a tentative but explanatory theory about a phenomenon

Criticisms

 * Bias caused by closeness between researcher and participant. The researcher can be seen to influence participants
 * Subjective and therefore unscientific
 * Knowledge produced might not be generalisable
 * It has little credibility with administrators because of prevailing scientific tradition, but also because the use of small samples does not easily allow for quantitative projections
 * Data analysis can be very time consuming

Why a qualitative approach?
Why choose a qualitative approach?
 * Because the approach, the methodology reflects a certain view of the world
 * Because the research question best suits a qualitative approach
 * For pragmatic reasons (training available, supported by supervisor, discipline)

Assumptions and beliefs
Often assumptions and beliefs underpinning research practices are not declared in research reports. People differ about whether they should or not be declared. In the end what you do should depend on your audience.

Ontology
Refers to assumptions about the nature of things, the nature of reality.

Epistemology
Epistemology is about the nature of knowledge and how knowledge is produced. Epistemology has to do with how we believe we might discover knowledge and what constitutes knowledge. How do we know the world? What is the relationship between the inquirer and the known?

Some people believe there is such a thing as objective knowledge, some believe that any knowledge is constructed (constructionism) and therefore largely subjective. This is the case of critical research which tends to view knowledge as produced to maintain the status quo and therefore aims to produce research that can lead to social change, by challenging that existing knowledge.

Objectivism is the epistemological view that things exist as meaningful independently of consciousness and experience, that they have truth and meaning residing in them as objects (objective truth and meaning therefore), and that careful (scientific?) research can attain that objective truth and meaning (Crotty, 1998, p 6).

Constructionism focuses on systems of representation, social practices, discourses, and the effects of ideology. Constructionists are concerned above all with the production and organisation of differences, and they therefore reject the idea that any essential or natural givens precede the process of social determination (Fuss, 1989, p 3).

Subjectivism accepts that some basic reality exists, but knowledge of it, as well as of constructed reality, is entirely subjective and a matter of perspective, personal experience. Subjectivism aims to produce knowledge that will lead to social change (Goodrich, 2011).

Major theoretical perspectives
Any methodology is based on a philosophical position or theoretical perspective or paradigm which provides a context for the process and its logic and criteria, a lens through which research is seen. For Bryman (2004, p 453) a paradigm is ‘a cluster of beliefs and dictates which for scientists in a particular discipline influence what should be studied, how research should be done, how results should be interpreted’.

The notion of paradigm is often linked to Kuhn (1962) who developed it for natural sciences. The concept was further developed for the social sciences by researchers like Guba and Lincoln, who distinguished three main paradigms: positivism, post-positivism and constructivism. Later they also added critical theory and participatory paradigms.

Positivist/empiricist
Positivist/empiricist paradigm:
 * Assumes there is an objective reality (ontology)
 * Assumes people can know, explain describe this objective reality accurately (epistemology)
 * Objective reality is perceived as separate from our knowledge of it – we can compare our claims against this objective reality to come up with truth.
 * Methodology is often quantitative, and based on testing a hypothesis.

Critical realist
Critical realist paradigm (post-positivism):
 * Assumes objective reality as an ideal one should try to reach (ontology)
 * Our ability to know this reality is imperfect, we can only know it from our own perspective. Objective reality can be separated from our knowledge of reality, but cannot be apprehended in a perfect way. (epistemology)
 * Methodology favours rigour in sampling and analysis to get as close as possible to 'objectivity' as an ideal. Often uses mixed methods, in natural settings, open ended so participants can provide their view. No testing of hypotheses, but allows knowledge to emerge.

Constructivist/interpretative
The constructivist/interpretative paradigm assumes:
 * reality as we know it is socially constructed (Mertens, 2005, p.12) through the meanings and understandings developed socially and experimentally (relativism) (ontology).
 * that we cannot separate ourselves from what we know (subjectivist). No separation between researcher and object of research. Reality cannot be separated from our knowledge of it. Who we are and how we understand the world is a central part of how we understand ourselves, others and the world (epistemology).
 * No objective truth, but truth negotiated through dialogue.

Methodologies used are qualitative or mixed – what is important is that there is a dialogue between researchers and subjects who construct reality together (e.g. interviewing, observation, text analysis). Researcher tends to rely upon the "participants' views of the situation study" (Creswell, 2003, p.8).

Impact of researcher's own background and experiences is accepted and recognised.

No theory or hypothesis to start. Constructivists "generate or inductively develop a theory or pattern of meanings" (Creswell, 2003, p.9) throughout the research process.

Critical theory
Reality has been shaped over time (society, politics, culture, economy, gender, ethnicity) to create structures that are seen as normal/real (ontology).

We cannot separate ourselves from our environment/what we research and this influences what we know (Subjectivist) (epistemology).

E.g. reality constructed through language.

For critical theorists the subjective-objective dualism is just a social construction as 'objective' practices have often been shown to be 'subjective.' The distinction is used as it benefits powerful, groups in power, status quo.

Methods used tend to be dialogic (conversation and reflection) used to challenge assumptions. They will for instance start with an assumption and ask people/data to question this. Aim is to change a situation.

This can include much of the feminist research which aims to emancipate women and improve their lives, by showing bias and inequity.

Transformative emancipatory
Transformative emancipatory paradigm:

A more pragmatic form of critical theory – developed during the 80s and 90s to address issues of social justice and marginalised peoples (Creswell, 2003, p.9).

Research needs to have a political agenda as well as an agenda to reform, change the lives of the participants, the institutions, and the researcher (Creswell, 2003).

Methodologies used are qualitative and quantitative – favours a mixed approach to offer a broader understanding.

Pragmatism
Pragmatism has no loyalty to a system of philosophy or reality. Truth is what works at the time – no duality here between reality and the experience/knowledge of reality. For pragmatists we need to stop questioning the link between the two. Focus is on the outcome of the research. What counts is the ‘research problem’ and all approaches can be applied to understanding the problem (Creswell, 2003, p.11), as well as on consequences of the research.

Methodology used has to include methods that are most likely to answer research question. Concern is with what works. Methods chosen needs to meet needs of researchers and purposes of research. Strongly supports mixed methods.

Mixed methods
Mixed methods refers to research mixing quantitative and qualitative research methods. The discussion on this page seems to equate the choice of a particular method with a particular epistemological position, thus making them impossible to co-exist. In practice ‘aligning a particular epistemology and paradigm with a particular methodology is not necessarily straightforward or helpful’ (Goodrick, 2011, p 11). Treating the two main approaches as totally separate, denying the possibilities for working back and forth between these two extremes is problematic according to Morgan (2007), who advocates a more pragmatic approach, examining ‘what people can do with the knowledge they produce and not on abstract arguments about the possibility or impossibility of generalizability’ (Morgan, 2007, p 72). Mixed methods can be used within any paradigm, but are favoured by some, pragmatism, emancipatory.

A methodology should be chosen for its capacity to address research objectives. The question that need to be asked is ‘how much of our existing knowledge might be usable in a new set of circumstances, as well as what our warrant is for making any such claims’ (Morgan, 2007, p 72). As a more pragmatic approach, mixed methods can be seen as a third research paradigm (Johnson & Onwuegbuzie, 2004), a middle position which is essentially outcome driven.

Validity in qualitative research
Questioning the possibility of a truth, a reality that can be measured has implications for how validity is conceived.

Validity in quantitative research (which assumes objective reality that can be measured) refers to:
 * internal validity, which depends on the strength of the relation between cause and effect
 * external validity, which refers to the possibility to generalize findings.

Validity is a complex issues in qualitative research. Traditional standards cannot easily be applied. If there is no truth or only one that cannot be reached, and knowledge is subjective, criteria for validity can only be very generic or/and subjective. Lincoln and Guba (1985)adapted empiricist criteria for qualitative research (See the link for a detailed description of these criteria).

 * internal validity translated as credibility
 * external validity as transferability. Generilisability is not easy in qualitative research. It requires strategic planning – research project needs to be framed accordingly and processes made visible to convince.
 * reliability became dependability
 * objectivity became confirmability

Later the concepts of authenticity and morality (Angen 2000) were also added as validity criteria:

 * Authenticity
 * Real purpose of the research is clear
 * Research serves participants
 * Gives voice to, empowers participants
 * Reciprocity : what do we give back to community?
 * Respect of relationship

 * Morality or ethical validity - recognition that the choices we make through the research process have political and ethical consideration
 * Is research helpful to target population?
 * Are there alternative explanations?
 * Did we really learn something?

 * Post structuralism considers the need for validity criteria itself as flawed

Useful concepts and ideas
Useful concepts and ideas which are important when considering validity:
 * Standpoint position or epistemic privilege: refers to the idea that certain researchers are in an epistemologically advantageous position and therefore likely to generate less partial research. For instance women are in a better position to research women issues than men. Standpoint position is not unchallenged (see Kristina Rolin).
 * Validity as important to the research community
 * The pragmatic argument that validity should only apply to arguments or conclusions, not to research processes (Richards, 1997)
 * Reflexivity - if qualitative research is largely subjective, reflexivity is crucial in ensuring awareness of how subjectivity impacts on research.
 * Credibility - is the researcher credible to the community, can the work be justified to stakeholders)
 * Reliability: is there a clear process – does the research conform to methodological expectations

Validity checks at different stages of research
At all stages of research it is important to consider:
 * Audience
 * Relation between researcher(s) and participants
 * How to substantiate what is done
 * Quality
 * Reflexivity

At level of data collection

 * Sampling strategy
 * Participants - researcher relationship. Researcher(s) need to take responsibility for the relationship established with participants, need to be relexive and transparent about this. Is distance between researcher and participants necessary, what does it guarantee? distance?
 * Carrying out research in a respectful manner
 * Prolonged engagement with participants (insures credibility)
 * Record keeping (standardization of fieldnotes, recording, transcribing)
 * Refer back to sources to let them read what is recorded
 * Collaborative work – cross checking

At level of analysis
How to demonstrate that your interpretation is valid:
 * Methodological strategies for producing more credible or rigorous qualitative research
 * Awareness of choices made and taking responsibility for these choices
 * Transparency
 * Triangulation: refers to the use of different methods to investigate the same phenomena – allows to judge efficacy or validity of methods and sources used. But triangulation implies a belief in objectivity and truth and may not always be useful or coherent with an approach undertaken. Different ways to measure may show things from a different angle
 * Check validity with participants – give epistemological privilege to others. Who judges validity? In some cases it is possible to go back to people who provided the information or to a similar group of people for feedback
 * Negative or deviant case analysis
 * Check alternative explanations
 * Reflexivity

At level of discussion and conclusion

 * Clear demonstration of how conclusion, interpretation was achieved. What is interpretation based on? How has data been woven together? Steps taken need to be continuously noted and justified, nothing should be taken for granted, logic of progression has to be explained. Enough evidence should be provided for the audience to judge how convincing it is (Mason 2006).
 * Clearly indicate choices made
 * Assess biases
 * Self reflect

Validity of final work

 * Peer review
 * Dissemination of results can reflect quality
 * External audits

Resources and references
Angen, M. J. (2000). 'Evaluating interpretative inquiry: Reviweing the validity devate and opening the dialogue', Qual Health Research Vol 10/3, pp 378 - 395.

Lincoln, Y. & Guba, E. (1985) (2nd ed). Naturalistic Inquiry. Newsbury Park : Sage.

Mason, J. (2006) (2nd ed). Qualitative researching. Thousand Oaks: Sage.

Richards, L. (2009). Handling qualitative data: a practical guide.Thousand Oaks : Sage.

Rolin Kristina (2006). 'The Bias Paradox in Feminist Standpoint Epistemology', Episteme: A Journal of Social Epistemology 3.1 (2006) 125-136 available at link.

Web Centre for Social Research Methods (2006). (Qualitative validity)

Methodological frameworks
Is it necessary to apply a design framework? Not everyone does. Qualitative research is more than the application of a set of methods. Using a framework is not strictly necessary, many studies do not report on a framework (Goodrick, 2011). Some research is very pragmatic, and reports the aim of a study, the methods used, without discussing an underpinning framework. But a framework can help act as a road map to guide the research process (Goodrick, 2011) and can help focus and refine study. A framework will often direct how to use a method and avoid the contradictory use of methods. What differentiates a methodology from another is how you as a researcher think about the data, and how you then conceptualise, and think from the data (Richard and Morse, 2007, p 48). Different ways of doing things tend to reflect epistemological positions.

It can be hard to get a sense of possible qualitative research design frameworks, since over time they have been categorised in different ways and new frameworks were developed. Frameworks generally reflect research traditions which are not static.

 * Common design frameworks in qualitative research include ethnography, grounded theory, case study, phenomenology. Others are narratives, life history, discourse analysis, phenomenography…
 * Common design frameworks in quantitative research include experimental, quasi experimental or pre-experimental research.

Any framework chosen has to be appropriate to answer research question. There needs to be a logic informing the research design decision. Any decision needs to be part of a strategy developed to answer a research question. These strategies do not necessarily have to come from a framework. You may want to do a before and after comparison, comparing two places experiencing the same problem in a different context. But whatever is done, whatever choices are made, have to be explained. Note also that multiple frameworks can be used, but this should probably be avoided if you are not very experienced (Goodrick, 2011).
 * Action Research
 * The case study
 * Discourse analysis
 * Ethnography
 * Grounded theory
 * Phenomenology

Generic qualitative inquiry
Sometimes, design frameworks are not appropriate. In those cases, researchers can consider a more generic qualitative inquiry approach.

Generic qualitative inquiry is not guided by an explicit set of philosophical assumptions as is the case in ethnography, grounded theory and phenomenology for instance. But it has to be valid and apply rules and methods recognised in qualitative research - exploratory research that seeks understanding and discovery.

Generic qualitative inquiry generally uses thematic analysis to analyse data.

Documents
Can involve tapes, photographs, maps, documents, diaries, letters, websites, movies, photographs, objects. Public documents can be easily accessible and research them does not require ethics application; but it is still important to choose documents well.

•	Documents need to be evaluated in terms of authenticity, representativeness, meaning and credibility (Denscombe, 201, p 222)

•	Most documents have been generated for a specific purpose and are already the result of some form of interpretation

•	Keep in mind potential copyright issues

Banks. M. (2001). Visual methods in social research. London: Sage
 * Resources

Loizos, P. (2000). 'Video, film and photographs as research documents' in M.W. Bauer 7 G.

Gaskell (eds) Qualitative researching with Text, Image and Sound, London: Sage

Platt, J. (1981). ‘Evidence and proof in documentary research’, The Sociological Review 21/1, pp 31-66.

Scott, J. (1990). A matter of record. Cambridge: Polity Press

Focus group
A focus group is a planned sample of participants who are selected for who they are or their experience. Finding participants can be time consuming. This can be done by word of mouth, through the use of key informants, by advertising, or through existing social networks. Incentives, whether gift vouchers or presents, may need to be offered to encourage participation. The possible longer term benefit to groups the participant belongs too, may in some cases be seen as an incentive in itself. Focus groups can be defined as in-depth qualitative interviews or organised discussions held with a small number of carefully selected individuals brought together to discuss a particular topic, so a researcher can gain information about their views and experiences of a topic. Focus groups originated in marketing research and are now also widely used in social research. Focus groups allow a researcher to draw upon respondents’ attitudes, feelings, beliefs, experiences and reactions. Focus groups •	Provide qualitative data •	Group discussion data •	Focus on process and on interaction (Saha, 2006)

For more information, see focus group.

Interviewing
Interviews are very useful for collecting data on individuals’ personal histories, perspectives, and experiences. A qualitative research interview often examines factual and meaning levels. Interviews may also be useful as follow-up certain respondents to questionnaires.

Interviews can be unstructured with few prepared questions, semi-structured interview which follows an overall structure but allow for more some prompting and probing, or fully structured, with all questions pre-prepared.
 * Resources
 * Campion, M.A., Campion, J.E., & Hudson, J.P., Jr. “Structured Interviewing: A Note on Incremental Validty and Alternative Question Types”, Journal of Applied Psychology, 79, 998-1002, 1994i
 * Foddy, Willam. Constructing Questions for Interviews, Cambridge University Press, 1993. UC Library HM48.F63 1993
 * Interviewing In Qualitative Research (Oxford Press)
 * Judd, C.M., Smith, E.R. & Kiddler, L.H. (1991). ‘Questionnaires and interviews: asking questions effectively’ (Ch. 11). In Research methods in social relations (6th ed.)(pp. 228-265). Holt, Rinehart and Winston.
 * Kvale, Steinar (1996). An Introduction to Qualitative Research Interviewing, Sage Publications.
 * McNamara, Carter, PhD. General Guidelines for Conducting Interviews, Minnesota, 1999 Mishler, Elliot G. (1986). Research interviewing: context and narrative. Cambridge, Mass.: Harvard University Press, 1986. UC Library HN29.M48 1986

Conversation analysis
Conversation analysis (CA) studies all kinds of conversations. It is based on the idea that talk makes things happen and that the conversation analyst has something to say about how (Antaki, 2002). CA focuses on what participants see and hear. CA analysis does not attempt to include what is hidden or what cannot be known (e.g. emotions). Conversation analysis generally uses video or audio recordings, which are transcribed and analysed.

AIEMCA ( Australian Institute for Ethnomethodology and Conversation Analysis) website : http://aiemca.net/
 * Resources

Antaki Charles (1988) (ed). Analysing everyday explanation : a casebook of methods London : Newbury Park [Calif.] : Sage Publication. UC Library HM258.A72 1988

Antaki Charles (1994). Explaining and arguing : the social organization of accounts. London ; Thousand Oaks Calif. : Sage Publications. UC library P302.8.A58 1994 Antaki Charles (2002) An introductory tutorial in Conversation Analysis. Online at . Accessed on 27 April 2011.

Antaki, Charles (2009). ‘An introduction to Conversation Analysis’ in Pertti Alasuutari, Leonard Bickman, Julia Brannen (eds.) The SAGE Handbook of Social Research Methods.

Hutchby, Ian (2008). Conversation analysis. Cambridge : Polity, 2008. UC Library P95.45.H88 2008

Hutchby, Ian and Wooffitt, Robin (2008). Conversation Analysis (2nd Edition). Cambridge: Polity Press. UC Library P95.45.H88 2008

Sacks, H (1992). Lectures on Conversation. Oxford: Basil Blackwell. UC Library P95.45.H37 1992

Sidnell, Jack (2009). Conversation analysis : comparative perspectives. Cambridge : Cambridge University Press. UC Library P95.45.C66 2009

Sidnell, Jack (2010). Conversation Analysis: An introduction. Chichester: Wiley-Blackwell. Schegloff, E A (1988) ‘Goffman and the analysis of conversation’. In Drew P. and Wootton A. (eds) Erving Goffman: Exploring the Interaction Order. Cambridge Polity Press.

ten Have, P (1999). Doing Conversation Analysis. London: Sage Publications

ten Have online site available at http://www.paultenhave.nl/

Wooffitt, Robin (2005) Conversation Analysis and Discourse Analysis: a Comparative and Critical Introduction. London: Sage. UC Library P95.45.W66 2005

Content analysis
Analyses ‘texts’ (written, drawn, audio, visual). Tends to be quantitative, as it involves quantifying contents, but can be qualitative when it is interpretative and takes into account contexts.

Generally content analysis involves counting and coding (emergent or a priori) defined units of analysis (e.g. letters or words, paragraphs…). Holsti (1969, p 14) defines content analysis as, "any technique for making inferences by objectively and systematically identifying specified characteristics of messages". Content analysis is widely used to analyse media as it can be very useful to systematically go through large data sets. It has been used to discover and describe the focus of individual, group, institutional, or social attention (Weber, 1990). Holsti (1969) sees three basic uses to content analysis
 * make inferences about the antecedents of a communication (e.g. infer who the author of a text is)
 * describe and make inferences about characteristics of a communication
 * make inferences about the effects of a communication.

Content analysis has been criticised for not capturing the context of a text, though more recently practitioners do take context into account e.g. Krippendorf

Berelson, B. (1952). Content analysis in communication research. Glencoe: Free Press. UC Library P93.B4 1971.
 * Resources

Holsti, Ole R. (1969). Content analysis for the social sciences and humanities. Reading, Mass., Addison-Wesley Pub. Co. Uc Library P93.H65 1969.

Krippendorff, Klaus (1980). Content analysis: an introduction to its methodology. Beverly Hills: Sage Publications. UC Library P93.K74 1980.

Krippendorff Klaus & Bock Mary Angela (eds0 (2009). The content analysis reader. Thousand Oaks : Sage Publications. UC Library P93.C65 2009.

Loughborough University (UK) Department of Social Sciences website about content analysis http://www.lboro.ac.uk/research/mmethods/resources/links/ca.html

Manning, Peter K. & Cullum-Swan, Betsy (1994). ‘Narrative, content and semiotic analysis’, in Denzin & Lincoln (eds) Handbook of Qualitative Research Thousand Oaks: Sage.

Neuendorf, Kimberly A.: The Content Analysis Guidebook Online (2002): http://academic.csuohio.edu/kneuendorf/content/

Stemler Steve (2001) An Overview of Content Analysis http://pareonline.net/getvn.asp?v=7&n=17 Weber, Robert Philip (1990) (2nd ed). Basic content analysis. Beverly Hills : Sage Publications. UC Library H61.W422 1985.

Discourse analysis
Refers to a set of methods and theories for investigating language in use and language in social contexts. Discourse analysis focuses on the implied meaning of a text, rather than on its explicit content (Denscombe, 2010, p 287). It is based on the idea that words and images do not just depict reality, but create and sustain reality. Analysis involves deconstructing data, to expose what it is generating.

Fairclough N. (2003). Analysing discourse: textual analysis for social research. New Yourk: Routledge.
 * Resources

Loughborough University Department of Social Sciences on Discourse Analysis for analysing media content

Phillips, N. & Hardy, C. (2002). Discourse analysis: investigating processes of social construction. Thousand Oaks, Ca: Sage publications.

Frame analysis
The concept is generally attributed to the work of Erving Goffman (1974). It is based on the idea that the way we react, perceive things depends on the way they are framed. Frames thus organise ideas, make sense of events for the reader, tell what is relevant and what is an issue is and by doing so make the world presented look natural, self evident.

Frame analysis aims to unpack this process by examining the major cognitive schemata used to interpret the world and communicate about it (or frames). Frames are 'constructed from and embodied in the keywords, metaphors, concepts, symbols, and visual images' (Entman, 1991).

 * Resources
 * Entman, Robert (1991). "Farming US coverage of international news: contrasts in narratives of the KAL and Iran Air incidents, Journal of Communication 41 (4), 6-27.
 * Goffman, Erving (1974). Frame analysis: An essay on the organization of experience. New York : Harper & Row. UC Library HM291.G583 1974
 * Introduction to frame analysis, (see the link) Loughborough University Department of Social Sciences website on using frame analysis for analysing media content.
 * Menashe, C. L., & Siegel, M. (1998). 'The Power of a frame: An Analysis of newspaper Coverage of Tobacco Issues – United States, 1985-1996'. Journal of Health Communication, Volume 3, Issue 4, 307-325.
 * Winett, L. (1995). Advocate’s guide to developing framing memos. Berkeley, CA: Berkeley Media Studies Group.

Narrative analysis
Relates to a story analysed for how stories construct the social world.

Labov, W. & Waltezky, J. (1997/1967). 'Narrative analysis: oral versions pf personal experience'. Journal of narrative and life history, 7 (1-4), 3-38.
 * Resources

Thematic analysis
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. Eprint | Publisher page

title: Qualitative research


text:
Stereotypes

 are mental concepts held of particular social groups that are ascribed a set of characteristics and are perceived as being fairly homogenous (Braithwaite, Lynd-Stevenson, & Pigram, 2003).

title: Stereotypes


text:
Writing discipline specific research papers

Writing and Research in the Disciplines
This is a resource for students who are writing research projects in various disciplines. The sections that follow contain information about writing conventions in major citation style guides, sources for information in different fields of study, and helpful advice for developing a thesis and organizing material when writing a research paper.

How to Take Notes
When researching for a paper, taking notes is an essential part to the paper’s actual success. It is also a great way to avoid plagiarism and get as much original information into the paper as possible.

To start out, 3 x 5 note cards are great sources to write on, but regular loose leaf paper could be used just as well. It’s good to write down points, but summarizing and paraphrasing can be good too. I find that the best way is to take in a couple of sentences at a time. Read the small bit of information and then from what you can recollect in your mind without looking at the source, write down what you remember. This way you can avoid copying word for word and in the end avoid reiterating that exact information of ideas or actual words in your paper.

Make sure that you write down the major issues; you can go into details later. In order to take advantage of the time in which you are given to take notes, start with bold prints or look for main subject words, and then if you have time later, go back and highlight the specifics you might have missed to begin with. Also before you begin taking notes, you might want to start out with a source card so that you can go back and reference and cite your information later. Number the source cards according to the information contained in the note cards.

Melissa Collins' Work Cited Page

Brizee, H. Allen. Writing a Research Paper. 1995-2004: Internet. http://owl.english.purdue.edu/workshops/hypertext/ResearchW/notes.html Apr 11, 2008.

How to Summarize
Summarizing is one of the most important tools needed in education. It is the basis for interpreting and translating text into one’s own words. Summarizing is taking the main idea of a text and putting it in fewer words to get the general idea of the material (Jones). When we summarize, we extract what the most important parts are to show the main essence of the material (Jones). There are some general ideas and guidelines that many agree on when teaching to summarize.

Some useful ways to start the summarizing process while reading the material include underlining or highlighting important words or passages and then writing down the main ideas in a column or separate sheet of paper (“How to….”). Multiple readings of the original source are often helpful, as well as reading it quickly to only pick up the most important ideas (“How to…”). After quickly reading the material, it is helpful to go through the material more in-depth to dissect each section.

The main point to remember about a summary is that it should be put into the writer’s own words to avoid any suspicion of plagiarism. Not only is it important to not use the exact same words as the original author, but it is also important to not use the same sentence structure (“Learn to…”). To avoid exactly copying the original source, it is helpful to set the original source out of view, and then trying to write a brief overview in your own words. It is important to stay dedicated to the original source, keeping its main essence and idea, without copying it exactly (“Learn to…”).

“How To Summarize.” Mantex. 2007. Mantex. 10 April 2008. .

Jones, Raymond. “Summarizing.” Reading Quest. 3 February 2007. ReadingQuest.org. 10 April 2008. < http://www.readingquest.org/strat/summarize.html>.

“Learn to Summarize.” University of Houston Victoria. 2006. Academic Center University of Houston Victoria. 10 April 2008. .

How to Paraphrase
Paraphrasing is something that everyone should know how to do and do it correctly. Paraphrasing is often confused with summarizing. They are not the same thing and can produce very different results to the reader. To summarize something will leave only a very general idea. Paraphrasing is taking someone else’s ideas and putting them in your own, unique words.

It is important, when paraphrasing someone, to give credit to the author. If you don’t give credit where it is due, it is considered plagiarism.

Here are a few basic guidelines for solid paraphrasing from Ms. Driscoll at Purdue University: 1.	Reread the original passage until you understand its full meaning. 2.	Set the original aside, and write your paraphrase on a note card. 3.	Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase. 4.	Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form. 5.	Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source. 6.	Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper. (Driscoll, 1)

Mr. Plotnick gives a great example of what not to do when paraphrasing another person’s writing. Given this excerpt from Oliver Sack’s essay “An Anthropologist on Mars”: “The cause of autism has also been a matter of dispute. Its incidence is about one in a thousand, and it occurs throughout the world, its features remarkably consistent even in extremely different cultures. It is often not recognized in the first year of life, but tends to become obvious in the second or third year. Though Asperger regarded it as a biological defect of affective contact—innate, inborn, analogous to a physical or intellectual defect—Kanner tended to view it as a psychogenic disorder, a reflection of bad parenting, and most especially of a chillingly remote, often professional, "refrigerator mother." At this time, autism was often regarded as "defensive" in nature, or confused with childhood schizophrenia. A whole generation of parents—mothers, particularly—were made to feel guilty for the autism of their children.” Here is an example of poor paraphrasing: “The cause of the condition autism has been disputed. It occurs in approximately one in a thousand children, and it exists in all parts of the world, its characteristics strikingly similar in vastly differing cultures. The condition is often not noticeable in the child's first year, yet it becomes more apparent as the child reaches the ages of two or three. Although Asperger saw the condition as a biological defect of the emotions that was inborn and therefore similar to a physical defect, Kanner saw it as psychological in origin, as reflecting poor parenting and particularly a frigidly distant mother. During this period, autism was often seen as a defense mechanism, or it was misdiagnosed as childhood schizophrenia. An entire generation of mothers and fathers (but especially mothers) were made to feel responsible for their offspring's autism (Sacks 247-48).” Notice how most of the sentences have only a few words rearranged or changed for synonyms. The sentence structure and paragraph layout are even almost identical to the original. Just because you cite the page numbers at the end of your paragraph doesn’t mean that you’re in the clear for plagiarism (Plotnick, 1).

-Brandon Evans

Driscoll, Dana Lynn. “Paraphrase: Write it in Your Own Words.” The Owl at Purdue. 1995. University of Purdue. April 11, 2008.

Plotnick, Jerry. “Paraphrase and Summary.” University College: Writing Workshop. 2007. University of Toronto. April 11, 2008.

How to Organize
One of the toughest things about writing a paper is figuring out just how to organize it. Where do you begin? How do you begin? What do you include? What order do you put it in? How do you conclude your paper? Well below is a list of websites that may assist you in your organizational writing process. Included is also a brief summary of the positive and negative points of each website to help you further narrow your search.

1) How to Organize a Research Paper http://www.geocities.com/athens/oracle/4184 A Research Paper is a Tree

good: This provides a simple explanation of what to include in your paper, how to organize the basics of your paper, and what section to include specific information in. It gives an example of how an outline is a tree and how each aspect of your paper is like a specific part of the tree. This makes it easy to visually see where each piece of information should fall in your paper.

bad: It takes the example of the outline being a tree a bit far. It focuses more on making that analogy than it does presenting valuable information about writing a paper.

2) How to Organize Your Paper http://www.lasalle.edu/services/sheekey/organize.htm

good: It is a list of links to several websites to help with specific organizational problems such as having trouble putting ideas into the proper format in a paper, having trouble relating the different concepts in the paper, and having trouble getting started/getting organized.

bad: This site contains no actual information itself; it merely provides links to other sites that may be useful.

3) How to Organize a Research Paper http://www.ehow.com/how_138072_organize-research-paper.html

good: It contains a very cleat set of 8 steps to prepare for and organize your research paper. It also contains tips, warnings, and links to related articles and example research papers.

bad: It contains no examples of an actual paper, just links.

4) Research Guide for Students http://www.aresearchguide.com/1steps.html How to Write an A+ Research Paper

good: It contains a very clear list of steps to go through including choosing a topic, finding information, stating your thesis, making a tentative outline, organizing your notes, https://sites.google.com/site/bestessaywritingservicereview/ writing your first draft, and revising your final outline and draft. It includes a detailed explanation of each step as well as examples and links to find further information. It also contains a series of checklists to help ensure that you included everything and have written an effective paper.

bad: It unfortunately doesn't focus too much on actually writing the paper other than a brief discussion of the introduction, body, and conclusion.

5)How to write a Term Paper http://gale.cengage.com/free_resources/term_paper/begin.htm Begin and Organize a Research Paper

good: It contains a very detailed outline of instructions on essentially how to go about formatting your thoughts, creating a detailed outline, and different methods to implement following the creation of and outline.

bad: It only has a few examples of how to actually carry out each step of the given process which may make it a little more difficult to thoroughly follow.

How to Create a Thesis
1. Defining Your Research Topic and Starting Your Search http://www.camellia.shc.edu/literacy/tableversion/lessons/lesson3/defining2.htm

Summary: The site seemed to be a broader, not quite as in-depth, website. The main reason I found it to be a useful resource is that it provided a very helpful analogy regarding narrowing a topic. The author compared it to two lakes, a smaller lake and a larger lake. The smaller lake was deep, but the large was shallow. The point was to emphasize how if you choose the larger lake, your topic will be more vague and broad, but by choosing the smaller, deeper lake you are able to go more into detail on your topic.

2. How To Write A Thesis Statement http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml

Summary: I liked this website because it was more specific as far as discussing certain points of developing a topic which would then turn into a thesis statement. What I found most interesting is the site had two sections which provided two approaches to developing the statement depending on whether or not the topic was assigned. Despite being given a topic, one must develop their own thesis. It also gave tips on deciding upon a topic if one is not assigned. I liked where the author stated that, "In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores." Very well put.

3. Developing a Central Claim http://uwp.duke.edu/wstudio/documents/developing_claim_000.pdf

Summary: This Duke University Writer's Studio webpage was a useful resource for explaining the development of a research question/thesis statement. It was a bit more detailed that most of the sites I have viewed, but I believe that is a good thing. It contained a lot of information, but it was well-organized into a paragraph layout, and it was easy to read. I liked one of the points in the second paragraph stating that, "Several sentences might be necessary to convery your thesis or central claim". I think many are taught that a thesis is a single sentence, and the website addresses that appropriately.

5. Creating A Thesis Statement http://owl.english.purdue.edu/owl/resource/545/01

Summary: I was glad to find a page on the Owl site because I have found it to be a useful database for writing in the past. The design of the page is simple and clearcut, making it easy to find information about the desired subject. The webpage provides several great ideas for developing a thesis as well as provides examples. There was not as much information as I had thought there might be, but the information provided was useful and to-the-point.

How to illustrate with the second degree
The second degree can make a text attractive or pleasant, but can also introduce a malaise when not mastered (eg: to ask to keep an eye on your text to a one-eyed person).

One way to be inspired and warned is to learn the idioms, stylistic devices and other figures of speech which are typical of the destination language.

Apart from those conventional tools, it exists many different ways to build a proper style, and become proud of the communication poetic function, especially with the help of homonyms and false-friends.

Reliable and Unreliable Sources
Searching for information and developing the knowledge needed to discuss your topic in depth can be the most nerve-racking step in writing a research paper. Finding credible and reliable sources of information from which to draw your conclusions has become increasingly difficult in today’s information drenched world but here are a few steps that you can take to better insure the credibility of any particular source.

Take a moment to ask yourself these questions when you are presented with a new potential source.

What is the author’s motivation for presenting the information provided in this source?
 * Is it to report facts or data?
 * Is the writer trying to attract attention to a cause?
 * If so, what is the cause?

 * Is the work geared toward advertising a product or Idea?
 * Is this motivation apparent or was it hidden?
 * Do any objectives of the source create a bias that is pertinent to your issue?
 * Has the information presented been verified?
 * How has the information been verified?
 * Does the verifying party have any bias toward the issue? Do they stand to gain from the presentation of this information?

If the work has been published, check out the publishing company.
 * What other works have been published by the company?
 * Are the works popular? Are they scholarly? Are they accurate?

If the name of the Author is available research their previous works and background.
 * Is the author experienced in the field he or she has written about?
 * How has the public and/ or the academic community responded to the authors past work?

Finding reliable sources on the internet can be extremely difficult because of the publishing freedom that is found online. The site below has a lot of helpful information on determining the reliability of a web source. There is even a section that teaches you to decode a URL and discover all the information that is hidden within it

http://www.wesleyan.edu/libr/tut/websearch/evaluate.html-.

The Wikipedia policy on Reliable Sources also provides valuable guidance.

Biology
Finding resources can be overwhelming at first. With all the information that is out there, how are you supposed to know where to find all of it? The first place that you should go to is your local library and searches their online databases for the specific topic that you are working on. A great database to use in the field of biology is PubMed. It has over 11 million documents, some with full text that you can view. Another very broad database is the Biological and Agricultural Index Plus. It has a great variety of full text sources that one can utilize. Another database that you can search from your own home is called EurekAlert! This site is regularly updated and includes links to article and databases dealing with science and technology.

Internet sources If you want to do a simple internet search on your topic, there are a few things that you need to keep in mind. Make sure that it is a scholarly website, primarily .org or .edu. Make sure that the author is credible. If the article isn’t peer reviewed, do a background check to make sure the author is trustworthy.

If you are stuck and can’t find any sources, try checking the bibliographies of the books you already have. These usually contain relative information on the topic that you are researching and should provide a good starting point to lead you to other sources. If all else fails, just ask a librarian. They will be more than happy to assist you in finding information for a topic. Even if they don’t have the information in the library, they will either order it for you or send you to a place where you can get it.

Search Engines for Business Related Disciplines
There are a number of professional online journals that cover current business topics. These include magazines concerned with the connection between business and environment and even running businesses from home. Others include…

Business Journals

Advertising Techniques

Citing Sources
Citing Sources using APA*

In APA, the works cited list at the end of a paper is called "References." The order, punctuation, and capitalization of the information in a citation are all very important, so here are general guidelines for citing sources using APA.

Listing a Publication’s Author(s) Authors are listed by last name and first (and possibly middle) initial, followed by the year of publication in parenthesis. Up to six authors may be listed in this format, placing “&” before the last author’s name. For something with more than six authors, the first six should be listed followed by “et al.” which means “and others.” If the author is unknown, the title of the publication is written before the date of publication.

Capitalization of Titles In APA format, only journal titles follow traditional capitalization techniques. For all other titles, only capitalize the first letter of the first word of a title (and subtitle), proper nouns, and the first word in a title to come after a colon or dash (excluding hyphenated compound words.)

Citing a Book Author, X. Y. (Publication Year). Title of Book: Subtitle. Publication City: Publisher. —For a book with an editor, the editor’s name is written in parentheses after the book title, followed by “Ed.” (or “Eds.”)

Citing an Article in a Periodical Author, X. Y. (Year). Title of Article. Name of Periodical. Volume(Issue). Page-Range.

—If the article being cited is a letter to the editor, this is indicated by adding “[Letter to the Editor]” between the title and the name of the periodical. —If a review is being cited, the title of the review is given followed by “[Review of the book]” and the book title.

Citing an Electronic Source Author, X. Y. (Date of Update). Title of Document on Site. In Title of Website. Retrieved Date of Access, from URLofWebsite.com —If there is no date of publication, it is replaced by “(n.d.)” —For an article from an online periodical which also appears in a printed journal, “[Electronic Version]” is added after the article title. —If the source is obtained from a university program’s website, include the program name in the “Retrieved” statement.

Article from Database Author, X. Y. (Date of Publication). Title of Article. Name of Periodical. Volume(Issue). Pages. Retrieved Date of Access, from Database Name database (Document number).

For more specific and in-depth guidelines, and to view citation examples within each category, go to http://owl.english.purdue.edu/owl/resource/560/05/

Adapted from Hacker, D. (2007). A writer's reference (6th ed.). Boston: Bedford/St. Martins. and from Neyhart, D. & Karper, E. (2008, April 9). APA formatting and style guide. In The owl at Purdue. Retrieved April 10, 2008, from http://owl.english.purdue.edu/owl/resource/560/01/

Formatting
The following is a very helpful web link to a sample paper done in APA style - http://www.vanguard.edu/uploadedFiles/Faculty/DDegelman/psychapa.doc.

Also, another good reference tool is Diana Hacker’s 6th Edition of A Writer’s Reference. Pages 414 through 459 give you all sorts of advice when creating a paper to be done in APA. Another sample paper is given in pages 451 through 459 of the Hacker book.

Formatting your paper in APA style can be a little tedious, but the process is quite simple once you understand the rules. For example, you are allowed to insert visuals such as graphs, comics, or any type of pictures. Make sure each visual has a title and number (like Table 1, Table 2, Table 3, etc.) posted above the artwork and place this fragment in a paragraph that addresses its purpose.

Basic Rules:

Margins = 1 inch

Double Space? Yes and No – do double space your actual paper (this includes in-text citations), but single space footnotes.

Quotations:If you want to use a quote that is longer than 40 words, don’t use quotation marks. Instead, you need to indent the quotation 5 space bar clicks from the left margin (if this confuses you – check out a sample paper to get a more hands-on approach).

Headings:Not required, but can be very useful for addressing your main points. Center your headings.

Page Numbers:If you have a title page, label it i (where? far upper right) …if you have an abstract page, label it ii. One of the most noticeable characteristics of APA style papers are the page numbers partnered with a title. The title can be a shortened version of your main title. Here is an example:

Main Title:   Bee Keeping Journals of the Late 1860’s: The Value of These Collections to American Science

Heading of page 2 in an APA type paper:        Bee Keeping Journals 2

Works Cited:You’ll actually label your “Works Cited” page, as “References”. This will be the final page of your paper, one that still deserves a heading, and will be double spaced. When typing authors’ names, you will use initials instead of first names (Ex: “Mallory Durham” would be cited as “Durham, M.”). Secondly, don’t use quotations when citing article titles. Instead you will italicize.

IMPORTANT: A distinct trait of APA style reference pages is the format. Alphabetize by the first letter of authors’ last name(s) – if there is no author, then type out the source name (Ex: March for Cancer Foundation - in this case you would use the “M” from “March” to alphabetize). Don’t number your sources. The first line (starting with author name(s) or other sources) is typed with no indention, but all of the lines following the first one will be shifted 5 space bar clicks from the left margin.

Links
Free APA bibliography generator

If you have never composed a cited bibliography in APA, MLA or CSE before, this website could be the answer to all your questions. Simply create a new folder on the website, fill in the citation type, format, author, title, publication year and a few more optional boxes, hit format and it’s completed! Another great feature about this site is that you can either print it from the website directly, or download it to another document. www.carmun.com

APA formatting

Need help formatting your paper? Learn the basics for writing an APA style research paper. It is user friendly with great links to more detailed features that go into writing a research paper. Most cites like this are not free and very hard to navigate through. The home page contains an example of a term paper with all the correct formats. However, I was still slightly confused after skimming though the given work. To fix this problem, the creators of English Works provide links to general guidelines of APA, how to avoid plagiarism, guides to writing a thesis, introduction and conclusion, prewriting strategies, and guide to paraphrasing. If you are a first time APA style writer, I highly recommend checking out this cite! http://depts.gallaudet.edu/englishworks/writing/apa_sample.html

Everything you need to know about writing an APA paper

This cite is a hypertext which is perfect for this class since we have been dealing with them! It is focused towards writing psychology papers but its main purpose is to guide another in writing and giving examples on an APA paper. Everything is listed on the helpful cite: style details, abbreviations, numbers, citations in text, quotations, title page, introduction, methods, references, the body, and conclusions. If you are still confused and want examples there is an appendix of example title pages and reference sections. http://www.uwsp.edu/PSYCH/apa4b.htm

Tips For Citing Your Academic Paper In APA Format

A brief lesson on how students and researchers can learn the basics of constructing a properly formatted paper that meets APA guidelines. https://canvas.elsevier.com/eportfolios/9904/Home/Five_Tips_For_Citing_Your_Academic_Paper_In_APA_Format

Citing In-Text
 In-text Citation of Sources in APA Style

In APA style, not only direct quotes used within a paper must be cited. In addition to these, in-text citations must include all ideas borrowed from any other source. This may be paraphrased material or it may even be something like statistics. Visuals such as cartoons and graphs must also be cited. General information known by many and appearing in numerous other sources is not cited.

There is a three-part system that is accepted by the APA. First, the authors’ names are included in a “signal phrase” and the publication date in parentheses. Second, a page number in parentheses follows the cited material. Finally, the last page of the paper must be an alphabetical list of sources cited in the paper.

CMS
CMS writing style stands for the Chicago Manual of Style first used at the University of Chicago in 1890. It is known for being one of the easiest and most informative citing methods. CMS is usually used in the humanities such as art, literature, or history because of its importance placed on the author of the work instead of other details: date and placed published. Here are the rules for the CMS citation.

In-Text citation
1. All in-text citations direct the reader to the appropriate source in the Endnotes at the end of the text.

2. Endnotes are a list of the source ordered and numbered according to the sequential number of the corresponding in-text citation.

3. The first in-text citation is superscripted with a 1, the second in-text citation is superscripted with a 2 (no really), and the numbers continue on.

Endnotes
1. Endnotes are used to provide complete publication information for each unoriginal idea or concept in the writing.

2. Any text, for which there is information in the endnotes, is superscripted again with a number and that number can be found in the endnotes with the citation.


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text:
User talk:Sariputra~enwikiversity

Salut, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:46, 4 April 2008 (UTC)
 * Thanks for your good thought. It was changed now:
 * Learning the basics of French/Lesson:Introducing Yourself
 *
 * Do you want to help continue ? Erkan Yilmaz uses the Wikiversity:Chat (try) 17:00, 4 April 2008 (UTC)

Welcome
Hello Sariputra, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:46, 4 April 2008 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Sariputra. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sariputra~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:42, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:21, 19 April 2015 (UTC)

title: User talk:Sariputra~enwikiversity


text:
User talk:Sabapath

Hello, welcome around here. I hope you succeed in your learning goals. Below more info about Wikiversity, Erkan Yilmaz uses the Wikiversity:Chat (try) 15:49, 4 April 2008 (UTC)

Welcome
Hello Sabapath, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz uses the Wikiversity:Chat (try) 15:49, 4 April 2008 (UTC)

title: User talk:Sabapath


text: Category:Introduction to social psychology