2

It is a short summary of your completed research.If done well, it makes the reader want to learn more about your research

3

Context In the opening section of the report, you should get the reader’s attention and provide needed context. One to two paragraphs of context is usually sufficient, even for longer reports.

Main Message The main message answers the reader’s main question. It states the writer’s thesis or provides an overview of key

4

By a citron and reference

It is piece of work that is referenced to the Authorship by (quotient or paraphrase

5

Because it is stealing others efforts

6

yes by referenced to the Authorship by (quote or paraphrase

, Keep your Eyes and Ears open , Take note of what you read , Use a fresh Perspective , Use your Imagination Write about your own experiences

7

Questions on sensitive issues

Even in surveys of beekeepers, some issues can be sensitive. Matters such as financial returns, incidence of disease, location of beehives, and methods for treating diseases and parasites may be sensitive topics for some beekeepers. Taxation,personal and commercial confidentiality issues may be important in financial questions. Beekeepers may feel sensitive about exposure to criticism for poor management if they report disease. If unorthodox treatments for disease have been used, then exposure to the risk of prosecution may make respondents reluctant to respond. Concern about safety of beehives, or any of these other issues may mean that some beekeepers will not answer those questions at all,will provide incomplete information, or will supply wrong information. There is no doubt that seeking too much sensitive information will seriously reduce response rates and also lead in many cases to incomplete survey returns, thus defeating the object of asking the questions

8

These notes originate from my efforts to help an old friend undertaking a taught Master's course, at a university which seemed to devise its regulations around the key principle that under no circumstances should, or could, a supervisor be helpful.

So my reaction to his first almost complete draft was to say that it needed to be complete lyre-organised; it was great content, but did not follow the conventions of a dissertation. Quite reasonably he asked how he was supposed to know that? This is a game he would only play once, whereas supervisors and assessors and external examiners are familiar with it.

He suggested,

"I should have found(useful) a model outline for the MA, like

Intro could include..........and should not......

Literary review could..... and should not..............

Further Chapters could.... and should not...........

Conclusion could ...and should not...... "

So this is my attempt to provide just that. I had just assumed that it already existed in practically every text on Research Methods, but on the basis of the sample I have consulted. it doesn't.

I've already modified it in response to some very useful suggestions from people on lists Ibelong to, and plan to continue to do so—so please write to me (address in the footer) and together we can improve it further Thanks

Note that these are general remarks, and that they are trumped by any specific rubrics from the awarding institution. As discussed here, they apply most clearly to dissertations within broadly social studies and to a lesser extent humanities,where, however, there may be more scope for variation

University and/or faculty (in the sense of organizational unit, rather than academic staff) libraries will contain dissertations from previous years; even if the rules are quite explicit, it makes sense to go and have a look at half-a-dozen or so, to see what has been deemed acceptable in practice. (I was amazed, when doing this prior to submitting my M.Ed dissertation many years ago, to find a completely hand-written piece—beautifully done—but then it was about the teaching of hand-writing.)

9

In dependent variable – variable that is manipulated by the researcher (or the variable that is thought to affect the outcome/dependent variable

Dependent variable – variable that is measured to assess the effects of the independent variable

10

Between Group Design: Describes statistical comparison of two or more different groups of subjects that are subject to different experiences or treatments. Between group designs are used when one doesn't have the time, interest, or means to arrive at true explanations for behavior. Thus one learns that Pepsi is preferred over Coke,that folks who drink coffee/eat garlic/drink wine/suck prunes may livelong/have less cancer/grow more hair, or maybe not, and all without having to explain why. Between group designs are favored over within group designs because you can prove anything you want (after all, its statistics, isn't it?),and be used to produce conclusions that can fit into neat sound bites on your nightly news. Within Group Design: A type of experimental design where one looks at changes in behavior across treatments. For example, a ratmay press a bar for food in one series, and on the next series get shocked, and return to 'food' and 'shock' treatments. The experimenter would thus note how the rat would persevere over treatments. Within group designs can also be applied to groups of subjects. For example, in one series, Germans may invade France, and in the next series American would invade Germany, with both'invade' and 'counter-invade' scenarios repeating. Only time and Nat however prevented this clever experiment from repeating ad infinitude (see between group design)

11

Cross-sectional method * Same group of people are observed at one point in time - The risk here is : you don't get the reality , you don't get the real finding because the 2 groups are different

12

It is a means of scientific research in the design of the experimental method in order to study the effect of certain factors and variables and repeatedly over a relatively long period of time, may extend to several years, and even decades. The study is longitudinal study of note type

13

There are many methods for selecting your participants, and the type of sampling will depend on how you will use the information. Focus group results cannot usually be used to describe how an entire population would respond to the same questions, so the type of sampling used in studies designed to describe whole populations is not really necessary (for a discussion of these methods, just refer to a simple text on sampling for epidemiological studies, e.g., Smith and Morrow, 1991).

The common (and simplest) method for selecting participants for focus groups is called"purposive" or "convenience" sampling. This means that you select those members of the community who you think will provide you with the best information. It need not be a random selection; indeed, a random sample may be foolish. For example, if you are investigating why leprosy patients do not always present for medication, it would seem more "convenient" and more useful to select those patients, relatives and staff involved in the leprosy programmer. A random sample of the whole community may not provide you with a single person with leprosy!

14

population = it can be plant animal human communities . in your study you always target certain people.

The Population Level enables students to follow traits as an entire population evolves over many generations and in varied environmental conditions "

" Student scan define environmental factors such as water, land, mountains, malaria, etc.Then they can define rules using these factors and the species traits to affect the creatures

1

Because European and Western literature and cultures were

produced as a recreation, a revival of the classical cultures of

Greece and Rome.

2

Because European and Western cultures have always valued poetry, literature and

art, Plato‟s decision has always been difficult to explain.

3

Aristotle defines plot as “the arrangement of the incidents.” He is not talking about

the story itself but the way the incidents are presented to the audience, the

structure of the play

Plot is the order and the arrangement of these incidents in a cause-effect sequence

of events.

According to Aristotle, tragedies where the outcome depends on a tightly

constructed cause-and-effect chain of actions are superior to those that depend

primarily on the character and personality of the hero/protagonist.

4

Greek culture was a “living culture” that sprang from

people’s everyday life.

All the Greeks – old and young, aristocrats and commoners,

literate and illiterate – participated in producing and in

consuming this culture

In Ancient Rome, Greek culture became books that had no

connection to everyday life and to average people.

Greek books were written in a language (Greek) that most

of the Romans didn’t speak and belonged to an era in the

past that Romans had no knowledge of.

Only a small, educated minority had the ability to interact

with these books.

It was a dead culture, past, remote, and with no connections

to the daily existence of the majority of the population.

In Rome, Greek culture was not a living culture anymore

It was a “museum” culture. Some aristocrats used it to

show off, but it did not inspire the present.

5

Horace’s hatred of the popular culture of his day was widespread among Latin authors

Poetry for Horace and his contemporaries meant written monuments that would land the lucky poet’s name on a library shelf next to the great Greek names.It would grant the poet fame, a nationalistic sense of glory and a presence in the pedagogical curriculum

Horace’s poetic practice was not rooted in everyday life, as Greek poetry was.He read and reread the Iliad in search of, as he put it, what was bad, what was good, what was useful, and what was not

In the scorn he felt towards the popular culture of his day, the symptom s -were already clear of the rift between “official” and “popular” culture that would divide future European societies

6

The new conceptions of language led in the sixteenth and early seventeenth century to the undermining of Latin as the privileged language of learning. The central tactic in the attack on the monopoly of Latin was the production of grammar books for the vernacular. These demonstrated that vernaculars could be reduced to the same kind of rules as Latin.

7

It literature “makes strange” ordinary perception and ordinary language and

invites the reader to explore new forms of perceptions and sensations,

and new ways of relating to language

8

Gennette calls all irregularities in the time of narration: Anachrobies

Anachronies happen whenever a narrative stops the chronological order in

order to bring events or information from the past (of the time zero) or

from the future (of the time zero).

Analepsis: The narrator recounts after the fact an event that took

place earlier than the moment in which the narrative is stopped.

Example (fictitious): I woke up in a good mood this morning. In my

mind were memories of my childhood, when I was running in the

fields with my friends after school

Prolepsis: The narrator anticipates events that will occur after the

point in time in which the story has stops.

Example (fictitious): How will my travel to Europe affect me? My

relationship with my family and friends will never be the same

again. This is what will make me later difficult to live with

9

An actin say greimas is extrapolation syntactic structure of a narrative an act ant is identified with what assumes syntactic structure function

10

Roland Barthes questioned the traditional idea that the meaning

of the literary text and the production of the literary text should

be traced solely to a single author

Structuralism and Post structuralism proved that meaning is not

fixed by or located in the author’s ‘intention.’

Barthes rejected the idea that literature and criticism should rely

on “a single self-determining author, in control of his meanings,

who fulfills his intentions and only his intentions” (Terry Eagleton)

11

According to Foucault, Barthes had urged critics to realize that

they could "do without [the author] and study the work itself

This urging, Foucault implies, is not realistic

Foucault suggests that critics like Barthes and Derrida never really

get rid of the author, but instead merely reassigns the author's

powers and privileges to "writing" or to "language itself."

12

Post-structuralism displaces the writer/author and make the

reader the primary subject of inquiry (instead of author / writer)

They call such displacement: the "destabilizing" or "decentering"

of the author

Disregarding essentially reading of the content that look for

superficial readings or story lines

Other sources are examined for meaning (e.g. readers, cultural

norms, other literature, etc

Such alternative sources promise no consistency, but might

provide valuable clues and shed light on unusual corners of the

text

13

For Derrida, language is unreliable There is no pre-discursive reality. Every reality is shaped and accessed by a discourse. “there is nothing outside of the text” (Jacques Derrida, Of Grammatology) Texts always refer to other texts (cf. Fredric Jameson’s The Prison House of Language) Language constructs/shapes the world Note: Derrida has a very broad notion of ‘text’ that includes all types of sign systems

14

This is one of the most important ideas of karl Marx

The idea that history is made of two main forces:

The Base: The material conditions of life, economic relations,

labor, capital, etc

The Superstructure: This is what today is called ideology or

consciousness and includes, ideas, religion, politics, history,

education, etc

Marx said that it is people’s material condition that

determines their consciousness

In other words, it is people’s economic conditions that

determine the ideas and ideologies that they hold

Note: Ibn Khaldoun says the same thing in the Muqaddimah