Transcript Document Your Research and Market Yourself! Organization of the Presentation • • • • • • • 4:12:58 PM Introduction Study or Research – Quantitative or Qualitative Proposals - Topics, TOR, Time Schedule Questionnaires,

Document Your Research and
Market Yourself!
Organization of the Presentation
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4:12:58 PM
Introduction
Study or Research
– Quantitative or Qualitative
Proposals - Topics, TOR, Time Schedule
Questionnaires, Scenario build up
Documentation
– Journals and Conferences
– Titles, Abstracts, Introduction
– Structured body
– Conclusion/Summary
– References, Bibliography, Harvard System
Plagiarism
Conclusion
Introduction
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•
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Ignorance
Lack of exposure
Disinterested
Ill motivated
Dejected and disappointed
Aptitude for writing
Proposals for
RESEARCH PROJECTS,
PAPERS –
Surveys and Questionnaires
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Topics
Selecting a research topic
Producing a research proposal
Producing a proposal for a research paper
For additional information see:
“How to Research” by
Blaxter, Hughes and Tight, Chapter 2
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Selecting a Research Topic
Blaxter, Hughes and Tight highlight twelve issues
to bear in mind when choosing a research topic:
Remember
1. How much choice you have
2. Your motivation
3. Regulations and Expectations
4. Your subject or field of study
5. Previous examples of research projects (papers)
6. The size of the Topic
7. The time,
8. Resources available
9. Cost you have
10.Your need for Support
11.Access issues
12.Methods for Researching
Nearly everything
will take longer
than you expect
There are always
some problems
So - Be realistic
Try and keep things
as simple and
straightforward as
possible
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Producing a Research Proposal
• This will be covered in detail in the sessions
that support the project phase of your
MSc.
• What you will need to produce for your
project is a Terms of Reference
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Terms of Reference
• For our projects these usually consist of four sections that address
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–
–
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Background and Overview
Objectives
Resources
Constraints
• Plus you will expected to produce an outline set of plans that
detail how you expect to carry out the project.
• You will need to detail:
– Stages, Order of activities, Deliverables, and Times
• Normally this is done by means of a Schedule and a Gantt chart
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Producing a Proposal for a Research Paper
• We will consider the use of
– EXTENDED ABSTRACTS (Paper proposals)
• Often required by conference organisers to:
– Help them do some initial planning
– Organise reviewing
– Provide advance feedback to authors
• Some conferences do their paper selection only on extended abstracts
• If the extended abstract is accepted, then your paper is guaranteed
acceptance
• Often all a keynote or invited speaker needs to produce is an extended
abstract. (not a full paper!)
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Extended Abstracts (Paper Proposals)
• A promise of what will be delivered
• Often written in the future tense – as it describes what
will delivered, not what currently exists.
• Should contain information on:
– Scene setting (places work in context)
– Outline Contents (Structure)
– Particular Highlights
• Plus
– A good title (can help get attention )
• Initial references (to give an indication of the quality of
research and support the proposed contents of the
paper)
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Example extended abstract
• Initial references
• A good title (can help get attention )
• How the Regulation of Software Engineering and the
Texas Licensing Model Will Act as Catalysts for the
Greater Professionalism and Higher Software Quality
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Scene setting
•
The software industry, when considering quality, has tended to concentrate on two aspects:
the product itself (the software) and the processes involved in producing that product.
Assessing the quality of the product is fraught with difficulties since not only is the final
product - the executing code- intangible, but as many authors have pointed out quality itself
is hard to define and almost impossible to measure directly. Thus the industry has tended to
concentrate on the production process and argue that:
A quality
process should lead to the production of a quality product
It does not matter
how well this argument may apply to traditional production line processes it is not
necessarily the “holy grail” with regard to software. However, what is very clear from case
study literature is that, whether one is concerned with product or process, a third vital
ingredient is people. It is thus people rather than product or process that should be regarded
as fundamental to any quality regime. In addition, with the end of the Millennium we are
seeing moves to license Software Engineers in parts of the United States (US). This licensing
and associated regulation of the Software Engineering profession is likely to lead to major
changes relating to computer personnel and the ways in which they work.
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Outline Contents (Structure)
Within the paper
the following will be considered:
1.Regulation and Certification Developments and the Facts
covering Software Engineering Licensing in Texas, US.
2.Formal Requirements of Professionalism
3.Examples of how non professional attitudes impinge on Quality
4.Approaches that will improve the current state of the industry
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Particular Highlights
•
Particular attention will be paid to:
•
Rules of the Texas initiative to give Software Engineers a license to practice.
Reference will be made to the different levels of Software Engineering expertise
and the potential for professional development. The case will be made that there
could be extra incentives and long term rewards for top grade Licensed Software
Engineers. This could be especially true for those working in the areas of speciality,
safety critical, trust-worthy, or real time systems.
•
Finally conclusions will be presented regarding the essential components and
requirements that relate to the teaching of principles of value and ethics to
computer personnel. This should help to move ethical training forward with the
aim of producing professional software engineers and computer scientists in the
future who will both be ethically aware and astute and capable of making socially
responsible decisions.
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References
• Initial references (to give an indication of quality of research)
•
(note this abstract was written in 1999)
Selected references
•
Bellinger, B (1998) Debate Weighs Licenses for Software Engineers. Electronic
Engineering. Times. 09/21/98, Issue 1026, (152), CMP Media Inc. pp.1-3.
•
Clegg, C et al. (199), The Performance of Information Technology and the Role of
Human and Organisational Factors. Report to the Economic and Social Research
Council, Swindon, UK.
•
IEEE (1998) Software Engineering Standards Committee - Computer Society Standards
Impact 1999!. IEEE, US. On-line. Available from:
http://computer.org/standard/impact/Program.html [January 15. 1999].
•
Martin,
4:12:58
PM
D, C. Martin, D, H. (1990) Professional Codes of Conduct and Computer Ethics
References
• Mead, N, R. (1997) Issues in Licensing and Certification. 10th Conference on
Software Engineering Education and Training. IEEE. USA. pp. 150-160.
• Speed, J, R. (1998a) Software Engineering An Examination of the Actions Taken
by the Texas Board of Professional Engineers. Online. US. Texas Board of
Professional Engineers. Available from:
http://www.main.org/peboard/softw.htm. [December 21, 1998].
• Speed, J. R. (1998b) Ethics and the professional engineer. Online. US, Texas
Professional Engineer, February 1998 Volume 2, Issue 1, Sections I-VIII, October
12, 1998. NCEES, Available from: http://www.ncees.org/licensure_
exchange/feb/engineerethics.htr. [December 1, 1998]
• Texas Board of Professional Engineers. (1998) Board Establishes Software
Engineering Discipline - The Texas Board's Software Engineering Statement
dated 10/12/98. Online. US. Texas Board of Professional Engineers. Available
from: www.main.org/peboard/sofupdt.ht [December 16, 1998].
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Your Proposal
• Your Proposal (worth 10% of module assessment)
• You will be marked on:
• Your proposal (approximately one side of A4)
• Initial references (5 to 8 should be sufficient)
• Grading Scheme Used:
•
•
•
NA NOT ATTEMPTED
US UNACCEPTABLE STANDARD (FAIL).
SBELOW STANDARD EXPECTED OF HONOURS GRADUATES
STUDYING A MASTERS LEVEL COURSE (MINIMAL PASS).
• S
STANDARD EXPECTED OF HONOURS GRADUATES STUDYING A
MASTERS LEVEL COURSE (SOUND PASS).
• S+ ABOVE STANDARD EXPECTED OF HONOURS GRADUATES
STUDYING A MASTERS LEVEL (DISTINCTIVE PASS).
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• E
NO IMPROVEMENTS CAN BE IDENTIFIED (FULL MARKS).
Surveys and Questionnaires
Data Collection and Information
Gathering Skills
– Being able to undertake a Literature
Survey
– Being able to design and conduct
interviews
– Being able to design and analyse
questionnaires associated with
undertaking a survey
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Program Contents
How to choose between various methods of
administering questionnaires
The difference between open and closed
questions
Constructing a questionnaire
How to ensure validity and reliability
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Administering Questionnaires
• Questionnaires can be administered and
responses collected in a number of ways o questions can be read to the subject and verbal
responses recorded by the researcher
o respondent can be given a list of questions and the
questionnaire completed at that time
o subjects can respond in their own time and the
questionnaire returned at a later date
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Types of Questions
Questions asked may be of two types
Open questions
allow the respondent to answer in their own
words
Closed questions
supply the respondent with two or more
answers from which they must choose one
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Open or Closed Questions?
• It is important to consider – the level of information the respondent
needs to know about the topic
– the ease with which the content of the
answer can be communicated
– how motivated the respondents may
have to be
– the level of language skills of the
respondents
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Staged Approach
A STAGED APPROACH TO PRODUCING A VALID QUESTIONNAIRE
• Stage 1
– decide whether your research idea is really suitable for
conducting a survey by means of a questionnaire
• Stage 2
– Identify which areas uncovered in the literature survey are
the most important and ensure the questionnaire addresses
all the pertinent issues
• Stage 3
– decide exactly who the questionnaire is aimed at
• Stage 4
– translate the research objectives into specific questions and
check that the answers will provide the necessary data
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Validity
Within the context of a quantitative
study there are 2 types of validity  Internal
 External
Internal validity can be checked by  cross checks
 respondents to postal questionnaires being
interviewed
 having a good rapport between
respondents and researcher
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Reliability
• Is concerned with measurement, and seeks to
establish that a reliable and repeatable result has
been achieved
• Reliability can be checked by – asking the same questions twice (test-retest)
– internal checks (similar questions are asked
without being repeated)
– logical tests of consistency
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Titles, Abstracts
and
Introductions
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Titles, Abstracts and Introductions
• Why these need special attention:
•
•
•
•
Each of them help to sell your paper
Title - your initial "sales pitch“
Abstract - your "advert" for your work
Introduction - the reader's first impression of your work
is formed here. Get this wrong and there is a chance
they may not bother to read the rest.
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Titles, Abstracts and Introductions
• Titles
• Some Guidelines:
•
•
•
•
Describe the paper
Include key words
Short (there may be a limit)
Most of all - make sure it gets attention for your work.
Possibly more important for a conference paper than a
journal paper.
•4:12:58APMprovocative title may help get people to your session at a
Titles, Abstracts and Introductions
• Abstracts:Guidelines
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–
–
–
–
–
–
–
–
Intended to be read separately
Not an Introduction
A summary
An advert
Avoid future tense - the paper exists
Avoid “This paper”
No cross references
Usual style is present tense, passive voice
Most importantly –
• An abstract is a summary of your work.
• It is intended to be read in ISOLATION from the rest of the paper.
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SeePMit as a sales pitch and an advert for your work
Titles, Abstracts and Introductions
• This paper re-examines the work of Thompson and
Edwards (1997) showing that much of what they had
claimed may not actually be true……….
• Why should the writer have avoided –
– “This paper” or “The Paper”?
– Cross References?
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Titles, Abstracts and Introductions
• Introductions
• Guidelines:
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–
–
–
–
Place the paper in context
Set the scene
Introduce major concepts
Outline any Hypothesis
Make clear what is coming next
• Introduction should answer the questions:
• 4:12:58
Why
am I reading it?
PM
Titles, Abstracts and Introductions
• Introductions
• Guidelines:
–
–
–
–
Place the paper in context
Set the scene
Introduce major concepts
Outline any Hypothesis
– Make clear what is coming next
• Introduction should answer the questions:
• Why am I reading it?
• What is it all about?
• Most importantly, ensure that the introduction sets the scene
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AND introduces the rest of the report
Titles, Abstracts and Introductions
• Example (First it sets the scene and introduces the
major concepts. Finally it tells the reader what they will
find in the rest of the report):
• 1. Introduction
•
The software industry, when considering quality, has tended to concentrate on two
aspects: the product itself (the software) and the processes involved in producing that
product. The international standards ISO 9126 and 12119 provide for software product
quality (ISO 9126: Information Technology- Software Product Evaluation - Quality
Characteristics and Guidelines for their Use, and ISO 12119: Information Technology Software Packages - Quality Requirements and Testing). However, organisations have in
general directed their efforts to consideration of tangible processes rather than the
more intangible products. They have relied on arguments to support this type of
approach along the lines of (Thompson et al, 1996):
“a quality
process should lead to the production of a quality product”
4:12:58 PM
Titles, Abstracts and Introductions
• Note that the latter part of the introduction tells the
reader what they will find in the rest of the report
i.e.
• ……… In section two of the paper we consider formal aspects of
professionalism with regard to regulation and certification developments
and facts covering Software Engineering Licensing in Texas. Then in section
three we highlight how non-professional attitudes really do impinge on
quality and we discuss approaches, especially with regard to education,
that will improve matters. Finally in section four we present our overall
conclusions regarding the future of the industry.
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4:12:58 PM
Writing Academic Papers
Overview
•
•
•
•
Presentation of Information
Style
Format
Structure of a paper
–
–
–
–
–
–
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Title
Introduction
Structured body
Conclusion/Summary
References
Abstract
• Abstract: example
Presentation of Information
• Writing can vary in two ways:
– style of writing
– formatting of text
• There is often a formula for writing
– structure of the document
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Style & Format
STYLE
Audience
– Their experience
– What they want to
get from it
Different Media require
different styles
– Journal,
– Conference,
– Dissertation,
– Report
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FORMAT
Requirements
Lengt
h
- Font
- Layout
- Diagrams
- References
- Sections
Keywords
- Theme
- Topic
Structure of a paper
• What needs to be in any paper
–
–
–
–
Title
Introduction
Structured Body
References
• What should be left out of your paper
– Footnotes
• What may be required
– Abstract (normally there)
– Figures/tables
– Dissertation or long reports over 20 pages ONLY
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• Table of Contents
• Chapters (dissertation only)
• Bibliography (treat with caution)
Title & Introduction
TITLE
• Short
• Describe the paper
• Include all key
words
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INTRODUCTION
• IMPORTANT
• Place the paper in context
• Set the scene
• Introduce major concepts
• Hypothesis
• What is coming next
• Should answer
Why am I reading it?
What is it all about?
Structured body
• Hierarchical decomposition
– sections, subsections
• Cohesion, Coupling
• Compare/contrast
– Description is NOT enough
– Balanced argument, Make a decision
• Critical appraisal
– Positive and negative
– Question sources, Interpret their findings your way - with justification
• Referencing
• Should come across as your work
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– Read, Think, Decide, Argue
Conclusion/Summary
• Conclude or Summarize
– What are the key decisions reached?
– Do not introduce new important arguments at this
point.
• No research is complete
– Future work
– Limitations of current work
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References
• Referencing in the body of the text (citation)
– The university uses the Harvard System
• e.g. (Smith, 1999), (Smith and Jones, 1967), (Smith et al, 1990)
• e.g. (Smith, 1999; Lincoln and Washington, 1845).
•
The Reference section
– See information on the Harvard system (in programme handbook,
and on web)
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• e.g.
• Smith, A (1999). A very important book. Publishing press, Anytown.
• Smith, A and Jones, B (1967). A seminal journal paper. The
International Journal of Very Important Things, Vol 134, No 3, pp6684.
• Smith A, Jones, B and Black, C. (1990). What we did in the summer.
Proceeding of the Fourth International Conference on Places to See,
Abstract
• Often comes at the front - probably written last
• Should be read separately
• Not an Introduction
• A summary
• An advert
• Avoid future tense - the paper exists
• Avoid “This paper” - the paper may not be there.
• No references - references may not be there.
•4:12:58
(Usually
in italics - given in format).
PM
Abstract: an example
A critical appraisal of software engineering
practices and approaches to the assessment of
software quality is presented. Sources of
information are identified, examples of
changes that have taken place are presented
and a view of the current state of the industry
is given. Suggestions are also made regarding
actions that need to be taken now and in the
future.
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BIBLIOGRAPHIC
REFERENCES:
THE HARVARD SYSTEM
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 1.
Value of the Harvard System
• The Harvard system is widely used in academic writing because it combines
three features very efficiently:
• Any reader wishing to follow up an author's sources is provided with a very full
reference for each of those sources, conveniently organised as an alphabetic
list by author. It is this list we ask you to call 'Bibliographic References‘
• Each full reference is simply typed in a prescribed sequence, avoiding the need
for tabulation and other possibly complicated lay-outs
• The different elements of each full reference are identified by consistent
sequence, punctuation and emphasis (underlined, italic or bold type). In the
examples below, italic type has been chosen throughout
• References in the body of the author's text can be given in one of several
(depending on the grammatical context) very brief forms, which still clearly
indicate, in the alphabetic list, which full bibliographic reference is intended
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2. Full Reference in the list of Bibliographic References
• 2.1 In deciding in which conventional form to give a full
reference, you need to distinguish between:
– Authored book. Books solely or effectively by one author, or by
collaborating authors where separate authorship of chapters or sections of
the book is not identified
– Edited book. Book which is a collection of chapters, sections, or articles
collected, organised and probably introduced and commented on by an
editor
– Article in a periodical, i.e., a publication which appears at regular intervals
under the same title (e.g., The Sun, British Journal of Sociology, Mind,
Times Higher Education Supplement) and contains articles by differing
authors
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2. Full Reference in the list of Bibliographic References
• 2.1 In deciding in which conventional form to give a full
reference, you need to distinguish between:
– Chapter or section in an edited book, where a named editor or editors
have collected together sections or chapters by other named authors
– Chapter or section in an edited book, where there is no named editor, but
instead a number of collaborating authors, who have provided sections or
chapters bearing their name
– Pamphlets, reports, tracts, etc., where no author is named, but where the
publication has been commissioned by an identifiable committee or
organisation, or sometimes has not
– Oddities: publications that present real referencing difficulties.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.2 Finding Bibliographic Information.
• You should look for bibliographies information on the face and
reverse of a publication's title page, not its cover and spine.
• Sometimes a book's sub-title is not given on the cover.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3 Formats for Different Publications
• 2.3.1
Authored Book
• The basic format, upon which all others are variations, is for an
authored book. The general form of such a reference is:
• Author, A., Author, B. and Author, N.1 (YEAR2 of publication of
book) Full title of book. Place of publication: Publisher.
• Thus:
• Hughes, G.E. and Cresswell, M.J. (1972) An introduction to
modal
logic. London: Methuen University Paperback.
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PM
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• NOTES:
• 1. Contemporary practice is to cite all the authors (or editors)
named on the title page, in the order in which they are named.
You should not use the abbreviation, "et al." (= et alii = and
others) in the full reference. But you should use it in brief in-text
references (see below).
• In some old texts, it may not be possible to find a publication
date, even in roman numerals (e.g., MDCCCXXXIII) at the bottom
of the title page, or at the end of an author's preface. In such
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cases, put "ud." where the date should go.
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.2
Edited Book
• Use the same format as an authored book, except that "ed." or
"eds" follows the author's or authors' names, thus:
• Singh, B.R. (ed.) (1994) Improving gender and ethnic relations:
strategies for schools and further education. London: Cassell.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.3
Article in a Periodical
• The general form of this reference is: Author, A.N. (YEAR of
periodical issue in which article appeared) "Full title of article", Full
Title of Journal, Volume No. - can be either roman or arabic, but be
consistent, (Issue No. - many learned journals produce an annual
volume, in two, three or four issues. Older journals may just have a
volume number), pp. n-m (the first and last pages on which the article
appears, including its notes and references).
• Thus: Brook, P. (1973) "Politics of sclerosis: Stalin and Lear: an
interview with A.J. Liehm", Theatre Quarterly, 3(10), pp. 13-17.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.4
Editor
Chapters/Section in an Edited Book - Named
• The general format is: Chapter - Author, A.N. (YEAR of
publication of book) "Title of chapter and any subtitle". In: A.N.
Editor (ed.) Full title of book. Place of Publication: Publisher.
• Thus:
Powell, L. (1994) "Personal and social education: a
vehicle for prejudice reduction". In: Singh, B.R. (ed.) (1994)
Improving gender and ethnic relations: strategies for schools
and further education. London: Cassell.
4:12:59 PM
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.5 Chapter/Section in an Edited Book - No Named
Editor
• Sometimes a publication is produced by a collective, none of whose members
feels able to claim editorship and so have their name on the book. Or maybe
no-one wants to be singled out for blame! This can happen especially for
pamphlets, reports and tracts compiled by a number of authors.
• One device is to entitle the authors as "various authors" or "Various eds" and
otherwise use the format for an edited book, above. Another device is to put
dashes in place of the authors'/editors' names.
• Where you use the first device, the reference is entered under "V" in any
alphabet list. Where you use dashes, you should use the publication title as
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the basis of deciding where it should go in an alphabetic list.
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.6
Pamphlets, Reports, Tracts
• These can be tricky! Most such documents are commissioned by an
organisation or committee and published by the same or a different
organisation. The convention is to treat the report as if it were an authored
book, but to replace the author's name with the name of the commissioning
body. If the commissioning body is also the publisher, yes, you print their
name again in the place for the publisher!
• Here is an example where the commissioner and publisher are different:
• Central Statistical Office (1987) Regional Trends, No. 22. London: HMSO.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.6
Pamphlets, Reports, Tracts
• Here they are very similar:
• Sheffield City Council for Racial Equality and the Police and
Community Safety Unit (1986) Because the skin is black.
Sheffield: Sheffield City Council.
• Here they are the same:
• (NICER) Northern Ireland Council for Educational Research
(1984) Register of research 1978-82. Belfast: Northern Ireland
Council for Educational Research.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.7
Films, Videos, Tapes, CDs
• The principle for listing films and videos is different : here, it is the
title which comes first and the director/producer/publisher later:
Hamlet (1990) F. Zeffirelli.
La bête humaine (1938) J. Renoir.
Macbeth (1959) Decca Records.
Macbeth (1988) BBC Television Shakespeare.
Thin blue line (1993) BBC Radio 4.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.8
Oddities
• Sometimes you want to refer to pamphlets for which any or all of
the following information is missing: author, commissioning body,
date, place of publication, publisher or printer.
• In such cases, start with the general format for authored books
and then simply omit what cannot be supplied, except
– replace the author's name with a dash
– where the date should go put "ud." meaning undated.
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.9
An example of a list of bibliographic references
• Note where the ampersand (&) is and is not used.
• Note the use of upper and lower case in book and periodical titles and in
subtitles and in article and chapter titles.
• Note the spacing between references to increase readability.
• Sometimes, when you set up a list of references, the same author appears
more than once. Where the publications are of different dates you place an
author's publications in date-order, earliest first. When an author has two or
more publications with the same date, you order them by alphabetic order of
title and then add lower-case letters to the publication dates to give a (Date+)
(e.g., 1988c). This had been done for Elliot-Kemp's publications in the example
list next. You do this so that when you want to make abbreviated in-text
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references
PM
(see next) you can distinguish between texts of the same date.
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.9
An example of a list of bibliographic
references
• Bell. J., Bush, T., Fox, A., Goodey, J., & Goulding, S. (eds) (1984)
Conducting small-scale investigations in educational
management. London: Harper & Row/Open University.
• Charlesworth, E.A. (1986) Stress management. London: Souvenir
Press.
• Elliot-Kemp, J. (1986a) "Decisions and strategies in stress
management", Educational Change And Development, 7(2), pp. 44:12:59 PM
9.
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 2.3.9
An example of a list of bibliographic
references
• Elliot-Kemp, J. (1986b) "The management of stress", Educational
Change And Development, 7(1), pp. 19-23.
• Feitler, F.C. (1985) "How to manage stress in the middle school",
Middle School Journal, 16, pp. 26-27.
• Fonteyn, D. (1985) Classroom control. London: Methuen/British
Psychological Society.
• Grey, H. & Freeman, A. (1988) Teaching with stress. London: Paul
4:12:59 PM
Chapman.
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 3. In-text referencing
• Once you have created a list of bibliographic references, like the
ones previous, all you need to do in your own writing is to refer
back to it. The way in which you do that will depend on whether
you are referencing a citation, or referring, without citation, to
the text in general, or some discussion, or information on a
particular page or pages.
4:12:59 PM
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 3.1 Referencing a Citation
• The general format of a citation reference is (Author, date, pp. nm) placed at the end of the citation one line down, e.g.:
• It is because of the difficulties inherent in doing any kind of
research that teachers, who are extremely busy people, need to
be encouraged and complimented for undertaking any kind of
investigation into their own work.
(Singh, 1994, p. 9)
4:12:59 PM
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 3.2 Referring without Citation
• The fullest form of an in-text reference is (Author, Date [+], pp. n-m). However,
the full form is often abbreviated further, depending on the purpose of the
reference and the sense of the sentence to which it is attached.
• Sometimes you want to refer to an author as a general authority, or to an
author's main or general theory or thesis. In those cases the reference does
not need page numbers. It takes the form: (Author, date [+]):
• Example: Collaboration was governed by common commitments to group
identity, trust, respect and shared ownership of the task (Gustafson and
Cooper, 1981; Henry, 1986) which had characterised previous dealings in
training contexts.
4:12:59 PM
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 3.2 Referring without Citation
• In other cases, where you are discussing closely a particular idea, or argument,
or case, or example, or set of data referred to by an author, then you must
supply page numbers, so that a reader can go exactly back to your source. You
should then use the form: (Author, date [+], pp. n-m):
• Example: There was probably less scope for the non-, or less prejudiced to be
heard and the exercise may have risked some reinforcement of prejudice
attitudes, by seeming group acceptance (Bruin, 1986. p. 177).
4:12:59 PM
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 3.2 Referring without Citation
• Sometimes, you will have named the author, and no other, within the last few
words. Then the author's name can be omitted. So you use the forms: (Date
[+]) or (Date [+], pp. n-m) depending on whether the reference is general, or to
particular text:
• Examples: Racism, according to Nixon (1975b), whether individual or
systematic, is more than a set of beliefs.
• Bruner et al. (1980) cited in Coffield (1983, p. 205) state that "the best
learning takes place when the learner takes charge".
4:12:59 PM
BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• 3.2 Referring without Citation
• Where the number of authors is more than two, it is normal to use the
abbreviation "et al." in in-text referencing. Usage depends on the sense of the
sentence:
• Examples: Bell et al. (1984) offer a rich discussion of a variety of approaches
to small-scale educational enquiries, supported by paradigmatic case studies.
• Arguments for the value of qualitative and naturalistic research methods in
practitioner development have been advanced in recent debate (Bell, et al.,
1984; Carr and Kemmis, 1986).
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BIBLIOGRAPHIC REFERENCES:
THE HARVARD SYSTEM
• Web/Internet References
• The same citation/referring approach should be used within the text as for
other forms of references. However within the reference list the URL address
should be given and in addition the date on which the reference was located
(since URL references may be updated by their authors). In instances where
there is not a recognised author discretion needs to be used to choose some
suitable identifier (such as the document name). Examples are shown below
(Jones, 1995) and (softmeas.html, 1995) to clarify this approach.
• Jones, P.Y (1995). Software Measurement: Case Studies of Twenty
Organisations. http://xyza.edu.gatech/softmeas.html. Accessed 11th
February 1996.
• softmeas.html. (1995). Software Measurement: Case Studies of Twenty
Organisations. http://xyza.edu.gatech/softmeas.html. Accessed 11th
February 1996.
4:12:59 PM
4:12:59 PM
How to Cheat Successfully
and get away with it!
Dr. Simon Stobart
Disclaimer
The University of Sunderland does
not condone cheating in any form
and those found guilty will be
severely dealt with.
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University Regulations
http://www.sunderland.ac.uk/~wm0ase/infring.htm
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Different Types of Cheating
•
•
•
•
•
Cheating (Exam)
Collusion
Falsifying
Impersonating
Plagiarism
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Penalties for Infringement
• agree not to impose a penalty
• deem the student to have failed in the specific
assessment in which the infringement occurred
• deem the student to have failed in all the assessments
for the module, in which case the student may be
permitted to retake the module, at cost, by referral or
repeat with attendance
• in the case of a student who is found to have committed
a grave infringement, or to have infringed more than
once, make a recommendation about the student's
progression to the Programme Assessment Board, as it
thinks
appropriate
4:12:59
PM
Cheating Statistics
How many people cheat each year on the
Schools Masters programmes?
1%
5%
10%
15%
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Cheating Statistics
18%
4:12:59 PM
Cheating Statistics
4:12:59 PM
Postgraduate Certificate
60%
Postgraduate Diploma
15%
Masters
25%
The Most Common Cheat
• Plagiarism is the most common form of cheating
encountered.
• The next few pages are adapted from Earl
Babbie’s
work at:
http://www.csubak.edu/ssric/Modules/Other/plagiarism.htm
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•
A
Look
At
Plagiarism
It has become common amongst University Lecturers to arrive late for
lectures on the grounds that students normally arrive late and thus to start
teaching on time would be pointless.
•
I feel it has become common amongst University Lecturers to arrive late
for lectures on the grounds that students normally arrive late and thus to
start teaching on time would be pointless.
•
It has become common amongst University Lecturers to arrive late for
lectures on the grounds that students normally arrive late and thus to start
teaching on time would be pointless.
•
I feel it has become the norm amongst University Lecturers to arrive late
for lectures on the grounds that students usually arrive late and thus to
start teaching on time would be pointless
•
I feel it has become the norm amongst University Lecturers to arrive late
for lectures on the grounds that students usually arrive quite late and thus
to start teaching on time would be rather pointless.
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A Look At Plagiarism
• The majority of University teaching staff now arrive
late for classes because their students arrive late
and therefore to begin lecturing is a waste of time.
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Proper Use
• “It has become common amongst University Lecturers
to arrive late for lectures on the grounds that students
normally arrive late and thus to start teaching on time
would be pointless.” (S. C. Stobart, 2000)
• Simon Stobart stated (2000) that “It has become
common amongst University Lecturers to arrive late for
lectures on the grounds that students normally arrive
late and thus to start teaching on time would be
pointless”.
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Reference Everything!
• Beware the Bibliography – what is this for?.
• Reference everything
– especially when you make a statement.
4:12:59 PM
But Why Do Students Cheat?
•
•
•
•
Lazy
Very Lazy
Foolish
Both lazy and Foolish
The BIG Problem
• Lazy students cannot be bothered to be good
cheats.
• Foolish students are not clever enough to be
good cheats.
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The THEORY and PRACTICE
The Theory
• Only clever students are
capable of cheating and
getting away with it.
In Practice
• Few students:
• Think that they are lazy.
– Think that they are foolish.
– Think that they will get
away with cheating.
Electronic Documents
• It’s easy to cheat if you have an electronic copy of a
document.
• Where can we get large numbers of electronic
documents from?
THE INTERNET
E-Documents
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E-Documents
http://www.ieee.org/products/periodicals.html
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E-Documents - Libraries
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http://www.idealibrary.com
E-Documents
My Assignment
This paragraph has been taken directly
from this web page and pasted into the
students document without referencing
the web page whatsoever. The student
hopes that the reader will never know
that paragraph
this is not their
own taken
work. directly
This
has been
from this web page and pasted into the
students document without referencing
the web page whatsoever. The student
hopes that the reader will never know
that paragraph
this is not their
own taken
work. directly
This
has been
from this web page and pasted into the
students document without referencing
the web page whatsoever. The student
hopes that the reader will never know
that paragraph
this is not their
own taken
work. directly
This
has been
from this web page and pasted into the
students document without referencing
the web page whatsoever. The student
hopes that the reader will never know
that this is not their own work.
4:12:59 PM
E-Document Problems
• “Compiled” documents don’t read right.
• Academic staff surf the WWW too.
• Easy to search for documents.
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Cheat Sites – OPPapers.com
http://www.oppapers.com/
4:12:59 PM
Cheat Sites & Problems
• For a fee you can:
– Download whole papers
– Have “experts” write you a paper
BUT
•
•
•
•
•
They cost money.
The quality of papers are poor.
The papers are never exactly what is required.
Limited number of papers.
The papers tend to “Americanized”
4:12:59 PM
It Gets Worse!
• Software are used to check assignments for
cheating.
• Performed automatically.
• Produces detailed reports.
• Becoming more sophisticated.
4:12:59 PM
It Gets Worse!
http://www.canexus.com/eve/index.shtml
4:12:59 PM
Turnitin
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Conclusions
• Do not cheat unless you are …
• Cleverer than those assessing your work.
• Willing to put time and effort into cheating.
EVEN IF YOU ARE CLEVERER OR WILLING
DO NOT CHEAT BECAUSE
If you are hard working then
there is no need to cheat.
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